Journal articles: 'Sociometry. Psychology, Social'

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Sedrakyan, Sedrak. "Sociometry and Familial Status-Role Relations." WISDOM 2, no. 5 (December 1, 2015): 118. http://dx.doi.org/10.24234/wisdom.v2i5.42.

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One of the contemporary social psychology directions, sociometry, has played a vital role in small groups investigation. That direction was formed, developed and widely applied in the first decades of 20th century by Moreno who was first of all concerned with primary, i. e. intimate, emotional relations of people in small groups, emergence of feelings among group members such as sympathy and dislike, love and hatred, respect and contempt, the desire to be in mutual communication or isolation from each other, etc. With the help of sociometric method created and currently applied by Moreno the latter tries revealing such inter-group relations that are nearly not perceptible for “naked eyes“ (to observe superficially), however they often have serious, sometimes also critical influence on people’s behavior and state of mind. And though there has been put forth the viewpoint that sociometry is not as efficient in family investigation as when studying other small and medium groups, nevertheless, family sociometric research is compulsory and useful for investigating family psychology.

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Fields, Corey D. "Sociometry 1937." Social Psychology Quarterly 70, no. 4 (December 2007): 326–29. http://dx.doi.org/10.1177/019027250707000403.

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Borgatta, Edgar F. "Jacob L. Moreno and Sociometry: A Mid-century Reminiscence." Social Psychology Quarterly 70, no. 4 (December 2007): 330–32. http://dx.doi.org/10.1177/019027250707000404.

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Vanwalleghem, Stéphanie, Raphaële Miljkovitch, Alyssa Counsell, Leslie Atkinson, and Annie Vinter. "Validation of the Intention Attribution Test for Children (IAC)." Assessment 27, no. 7 (March 5, 2019): 1619–32. http://dx.doi.org/10.1177/1073191119831781.

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The Intention Attribution Test for Children (IAC) was created to assess hostile attribution bias in preschool- and early school-aged children. It comprises 16 cartoon strips presenting situations in which one character (either a child or an adult) causes harm to another, either intentionally, accidentally (nonintentional), or without his or her intention being clear (ambiguous). Its validity was tested on 233 children aged 4 to 12 years. Exploratory factor analysis and item response theory models demonstrated support for a single factor of hostile attribution bias for the ambiguous and nonintentional items. Analyses revealed, however, that the intentional items did not contribute to this same overall construct of hostile intention attribution bias. Correlations with the Social Perception Test and with sociometry suggest good validity of the IAC. The IAC may be a useful instrument for research and in the context of therapeutic intervention addressing socially inappropriate behavior in childhood.

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Kochetkov, N. V., and E. N. Volozhaeva. "Relationship Between Enthusiasm for Online Gaming and Learning Motivation Among Students of Different Status." Психологическая наука и образование 26, no. 4 (2021): 34–42. http://dx.doi.org/10.17759/pse.2021260403.

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The article answers the question how learning motivation and enthusiasm for online gaming are related in students with low, medium and high social status. We present results of a study conducted in 2020 that involved 104 students of 9—11 grades of Moscow schools, 41% (n=43) males, 59% (n=61) females. The techniques used in the study included the academic motivation scale, the assessment tool for game addiction, sociometry, the reference measurement technique, and the technique for identifying informal intragroup power structure in a contact community. The results show that each structure of the integral intragroup status is characterized by its own relationship between learning motivation and willingness to engage intensively in online gaming. As it was revealed, in the attraction structure of intragroup status among high-status students the game addiction indicator is negatively correlated to learning motivation, whereas in the structure of informal power among low-status students this correlation is positive.

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Bakhvalova, Elena V., and Anastasia V. Miklyaeva. "Socio-Psychological Predictors of Successful Integration of Institutionalized Adolescents into Mainstream Schools." Integration of Education 25, no. 1 (March 30, 2021): 110–26. http://dx.doi.org/10.15507/1991-9468.102.025.202101.110-126.

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Introduction. The study sought to reveal socio-psychological factors of successful integration of institutionalized adolescents into mainstream schools. The relevance of the research is determined by the necessity to spread practices of integrating institutionalized children and adolescents into mainstream schools to expand their social experience. Materials and Methods. The purpose of the study was to explore the socio-psychological predictors that determine the successfulness of integration of institutionalized adolescents into mass secondary schools. Among the sociopsychological predictors of integration success, we analyzed the communicative characteristics of adolescents and the specifics of their relations with other subjects of the educational process. The study involved 678 people including students of secondary schools with integration programs, their parents and teachers. The empirical data were collected through questionnaires, expert survey of teachers, and projective drawing with subsequent expert evaluation of the results, as well as testing, including M. Kondash’ Anxiety Scale (to assess the adaptation of orphaned children in school), S. Bratchenko’s methods “Direction of the personal communication”, M. Snyder’s Diagnostics of communicative control (to assess their communicative potential) and J. Moreno’s Sociometry (to assess their place in the system of interpersonal relations with classmates). Results. The results show that about one out of ten institutionalized adolescents successfully integrates into the educational process of mainstream schools, while the others experience difficulties in this process. Significant predictors of successful integration are indicators that characterize the communication skills of institutionalized adolescents, as well as their relationships with “adult” subjects of the educational process (primarily, parents of classmates). The most favorable conditions for the successful integration of institutionalized adolescents into mainstream schools are associated with the first stages of their attendance at a mainstream education institution. Discussion and Conclusion. The findings contribute to social and educational psychology and can be used to develop scientifically-based system of social-psychological support of integration of institutionalized adolescents into mainstream schools, the targets which should be aimed at the development of communicative skills of institutionalized adolescents, and also on formation of system of their relations with other subjects of educational process.

