Abstract
The purpose of the present study was to investigate the relationship between power status and power resources in classroom. Two kinds of tests were given to 549 subjects chosen from 15 classes of four elementary schools. One was the near-sociometric test, the aim of which was to measure power status in the classroom. The other was to examine power resources possessed by pupils who were selected on the sociometric test. The main results were: a) Subjects attributed “affiliation” and “cheerfulness” to the power holders in the classroom and b) subjects attributed “leadership, ” “superiority” and “achievement” to chilidren of higher power status in addition to “affiliation” and “cheerfulness.”
