Teacher and Self-Ratings of Popular and Rejected Adolescent Boys' Behavior

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Abstract
This investigation was designed to further an understanding of the differences between popular and rejected adolescent males with regard to the domains of social skills, self-control, anger, problem behaviors, and academic performance. For a multi-state sample (N = 191) of adolescents, it was demonstrated that teacher and self-ratings of social skills and self-control meaningfully discriminated popular from rejected males. Ratings of anger, problem behaviors, and academic performance did not contribute to the differentiation of the two groups via a stepwise discriminant function analysis. This investigation extended established behavioral correlates of social competency findings to older adolescents and employed several new (Social Skills Rating System) or infrequently used (Self-Control Rating Scale and Children's Inventory of Anger) behavior rating scales to operationalize social or social-cognitive behaviors hypothesized to be important to the development of social competency.