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Vasylkevych, Yaroslava Z., Olha M. Lomak, Iryna M. Zozuli, Diana V. Kochereva, and Oksana M. Kikinezhdi. "Creativity as a Resource of Adaptation in a Politically and Economically Unstable Environment." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 710–18. http://dx.doi.org/10.6000/2292-2598.2020.08.04.14.

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The purpose of the study was to identify the specifics of creativity in student age and the peculiarities of socio-psychological adaptation in a politically and economically unstable environment, as well as gender and micro group patterns of the relationship between creativity and adaptability. The methods such as the Guilford-Torrance method, “Desire for creativity” Scale, Kettell test, Methods of Moreno sociometry, Leary’s method, and Dembo-Rubinstein method were used to monitor the variables. The study identified that non-verbal creativity develops in individuals aged 16-17 years. The creative attitude to life develops in the ones aged 17-18. At the age of 18-19, creativity becomes the most integrated into the system of personal characteristics are motivational and personal components of creativity, which form positive connections with the fundamental adaptive personality characteristics, which indicates a greater adaptive resource of creatively oriented individuals. It was also found that boys, compared to girls, were more prone to leadership, more persistent, assertive (E), more emotionally stable (C), calm (O), and also more independent (Q2). Girls were more likely to feel guilty, anxious (O), more sociable, open (A), sensitive, and vulnerable (I). The study found that students with a high level of development of divergent thinking and its components (cognitive factors of creativity) carry out interpersonal communication (as a component of adaptation) most flexibly and effectively making students less prone t

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Krantz, Murray, and Carla Wade. "Parental Social Cognition of Children's Social Status." Psychological Reports 62, no. 2 (April 1988): 356–58. http://dx.doi.org/10.2466/pr0.1988.62.2.356.

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The purpose of the study was to describe the relationship between mothers' knowledge of their children's friendship preferences and their children's achievement of social status. Sociometric nominations for 52 girls and 50 boys in Grades 2 and 3 were used to determine children's social status and 57 mothers were interviewed for their “sociometric awareness” of their children's social status among peers. Both children's and maternal sociometric awareness were correlated positively with social acceptance and negatively with social rejection by peers. Mothers of “rejected” children were less aware of the positive friendship preferences of their children than mothers of children of more favored status.

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Peretti, Peter O., and Annette McNair. "PSYCHOLOGICAL AND SOCIAL SELF-PERCEPTIONS OF THE SOCIOMETRIC ISOLATE." Social Behavior and Personality: an international journal 15, no. 1 (January 1, 1987): 53–57. http://dx.doi.org/10.2224/sbp.1987.15.1.53.

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Literature on the sociometric isolate in school suggests the student is left out of things by classmates, lacks motivation for optimal classroom performance, and, is not an active participant in the /earning process. The present study was conducted to: (I) determine the sociometric group structure of several 6th grade classes; (2) determine the acceptance, rejection, and, in particular, the isolate interaction patterns, and (3) determine psychological and social self-perceptions of the sociometric isolate. Results indicated the sociometric group structure for each class, the acceptance, rejection, or isolate interaction patterns, and the six most frequently selected psychological and social self-perceptions of the sociometric isolate.

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Ilmarinen, Ville–Juhani, Mari–Pauliina Vainikainen, Markku Verkasalo, and Jan–Erik Lönnqvist. "Peer Sociometric Status and Personality Development from Middle Childhood to Preadolescence." European Journal of Personality 33, no. 5 (September 2019): 606–26. http://dx.doi.org/10.1002/per.2219.

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Sociometric status, the regard that other group members confer to an individual, is one of the most ubiquitous and behaviourally relevant attributes assigned to the person by the social environment. Despite this, its contribution to personality development has received little attention. The present three–wave longitudinal study, spanning the age range 7–13 years ( n = 1222), sought to fill this gap by examining the transactional pathways between peer sociometric status (measured by peer nominations) and Five–Factor personality traits (measured by self–ratings and parent and teacher ratings). Sociometric status prospectively predicted the development of extraversion. By contrast, agreeableness and neuroticism prospectively predicted the development of sociometric status. Furthermore, individual–level stability in extraversion was associated with individual–level stability in sociometric status. The results were robust across different sources of personality ratings. We argue that peer sociometric status in the school classroom is the type of environmental effect that has potential to explain personality development. Because of its stability, broadness, and possible impact across a variety of personality processes, sociometric status can both repetitiously and simultaneously influence the network of multiple inter–correlated micro–level personality processes, potentially leading to a new network equilibrium that manifests in changes at the level of the broad personality trait. © 2019 European Association of Personality Psychology

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Kaya, Alim. "SOCIOMETRIC STATUS, DEPRESSION, AND LOCUS OF CONTROL AMONG TURKISH EARLY ADOLESCENTS." Social Behavior and Personality: an international journal 35, no. 10 (January 1, 2007): 1405–14. http://dx.doi.org/10.2224/sbp.2007.35.10.1405.

