Factors underlying peer acceptance: gender, age and social skills

Abstract

The aim of the present study is threefold: first, to assess the psychometric structure of Social Skills Rating System-Student form (Gresham & Elliot, 1990) in a sample of Turkish students from third through eighth grades; second, to test age and sex-related differences in same sex preference (gender cleavage) so as to determine developmental trajectories in this tendency for boys and girls; and lastly, to examine the effects of gender and age on the relationship between peer acceptance and social skills. The Cronbach alpha reliability coefficients for the elementary and the secondary scale were .86 and .89, respectively. In line with Gresham and Elliot (1991), cooperativeness, self control, assertiveness and empathy factors were found for the secondary level; the same factors, except for empathy, were also found for the elementary level. Same-sex preference was found for both the elementary and the secondary boys and girls. Girls’ social skills scores were higher than those of boys except for assertiveness at the secondary level. The impact of cooperativeness on peer acceptance emerged for the elementary level whereas assertiveness, self control and empathy gained significance for the secondary level. Boys’ cooperativeness and self control was related to peer acceptance, particularly among girls at the elementary level whereas boys’ assertiveness and empathy was crucial for peer acceptance by secondary level students.