Social Networks in Fifth Grade Classrooms: Who Reports being in a Group and Who Does Not?

Cristin M. Hall, Molly Dawes, Thomas W. Farmer

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


The present study examined the behavioral and affiliative differences between 2403 fifth grade students (1307 female, 1096 male) who reported that they belonged to a social group on social cognitive map (SCM) procedures and those who did not even though their peers viewed them as members of a peer group. Students who did not report their affiliations were more often classified as victims of bullying, have lower peer preference, have more peer-assessed internalizing symptoms, and have lower prosocial behavior and social prominence than students who reported their peer affiliates. Females with higher self-reported levels of aggression were more likely to report their peer affiliations. Males with higher self-reported levels of internalizing symptoms were less likely to report their affiliations. Implications and future directions are discussed.

Original languageEnglish (US)
Pages (from-to)808-823
Number of pages16
JournalJournal of Child and Family Studies
Issue number3
StatePublished - Mar 2021

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies


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