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In this study, locus of control and depression levels of early adolescents (N = 409) with different sociometric status were examined. Sociometric status was determined using the classic sociometric classification procedure as described by Coie, Dodge, and Coppotelli (1982). Students completed the Children's Depression Inventory and the Nowicki-Strickland Locus of Control Scale. Findings showed that locus of control and depression level of students differed according to sociometric status. Subjects classified as popular and controversial, have much more internal control than those of any other sociometric status and the neglected and rejected students tend to display more depressive symptoms than those of any other sociometric status.

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Eronen, Sanna, and Jari-Erik Nurmi. "Sociometric status of young adults: Behavioural correlates, and cognitive-motivational antecedents and consequences." International Journal of Behavioral Development 25, no. 3 (May 2001): 203–13. http://dx.doi.org/10.1080/01650250042000212.

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A cross-lagged longitudinal study was carried out to investigate whether social reaction styles and loneliness serve as antecedents and consequences of sociometric status among young adults. Behavioural correlates of sociometric status were also studied. Questionnaires measuring sociometric ratings, social reaction styles, loneliness, and group atmosphere were ”lled in by 154 students one week after starting at a new school, then half a year later, and ”nally, one year later. In Measurement 2, the participants’ social behaviour was rated by their classmates. The results indicated that social reaction styles, feelings of loneliness, and satisfaction with the group atmosphere prospectively predicted sociometric status: Popularity, for example, was predicted by a high level of approach orientation. Sociometric status also predicted changes in individuals’ reaction styles and feelings of loneliness. For instance, popularity increased optimism and decreased loneliness. Finally, high sociometric status was related to prosocial behaviours, whereas low sociometric status was associated with behavioural deficiencies.

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Rinn, Roger C., Maxine Priest, David L. Barnhart, and Allan Markle. "Validation of an Analogue Measure of Social Skills in Children." Psychological Reports 59, no. 1 (August 1986): 95–99. http://dx.doi.org/10.2466/pr0.1986.59.1.95.

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Analogue assessment offers a promising avenue for determining social skills of children. However, data regarding the validity of such assessment have been lacking. In the present study, the validity of a simplified analogue system was examined. First, scores on the analogue system were obtained from responses of 24 third-grade children. Then four sociometric measures (peer ratings of play and work, positive and negative peer nominations) were administered. Correlations (.48 to .65) between the analogue and sociometric measures were significant, supporting the validity of the analogue system. Implications for future research were discussed.

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Cava, Maria Jesus, Gonzalo Musitu, and Sergio Murgui. "Individual and Social Risk Factors Related to Overt Victimization in a Sample of Spanish Adolescents." Psychological Reports 101, no. 1 (August 2007): 275–90. http://dx.doi.org/10.2466/pr0.101.1.275-290.

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This study analyzes the role of adolescents' self-esteem, loneliness, sociometric status, and perceptions of family and classroom environment on overt vicitimization by peers in a sample of 1,319 Spanish adolescents (48% boys and 52% girls), ages 11 to 16 years ( M = 13.7, SD = 1.5). The findings from structural equation modeling suggest that adolescents' self-esteem, loneliness, and sociometric status had a significant direct effect on overt victimization by peers, and adolescents' perceptions of family and classroom environment had a significant indirect effect on peer overt victimization mediated by self-esteem, loneliness, and sociometric status. The findings are discussed with the consideration of these variables as individual and social risk factors for overt victimization by peers.

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Rubin, Kenneth H., Shelley Hymel, Lucy Lemare, and Lynda Rowden. "Children experiencing social difficulties: Sociometric neglect reconsidered." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 21, no. 1 (1989): 94–111. http://dx.doi.org/10.1037/h0079775.

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Erwin, Philip G., and John Letchford. "TYPES OF PRESCHOOL EXPERIENCE AND SOCIOMETRIC STATUS IN THE PRIMARY SCHOOL." Social Behavior and Personality: an international journal 31, no. 2 (January 1, 2003): 129–31. http://dx.doi.org/10.2224/sbp.2003.31.2.129.

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This study examines how different types of preschool experience may be related to subse- quent sociometric status in the primary school. A sociometric questionnaire was given to 187 primary school children. Those who had previously attended nursery schools or play-groups scored significantly higher than those who had attended nurseries or remained at home. The results are cautiously interpreted as evidence supporting the importance of pre-school experience for childhood social development but emphasizing that the type of experience may be crucial.

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Grygiel, Paweł, Grzegorz Humenny, Sławomir Rębisz, Elżbieta Bajcar, and Piotr Świtaj. "Peer Rejection and Perceived Quality of Relations With Schoolmates Among Children With ADHD." Journal of Attention Disorders 22, no. 8 (December 19, 2014): 738–51. http://dx.doi.org/10.1177/1087054714563791.

