Eighty ninth graders who solved an algebra problem in groups of four showed status effects at the individual level. The students had filled out preactivity questionnaires about mathematical status and social status and a postactivity leadership questionnaire. Hierarchical regressions and path analyses show that, at the group level, solution score was predicted positively by mathematics grade, correct turns, supportive evaluations, and redressed criticisms (criticism that reduced blame and created common ground), and negatively by naked (blunt) criticisms. At the individual level perceived group status was predicted positively by social status, percentage of group's words spoken in the cooperative problem solving, and redressed criticisms, and negatively by naked criticisms. Social status positively predicted both percentage of group words and redressed criticism turns, while mathematical status positively predicted naked criticisms. In a separate regression, social status (but not mathematical status) positively predicted received supportive evaluations after controlling for correctness. These results also show how criticism can have conflicting effects on social and cognitive goals. Five appendixes contain the precollaboration questionnaire, one problem, the speaking turns coding system, and regression and path analysis results. (Contains 7 tables, 1 figure, and 18 references.) (SLD)