Several cross-sectional studies have found that popular children are viewed as more conciliatory during conflict than rejected children, and that rejected children are seen as more coercive during conflict than other classmates (Bryant, 1992; T.-Y. Chung & Asher, 1996; French & Waas, 1987). In a cross-sectional study of 165 students in grades 4 through 6, children who were popular were more likely to resolve conflicts with a calm discussion and less likely to use tactics such as anger retaliation or avoidance. Rejected peers were more likely to use anger retaliation during conflict than other students (Bryant, 1992). Similarly, during playground observations of 26 third- and fourth-grade boys, French and Waas (1987) found that the rejected boys used more aggressive and less effective strategies during playground conflicts than other boys. Similarily, Chung and Asher (1996) found that youth who were "oriented toward having good relationships with peers" tended to select strategies that involved "giving in." The authors suggest that this may be a conflict resolution strategy that will maintain or improve peer relationships.