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Objective: The main aim of the current study was to investigate the links between ADHD diagnosis and the objective and subjective dimensions of social relationships among children from primary schools. Method: We used the data from 36 regular classrooms, consisting of 718 students, with each containing at least one child with an established clinical diagnosis of ADHD (38 children). Results: For children with ADHD, the level of the perceived quality of social relations was lower than that of children without such a diagnosis. After controlling for sociometric status, the impact of ADHD on perceived status proved to be statistically nonsignificant but the indirect impact of ADHD on this status through sociometric status was statistically significant. Conclusion: Children diagnosed with ADHD are more often rejected by their peers and have a more pessimistic view of their social world. Moreover, ADHD diagnosis does not have a direct influence on the perceived quality of social relations otherwise than through sociometric status.

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Fincham, Frank D., and Audrey J. Hokoda. "Learned helplessness in social situations and sociometric status." European Journal of Social Psychology 17, no. 1 (January 1987): 95–111. http://dx.doi.org/10.1002/ejsp.2420170109.

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Bartholomeu, Daniel, and José Maria Montiel. "Behavioral and Personality Predictors of Acceptance and Rejection in University." Paidéia (Ribeirão Preto) 27, no. 68 (December 2017): 272–80. http://dx.doi.org/10.1590/1982-43272768201704.

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Abstract: Acceptance and rejection in the group are related to both personality characteristics and social skills and most studies focus on children instead of college students. The objective of this study was to investigate whether acceptance and rejection would be more associated with personality tendencies, specifically socialization or social skills. We collected data from 187 college students attending the Physical Education (67%) and Psychology (32%) courses. The instruments were the sociometric test, the Factorial Scale of Socialization and the Social Skills Inventory. A moderating effect of gender in the relationship between assertiveness and acceptance and rejection to go out on college was observed. Social skills were better predictors of acceptance and social rejection in the university group.

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Shantz, Carolyn U., and David W. Shantz. "Conflict between children: Social-cognitive and sociometric correlates." New Directions for Child and Adolescent Development 1985, no. 29 (September 1985): 3–21. http://dx.doi.org/10.1002/cd.23219852903.

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Sabornie, Edward J., and James M. Kauffman. "Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents." Behavioral Disorders 10, no. 3 (May 1985): 191–97. http://dx.doi.org/10.1177/019874298501000305.

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This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms.

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Sabornie, Edward J., and James M. Kauffman. "Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents." Behavioral Disorders 10, no. 4 (August 1985): 268–74. http://dx.doi.org/10.1177/019874298501000407.

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This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms.

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Bégin, Guy. "Sociometric Status and Social Interaction: Are the Neglected Children Socially Less Active?" Perceptual and Motor Skills 63, no. 2 (October 1986): 823–30. http://dx.doi.org/10.2466/pms.1986.63.2.823.

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Previous studies have clearly established that isolated children display less social behaviors than popular ones and that poorly accepted as well as isolated children are at risk for future adjustment problems. These findings prompt the author to predict that children of the various sociometric statuses should display differential rates of social interaction with peers. Predictions were tested by administering during the second term to 99 kindergarten children a sociometric measure and by videotaping each child for 1 hr. during free play. Whether or not the child was in social interaction with peers was subsequently coded at 5-sec. intervals by two observers. Sociometric scores and inter- and intraobserver agreements were high. Popular children were the most socially active, followed by the average, the rejected, and then the neglected children, which confirmed all hypotheses. These results give strong support for the validity of the difference between the neglect and rejected vs the popular and the average children and suggested that such work must include the child's rate of social interaction with peers as a covariable in the analyses to identify differences between statuses.

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Munsch, Joyce, and Kristin M. Kinchen. "Adolescent Sociometric Status and Social Support." Journal of Early Adolescence 15, no. 2 (May 1995): 181–202. http://dx.doi.org/10.1177/0272431695015002001.

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Ilmarinen, Ville–Juhani, Mari–Pauliina Vainikainen, Markku Verkasalo, and Jan–Erik Lönnqvist. "Why Are Extraverts More Popular? Oral Fluency Mediates the Effect of Extraversion on Popularity in Middle Childhood." European Journal of Personality 29, no. 2 (March 2015): 138–51. http://dx.doi.org/10.1002/per.1982.

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In a sample of 7– to 8–year–old children (N = 760), we examined the associations between personality traits, oral fluency and sociometric popularity. Extending upon research conducted with older populations, we found parent ratings of extraversion at age 7 to predict popularity one year later. More importantly, we expected and found teacher–rated oral fluency to partially mediate the positive association between extraversion and popularity. This mediation effect was independent of psychometrically assessed working memory, academic skills and gender. Our results can be interpreted as suggesting that a Matthew effect, similar to the one proposed for early reading skills and cognitive ability, may be operating in the domain of social competence. Copyright © 2015 European Association of Personality Psychology

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Orue, Izaskun, and Esther Calvete. "Reciprocal relationships between sociometric indices of social status and aggressive behavior in children." Journal of Social and Personal Relationships 28, no. 7 (February 28, 2011): 963–82. http://dx.doi.org/10.1177/0265407510397982.

