PEER SOCIAL-STATUS AND FRIENDSHIP - INDEPENDENT CONTRIBUTORS TO CHILDRENS SOCIAL AND ACADEMIC ADJUSTMENT

Peer social status, friendships, and adjustment were measured for 326 school-aged children (M age = 8 years, 8 months). Although status and friendship were related, they were not redundant. Some rejected and neglected children had friends; and some popular and average children did not have friends. Both peer social status and friendship were found to contribute uniquely to children's socio-emotional adjustment, academic competence, and self-concept. These results argue for the functional importance of both types of peer relationships for school-aged children.