Abstract
The purpose of this research was to investigate the clusters of children`s teacher and peer preference. Moreover, differences in social behaviors and psychosocial adjustment were examined among the clusters. The participants were 521 elementary school children, namely, 282 males and 239 females. Children completed peer nominations which assessed peer preference, victimization and social behaviors. Also, psychosocial adjustment was measured based on children’s report and teachers rated teacher preference. Results revealed three distinct clusters. There were significant differences in social behaviors and psychosocial adjustment among the three clusters. Based on the results of this research, intervention strategies were made.
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