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The goal of this study was to assess the reciprocal longitudinal relationships between sociometric status and aggressive behavior in children. Overt and relational aggressive behaviors were differentiated in order to study the diverse associations within peer acceptance and rejection. A total of 777 boys and girls from 8 to 12 years of age filled in peer nomination instruments to measure aggressive behavior and sociometric status. The results revealed that overt aggression at T1 led to rejection at T2. Furthermore, reciprocal relationships were found between rejection and overt aggressive behavior among boys but not among girls. Among girls, acceptance by peers at T1 predicted relational aggression at T2. Differences between boys' and girls' acceptance and rejection of their aggressive peers are also discussed.

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Guay, Frédéric, Marie-Noelle Delisle, Claude Fernet, étienne Julien, and Caroline Sené cal. "DOES TASK-RELATED IDENTIFIED REGULATION MODERATE THE SOCIOMETER EFFECT? A STUDY OF PERFORMANCE FEEDBACK, PERCEIVED INCLUSION, AND STATE SELF-ESTEEM." Social Behavior and Personality: an international journal 36, no. 2 (January 1, 2008): 239–54. http://dx.doi.org/10.2224/sbp.2008.36.2.239.

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The aim of this study was to understand the processes explaining the effects of private performance feedback (success vs. failure) on state self-esteem from the stance of sociometer theory and self-determination theory. We investigated whether or not the effect of private performance feedback on state self-esteem was mediated by perceived inclusion as a function of participants' level of task-related identified regulation (i.e., importance of the activity for oneself). Ninety participants were randomly assigned to one of the following three conditions: failure, success, or control. Our regression analyses based on both original and bootstrap samples indicate that perceived inclusion does not mediate the effect of feedback on state self-esteem for individuals high in task-related identified regulation. Such an effect only operates for individuals low in task-related identified regulation. In sum, our results show that the perceived inclusion process proposed by sociometer theory applies more when individuals find that the activity is less important for them (i.e., identified regulation).

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Maassen, Gerard H., Wies Akkermans, and Jos L. Van Der Linden. "Two-Dimensional Sociometric Status Determination with Rating Scales." Small Group Research 27, no. 1 (February 1996): 56–78. http://dx.doi.org/10.1177/1046496496271003.

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Sandstrom, Marlene J., and Antonius H. N. Cillessen. "Likeable versus popular: Distinct implications for adolescent adjustment." International Journal of Behavioral Development 30, no. 4 (July 2006): 305–14. http://dx.doi.org/10.1177/0165025406072789.

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In the current study, 466 children completed a peer nomination survey assessing both perceived and sociometric popularity at the end of the 5th grade. Measures of behavior problems were assessed through a composite of peer-, teacher- and self-reports at the end of the 8th grade. Examination of the unique concurrent associations of each popularity type with peer nominated social characteristics in 5th grade demonstrated that sociometric popularity was positively associated with prosocial behavior and inclusive behavior, while perceived popularity was positively associated with overt and relational aggression. In addition to emerging as distinct conceptual constructs, these two dimensions of popularity also demonstrated unique associations with adjustment over time. Sociometric popularity in the 5th grade was associated with lower levels of externalizing behavior problems 3 years later, while perceived popularity was associated with higher levels of these problems over time. Interestingly, high levels of perceived popularity in the 5th grade were associated with less internalizing symptoms over time for boys, while high levels of sociometric popularity were associated with less internalizing symptoms over time for girls.

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Daugherty, Timothy K., and Jeremy M. Linton. "ASSESSMENT OF SOCIAL ALIENATION: PSYCHOMETRIC PROPERTIES OF THE SACS-R." Social Behavior and Personality: an international journal 28, no. 4 (January 1, 2000): 323–28. http://dx.doi.org/10.2224/sbp.2000.28.4.323.

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The psychometric properties of a revision of the Social Alienation from Classmates Scale for college students was examined. A number of constructs, and related measures, have been developed to address estrangement. Consistent with prior research on other measures of estrangement, SACS-R scores were expected to be correlated with scores on tests of depression, stress, introversion, attractiveness, and family functioning. Social Desirability was controlled through partial correlations, and a peer sociometric was also employed. Results support the reliability and validity of SACS-R scores from a sample of college men.

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Nicole, Sandro, and Gian Vittorio Caprara. "Assessing Aggressive Behavior in Children." European Journal of Psychological Assessment 21, no. 4 (January 2005): 255–64. http://dx.doi.org/10.1027/1015-5759.21.4.255.

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Abstract. It is hypothesized that marginal behavioral deviations, through their aggregation, may generate impressions of discomfort and disturbance, leading in their turn to progressive social seclusion, lower self-esteem, and maladjustment. The article describes an attempt to assess the development of a stable aggressive behavior, by means of a neuro-fuzzy model of the relationships between sociometric predictors (popularity/refusal rates among peers, hyperactivity, prosocial behavior) and yearly variations in physical and verbal aggressive conduct in children. A hardly noticeable initial difference (classification into marginally aggressive and marginally nonaggressive) is sufficient to lead to relevant differences, such as a resilience to change the judged aggressive level in the presence of changes of sociometric predictors for marginally aggressive children only.

