The Sociometric Classification of Preschool Children: Measures of Stability and Construct Validity.

Autor/inn/en	Poteat, G. Michael; und weitere
Titel	The Sociometric Classification of Preschool Children: Measures of Stability and Construct Validity.
Quelle	(1986), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classification; Comparative Analysis; Construct Validity; Peer Relationship; Preschool Children; Preschool Education; Rejection (Psychology); Sociometric Techniques; Test Reliability + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ablehnung; Soziometrie; Testreliabilität
Abstract	Six sociometric measures were evaluated on a sample of 85 four-year-olds from three preschool and day care centers. Stability, intercorrelations, and accuracy of classifying rejected children were compared for measures of social preference, social impact, peer ratings, alternative status, and positive and negative nominations. Test-retest correlations were moderately high and quite similar for all measures except that of social impact. Children were classified as rejected or not rejected based on Z-scores of -1.0 on all measures but one; negative nominations employed a Z-score of +1.0. In comparison to the commonly used social preference measure, accurate classifications were obtained using negative nominations, peer ratings, and alternative status. Positive nominations were somewhat less accurate in identifying rejected children and social impact was a poor index of social status. Results suggest that nominations and peer ratings can both be assessed reliably among preschool children and the two sociometric techniques measure similar aspects of social status. The alternative status measure, first developed by Asher and Dodge (1986), was demonstrated to be a reliable and accurate measure for identifying rejected children in the preschool years. Implications of the research for social skills intervention are discussed. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC