Tajfel, H. (1982). Social psychology of intergroup relations. Annual Review of Psychology, 33, 1-39.
Tassi, F. & Schneider, B. H. (1997). Task-oriented versus other-referenced competition: Differential implications for children's peer relations. Journal of Applied Social Psychology, 27(17), 1557 - 1580.
Taylor, A., &;Asher, S. (1984). Children's goals and social competence: Individual differences in a game-playing context. In T. M. Field (Ed.), Friendships in normal and handicapped children. Norwood, NJ: Ablex.
Taylor, A., &;Asher, S., Williams, G. A. (1987). The social adaptation of mainstreamed mildly retarded children. Sppecial Issue: Schools and Develoopment. Child Development, 58(5), 1321-1334.
Terry, R. &;Coie, J. D. (1991). A comparison of methods for defining sociometric status among children. Developmental Psychology, 27, 867 81.
Thompson, G. G., &;Powell, M. (1951). An investigation of the rating scale approach to the measurement of social status. Educational and Psychological Measurement, 11, 440-455.
Tietjen, A. M. (1982). The social networks of preadolescent children in Sweden. International Journal of Behavioral Development, 5, 111-130.
Townsend, M. A. R. , McCracken, H. E., & Wilton, K. M. (1988). Popularity and intimacy as determinants of psychological well-being in adolescent friendships. Journal of Early Adolescence, 8, 42-436.
Trent, R. D. (1957). The relatioship of anxiety to popularity and rejection among institutionalized delinquent boys. Child Development, 28, 379-384.
Turner, P. J. (1991). Relations between attachment, gender, and behavior with peers in preschool. Child Development, (62), 1475-1488.
Tyne, T. F., &;Geary, W. (1980). Patterns of acceptance-rejection among elementary school students. Journal of Child Study, 10, 179- 187.
Ullmann, C. (1957). Teachers, peers, and test predictors of adjustment. Journal of Eduational Psychology, 48, 257-267.
Underwood, M.K. (1996). Childhood peer sociometric status and aggression as predictors of adolsecent childbearing. Journal of Research on Adolescence, 6, 201-23.
Urbain, E. S., &;Kendall, P. C. (1980). Review of social-cognitive problem- solving interventions with children. Psychological Bulletin, 8, 109-143.
Vandell, D. L., &;Mueller, E. C. (1980). Peer play and friendships during the first two years. In H. C. Foot, A. J. Chapman, &;J. R. Smith (Eds.), Friendship and social relations in children. New York, NY: John Wiley, 181-208.
Vaughn, B. E., &;Waters, E. (1981). Attention structure, sociometric status and dominance. Interrelations, behavioral correlates and relationships to social competence. Developmental Psychology, 17, 275 288.
Virtue, M. S., &;French, D. C. (1984). Peer and teacher ratings of socially neglected and rejected fourth and fifth grade boys. Journal of Applied Developmental Psychology, 5, 13-22.
Vosk, B., Forehand, R., Parker, J., &;Rickard, K. (1982). A multimethod comparison of popular and unpopular children. Developmental Psychology, 18, 571-575.
Wanless, R. L., &;Prinz, R. J. (1982). Methodological issues in conceptualizing and treating childhood social isolation. Psychological Bulletin, 92, 39-55.
Warnars-Kleverlaan, N., Oppenheimer, L., &;Sherman, L. (in press, 1996). To be or not to be humorous: does it make a difference? Humor.9(2), 117 141.
Waters, E., Wippman, J., &;Sroufe, L. A. (1979). Attachment, positive affect and competence in the peer group: Two studies in construct validation. Child Development, 50, 821-829.
Watson, D., &;Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of Consulting and Clinical Psychology, 33, 448-457.
Weiner, J. (1987). Peer status of children and adolescents: A review of the literature. Learning Disabiliteis Research, 2, 62-79.
Weinstein, C. S. (1991). The classroom as a social context for learning. Annual Review of Psychology, 42, 493-525.
Weissberg, R. P. (1985). Designing effective social problem-solving programs for the Classroom. In B. H. Schneider, K. H. Rubin &;J.E. Ledingham (Eds.), Children's peer relations: Issues in assessment and intervention. New York, NY: Springer-Verlag, 225-242.
Weissberg, R. P., Gesten, E. L. (1982). Considerations for developing effective school-bassed social problem-solving training programs. School Psychology Review, 11, 56-63.
Weissberg, R., Gesten, E., Carnike, C., Toro, P., Rapkin, B., Davidson, E., &;Cowen, E. (1981). Social problem-solving skills training: A competence-building intervention with second- to fourth-grade children. American Journal of Community Psychology, 9, 411-423.
Weissberg, R. P., Gesten, E. L., Rapkin, B. D., Cowen, E. L., Davidson, E., Flores de Apodaca, R., &;McKim, B. J. (1981). The evaluation of a social problem-solving training program for suburban and inner- city third-grade children. Journal of Consulting and Clinical Psychology, 49, 251-261.
Wentzel, K.R. (1996). Relations of cohesion and power in family dyads to social and emotional adjustment during early adolescence. Journal of Reasearch on Adolescence, 6, 225-44.
Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior and perceived social support. Journal of Educational Psychology, 86, 173-82.
Wentzel, K. R. (1993). Stratigies for making friends: Relation to social behavior and peer acceptance in early adolescence. Developmental Psychology, 29, 819-26.
Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competance in middle school. Journal of Educational Psychology, 85, 357-64.
Wentzel, K. R. (1991a). Relations between social competence and academic achievement in early adolescence. Child Development, 62, 1066-1078.
Wentzel, K. R. (1991b). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61(1), 1-24.
Wentzel, K. R. (1994). Relations of Social Goal Pursuit To Social Acceptance, Classroom-Behavior, And Perceived Social Support. Journal of Educational Psychology, 86(2), 173 - 182.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209.
Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular and controversial children. Child Development, 66, 754 763
Wentzel, K. R. & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68(6), 1198 - 1209.
Wentzel, K. R. & Erdley, C. A. (1993). Strategies for Making Friends - Relations to Social-Behavior And Peer Acceptance in Early Adolescence. Developmental Psychology, 29(5), 819 - 826.
Wheeler, V., & Ladd, G. W. (1982). Assessment of children's self efficacy for social interactions with peers. Developmental Psychology, 18, 795-805.
White, K. J. & Kistner, J. (1992). The Influence of Teacher Feedback On Young Children's Peer Preferences and Perceptions. Developmental Psychology, 28(5), 933 - 940.
Whitmann, T. L., Mercurio, J. R., &;Caponigri, V. (1970). Development of social responses in two severely retarded children. Journal of Applied Behavior Analysis, 3, 133-138.
Windle, M. (1994). A study of friendship characteristics and problem behaviors among middle adolescents. Child Development, 65, 1764-77.
Yellot, A., Liem, G., &;Cowen, E. L. (1969). Relationships among measures of adjustment, sociometric status, and achievement in third graders. Psychology in the Schools, 6, 315-321.
Young, C. C., &;Kerr, M. M. The effects of a retarded child's initiations on the behavior of severely retarded school-aged peers. Education and Treatment of the Mentally Retarded, 14, 185-190.
Youngblade, L. M., &;Belsky, J. (1989). Child maltreatment, infant -parent attachment security, and dysfuntional peer relationships in toddlerhood. Topics in Earlh Childhood Special Education, 9, 1-15.
Youniss, J. & Smollar, J. (1989). Adolescents' interpersonal relationships in social context. In T. J. Berndt &;G. W. Ladd (Eds), Peer relationships in child development. New York: Wiley, 300-316.
Youniss, J. (1994). Children's friendship and peer culture: Implications for theories of networks and support. In F. Nestmann and K. Hurrelmann (Eds.), Social networks and social support in childhood and adolescence (pp. 75-88). Berlin, Germany: Walter de Gruyter.
Zahavi, S., &;Asher, S. R. (1978). The effect of verbal instructions on pre- school children's aggressive behavior. Journal of School Psychology, 16, 146-153.
Ziv, A. (1979). Sociometry of humor: Objectifying the subjective. Perceptual and Motor Skills, 49, 97-98.
Ziv, A., Gorenstein, E., Moris, A. (1986). Adolescents' evaluation of teachers using disparaging humour. Educational Psychology, 6(1), 37-44.