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Inglés, Cándido J., Beatriz Delgado, José M. García-Fernández, Cecilia Ruiz-Esteban, and Ángela Díaz-Herrero. "Sociometric Types and Social Interaction Styles in a Sample of Spanish Adolescents." Spanish journal of psychology 13, no. 2 (November 2010): 730–40. http://dx.doi.org/10.1017/s1138741600002390.

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This study analyzed the relationship between social interaction styles and sociometric types in a sample of 1,349 (51.7% boys, and 48.3% girls) Spanish adolescents. The results revealed that the proportion of prosocial adolescents nominated as liked by peers was significantly higher than prosocial with social anxiety, whereas the proportion of aggressive adolescents nominated by peers as rejected was significantly higher than the proportion of rejected-prosocial and rejected-with social anxiety. The percentages of sociometric types and social interaction styles varied significantly according to gender and academic grade. Logistic regression analyses showed that being prosocial was 48% more likely when adolescents are nominated by peers as liked, whereas being prosocial was 41% and 79% less likely when adolescents were nominated as rejected and neglected, respectively. Furthermore, prosocial adolescents were 67% more likely nominated by peers as liked, and were less likely nominated as rejected (42%) and neglected (78%). Finally, being neglected was 83% more likely in aggressive adolescents.

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Lu, Hsin-Hui, and Duan-Rung Chen. "Association of Weight With Sociometric Status in Classrooms of Taiwanese Adolescents." Journal of Early Adolescence 40, no. 6 (September 18, 2019): 789–803. http://dx.doi.org/10.1177/0272431619874405.

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This study examined the association between adolescents’ obesity and sociometric status among their peers across 1 year. The participants were 2,528 junior high school students from Taiwan (mean age = 13.31 years). The negative associations discovered between obesity and sociometric status were both concurrent and cumulative. Moreover, the adolescents who changed from nonobese to obese were more likely to have lower social acceptance and be isolated in their classrooms. These findings inform concerns regarding the sociometric status of adolescents who are (or are becoming) obese.

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Spence, Susan H. "The relationship between social-cognitive skills and peer sociometric status." British Journal of Developmental Psychology 5, no. 4 (November 1987): 347–56. http://dx.doi.org/10.1111/j.2044-835x.1987.tb01071.x.

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Brewer, Neil, and Joanne M. Smith. "Social Acceptance of Mentally Retarded Children in Regular Schools in Relation to Years Mainstreamed." Psychological Reports 64, no. 2 (April 1989): 375–80. http://dx.doi.org/10.2466/pr0.1989.64.2.375.

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This study examined whether the social status of mainstreamed retarded children among their nonretarded peers improved as a consequence of extended contact. A sociometric questionnaire was administered to the nonretarded classmates of two groups of retarded children mainstreamed for an average of 1.7 yr. and 4 yr., respectively. Social acceptance of retarded children was low relative to their nonretarded peers. However, in contrast with previous research, retarded children did not receive higher social rejection ratings. Acceptance and rejection measures did not indicate any improvement in social status of the retarded children as a result of an extended period of mainstreaming.

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Ferreira, Milene, Cecília Aguiar, Nadine Correia, Margarida Fialho, and Júlia Serpa Pimentel. "Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings." Journal of Early Intervention 39, no. 1 (December 1, 2016): 33–50. http://dx.doi.org/10.1177/1053815116679414.

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Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal ( Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.

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Dion, Eric, Douglas Fuchs, and Lynn S. Fuchs. "Differential Effects of Peer-Assisted Learning Strategies on Students’ Social Preference and Friendship Making." Behavioral Disorders 30, no. 4 (August 2005): 421–29. http://dx.doi.org/10.1177/019874290503000404.

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This experimental study examined the influence of a classwide peer-tutoring reading program (Peer-Assisted Learning Strategies; PALS) on the quality of social relationships of elementary school children. Using a sociometric procedure, social preference and friendships were evaluated before and after the PALS program. Overall (mean) and differential (conditional on pre-treatment status) effects were considered. Modest positive effects were detected, but only for children who were unpopular or had no friends before the intervention. We discuss the possibility that problem behaviors may negate the generally positive effects of peer-mediated activity on social relations.

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Kozłowska, Monika A. "Relations between self-esteem dimensions and fundamental social motives." Roczniki Psychologiczne 22, no. 3 (February 21, 2020): 257–76. http://dx.doi.org/10.18290/rpsych.2019.22.3-4.

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The article presents the concept of fundamental social motives, which is novel for Polish readers, and its relations with self-esteem. The studies conducted so far suggest that there may be significant correlations between various dimensions of self-esteem and fundamental motives focused on interpersonal relations (affiliation motives and mate acquisition/retention motives). Data was collected from a sample of N = 363 subjects in order to find predictors for the level and stability of self-esteem. The results include correlations between 11 scales measuring fundamental motives and self-esteem dimensions: its level and instability. Multiple regression analyses with self-esteem measures as explained variables and motives related to sociometer theory as explanatory variables were also conducted. The article presents a detailed discussion of regression analysis results for male and female samples. Limitations and future research directions are also discussed.

