Hughes, J., Zhang, D., & Hill, C. (2006). Peer Assessments of Normative and Individual Teacher-Student Support Predict Social Acceptance and Engagement among Low Achieving Children. Journal of School Psychology, 43, 447-463.
https://doi.org/10.1016/j.jsp.2005.10.002

has been cited by the following article:

• TITLE: Social Skills and Social Acceptance in Different Educational Levels: A Cross-Sectional Study

  AUTHORS: Daniel Bartholomeu, José Maria Montiel, Gleiber Couto, Cintia Heloína Bueno, Fernanda Helena Soares Garcia, Fernando Pessotto

  KEYWORDS: Social Skills, Social Acceptance, Educational Level

  JOURNAL NAME: Psychology, Vol.12 No.11, November 30, 2021

  ABSTRACT: This research examined whether social ability measures related to acceptance and rejection differ based on varying educational levels. 257 primary school children, 45 high school teenagers, and 126 university students, male and female participated in the study. They completed the Inventory of Social Abilities, the Test of Social Abilities for Children in School Situation and a Sociometric Measure, used to determine the sociometric position each participant occupied within the group, in three situations: hanging out with, playing, and studying with. Results suggest that social skills seem to decrease rejection, instead of enabling social acceptance.