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Maassen, Gerard H., Frits A. Goossens, and Jacobus Bokhorst. "RATINGS AS VALIDATION OF SOCIOMETRIC STATUS DETERMINED BY NOMINATIONS IN LONGITUDINAL RESEARCH." Social Behavior and Personality: an international journal 26, no. 3 (January 1, 1998): 259–74. http://dx.doi.org/10.2224/sbp.1998.26.3.259.

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The current methods for two-dimensional sociometric status classification into five categories are based on nominations. Recently, Maassen et al. (1996) showed that such a classification can also be achieved by means of rating-scales. Ratings have been known for some time to be more reliable than nominations, an important consideration in longitudinal research. We report an investigation among school pupils, who were assessed by their classmates by means of nominations at three moments, with an interval of one year between the measurements. The sample consisted of 157 children with a mean age of 7 years and 7 months at the third moment. We demonstrate how status passages assessed by means of nominations can be validated by an extra assessment with ratings. Particular attention is paid to passages from and into the category of rejected children.

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Robertson, Dylan L., Thomas W. Farmer, Mark W. Fraser, Steven H. Day, Tisha Duncan, Amity Crowther, and Kimberly A. Dadisman. "Interpersonal competence configurations and peer relations in early elementary classrooms: Perceived popular and unpopular aggressive subtypes." International Journal of Behavioral Development 34, no. 1 (November 6, 2009): 73–87. http://dx.doi.org/10.1177/0165025409345074.

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Social relations of second grade students (247 boys, 290 girls) were examined in rural elementary classrooms. Cluster analysis of teacher ratings was used to identify interpersonal competence configurations including perceived unpopular-aggressive (i.e., Troubled ) and perceived popular-aggressive (i.e., Tough) subtypes for both boys and girls. Troubled children tended to have rejected status and were more likely to be either socially isolated or members of peer groups that did not contain popular classmates. Tough children were perceived by peers as being socially prominent (i.e., popular, cool, leaders) and they tended to associate with perceived popular peers. Tough boys had elevated levels of rejected or controversial sociometric status while Tough girls were distributed at expected levels across sociometric status classifications. The implications for intervention are discussed.

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Magro, Sophia W., Till Utesch, Dennis Dreiskämper, and Jenny Wagner. "Self-esteem development in middle childhood: Support for sociometer theory." International Journal of Behavioral Development 43, no. 2 (September 30, 2018): 118–27. http://dx.doi.org/10.1177/0165025418802462.

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Though it is well-established that self-esteem develops from childhood well into old age, little is known about the processes that influence this change, especially among young populations. This international, cross-sequential study examined the development of self-esteem in 1599 second-graders (Age MT1 = 7.99, SDT1 = 0.52 years; 52% male) in the Netherlands and Germany over three years. Multilevel models revealed that mean-level trends in self-esteem were stable across time among all demographic groups, but that males and students in the Netherlands consistently had higher self-esteem than females and students in Germany. Further analyses examining the role of social support in self-esteem development demonstrated that individuals with better peer and family social support tended to have higher levels of self-esteem and that within-person changes in social support were directly related to changes in self-esteem level, providing support for sociometer theory. These findings suggest that demographic factors as well as social support are important predictors of self-esteem as early as middle childhood.

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Anthony, Danu B., John G. Holmes, and Joanne V. Wood. "Social acceptance and self-esteem: Tuning the sociometer to interpersonal value." Journal of Personality and Social Psychology 92, no. 6 (2007): 1024–39. http://dx.doi.org/10.1037/0022-3514.92.6.1024.

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Neziek, John B. "Causal Relationships between Perceived Social Skills and Day-To-Day Social Interaction: Extending the Sociometer Hypothesis." Journal of Social and Personal Relationships 18, no. 3 (June 2001): 386–403. http://dx.doi.org/10.1177/0265407501183005.

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Zingora, Tibor, Tobias H. Stark, and Andreas Flache. "Who is most influential? Adolescents’ intergroup attitudes and peer influence within a social network." Group Processes & Intergroup Relations 23, no. 5 (September 4, 2019): 684–709. http://dx.doi.org/10.1177/1368430219869460.

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Research has shown that adolescents’ intergroup attitudes are subject to friends’ influence, but it remains unknown if certain friends are more influential than others. Popular adolescents may be especially influential of their friends’ intergroup attitudes because they can set peer norms. We examined several indicators of popularity in social networks as possible determinants of social influence: sociometric popularity, prestige popularity, being a clique leader, and frequency of contact with friends. Longitudinal analysis of adolescents’ friendship networks (12–13 years, N = 837) allowed estimating influence of friends on adolescents’ intergroup attitudes, while controlling for the tendency of adolescents to befriend peers with similar intergroup attitudes. Results showed that adolescents’ intergroup attitudes changed in the direction of friends’ intergroup attitudes. Only peers who are popular in terms of having many friends (sociometric popular) were especially influential of their friends’ intergroup attitudes. These findings may inform future interventions aiming to reduce prejudice.

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Kavanagh, Phillip Sean, Garth J. O. Fletcher, and Bruce J. Ellis. "The Mating Sociometer and Attractive Others: A Double-Edged Sword in Romantic Relationships." Journal of Social Psychology 154, no. 2 (February 11, 2014): 126–41. http://dx.doi.org/10.1080/00224545.2013.872594.

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Wright, Dan, and Gregory K. Torrey. "A Comparison of Two Peer-Referenced Assessment Techniques with Parent and Teacher Ratings of Social Skills and Problem Behaviors." Behavioral Disorders 26, no. 2 (February 2001): 173–82. http://dx.doi.org/10.1177/019874290102600207.

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The relationship of parent and teacher ratings of social skills and problem behaviors, using the Social Skills Rating System with two peer-referenced measures (the Peer Nomination Technique and the Pupil Evaluation Inventory), were examined with a sample of regular education fifth- and sixth-grade students. The differential magnitudes of parent and teacher ratings with sociometric reports were examined as indicators of convergent and discriminant validity. The relationships among scales of prosocial and problem behaviors were found to be logically consistent. Teacher ratings of social skills, problem behaviors, and academic competence showed moderate correlations with both peer measures. Parent ratings of social skills and problem behaviors were similarly related, but at somewhat lower magnitudes.

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Rodkin, Philip C., and Christian Berger. "Who bullies whom? Social status asymmetries by victim gender." International Journal of Behavioral Development 32, no. 6 (November 2008): 473–85. http://dx.doi.org/10.1177/0165025408093667.

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This study asks whether bullies have higher social status than their victims. Social status was measured by social preference, popularity, and physical competence as perceived by children and teachers. A survey instrument was introduced to enable identification of specific victims associated with specific bullies. The sample was 508 fourth and fifth grade children from midwest U.S. elementary schools. Results indicated that peer- and teacher-perceived popularity were the optimal status measures for capturing heterogeneity in bully—victim status imbalances. In addition, the gender of victims of male bullying was critical. Powerful, popular—aggressive bullies and unpopular victims were found in same-sex dyads, but unpopular—aggressive boys were also identified as bullying popular girls. All bullies were disliked. Implications are drawn for peer sexual harassment and for innovations in sociometric technology.

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Mu, Wenting, Michelle Schoenleber, Ariana Castro Leon, and Howard Berenbaum. "Body Image Distortion Following Social Rejection or Acceptance Cues." Journal of Social and Clinical Psychology 38, no. 5 (May 2019): 395–408. http://dx.doi.org/10.1521/jscp.2019.38.5.395.

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Introduction: Body image has been shown to be subject to explicit, body-related feedback influences, yet little attention has been paid to subtle feedback about overall social acceptability. The current study tested competing hypotheses regarding women's body image after being primed with cued social rejection or acceptance. Whereas sociometer theory predicts that women will perceive their bodies more negatively following a social rejection prime, self-enhancement theory predicts the opposite. Method: A total of 105 female undergraduate students underwent a conditioning procedure in which distinctive tones were paired with signs of social rejection or acceptance. After this, body distortion (measured by a participant-adjusted virtual image), self-reported body satisfaction and affect were measured, while one of the tones sounded repeatedly in the background. Results: Compared with the acceptance condition, rejection condition participants reported greater state negative affect, F(1, 103) = 4.41, p = .04, greater state positive affect, F(1, 103) = 5.52, p = .02, and perceived their bodies as being smaller, F(1, 103) = 6.53, p = .01, consistent with the expectations of self-enhancement theory. Discussion: Implications of these findings are discussed regarding improved understanding of body image disturbance as well as development of novel clinical treatments.

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Krantz, Murray, and Jackie Friedberg. "Locus of Control and Leadership in Children." Psychological Reports 59, no. 2 (October 1986): 871–74. http://dx.doi.org/10.2466/pr0.1986.59.2.871.

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The study focused on the relationships between locus of control, positive persuasion, prosocial leadership and popularity of children in Grades 3, 4, and 5. Locus of Control was assessed by a general measure and a measure specific to the social domain. The Children's Self-efficacy for Peer Interaction Scale was used to assess positive persuasion and sociometric techniques were used with peers and teachers to assess prosocial leadership and popularity. Internality was positively associated with positive persuasion in Grades 4 and 5. Social locus of control correlated significantly with leadership and popularity measures in Grades 4 and 5. Positive persuasion was not associated with the leadership/popularity measures. The results generally confirmed the important role of social locus of control in the achievement of social status.

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Krantz, Murray. "Physical Attractiveness and Popularity: A Predictive Study." Psychological Reports 60, no. 3 (June 1987): 723–26. http://dx.doi.org/10.2466/pr0.1987.60.3.723.

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The purpose of the study was to identify physical attractiveness as a causal antecedent to sociometric choice in kindergarten children. This required an assessment of attractiveness, unbiased by prior friendship among peers. Nominations of physical attractiveness were elicited from 48 kindergarten children and from their mothers in the family homes prior to the beginning of the school year and so prior to social interaction among peers. Social status was assessed after 5 wk. of social interaction in the kindergarten. Physical attractiveness nominations by girls were highly correlated with popularity for girls but not for boys. Attractiveness ratings by mothers of girls were highly correlated with popularity but there was no relationship for mothers of boys.

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Journal articles on the topic 'Sociometry. Psychology, Social'

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