Outsiders: A Study of the Personality Patterns of Children Least Acceptable to Their Age Mates.

Northway, Mary L.

doi:10.2307/2785534

Cited by 70 publications

(29 citation statements)

References 6 publications

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“…These include Northway and Wigdor (1947), who found differences between sociometrically popular, middle and unpopular eighth-graders in their Rorschach responses; Lindzey and Goldwyn (1954), who examined the relationship between sociometric status and Picture Frustration study scores and Thematic Apperception Test variables, and found a relationship between extra punitiveness and group conformity, and sociometric status; Barclay (1945) andFould (1950), who used Controlled Projection with children with some personality problems and found their responses to be different from those of normal children. Also it agrees with studies in which sociometric status has been found to have bearings on traits like group identification, arousing admiration, dependability, tolerance (Bonney, 1947), socially acceptable behaviour (Northway, 1944;Jennings, 1943), sense of humour, integrity and trustworthiness (Elkins, 1958).…”

Section: Discussionsupporting

confidence: 89%

The Relationship Between Controlled Projection Responses and Sociometric Status

Durojaiye

1970

Child Psychology Psychiatry

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THIS investigation was designed to test the hypothesis that there will he a qualitative difTerence between the controlled projection responses of hoys who, on the basis of their sociometric choice status, are classified as popular, middle and unpopular in their social relations with their classmates. METHOD Procedure for determining sociometric status ' •Sociometric tests were administered to 11-yr-old boys in 12 schools in the same area of Manchester. A total of 420 boys participated. They were asked to choose three friends, from amongst their classmates, to each of the following three criteria:(a) Someone you will like to sit next to, (b) Someone you will like to play with, (c) Someone you will like to visit at home. Eight weeks later pupils were given the same sociometric test again. A test-retest reliability coefficient of 0-94 was obtained. This compares favourably with a reliability coefficient of 0-96 obtained after 4 day (Jennings, 1943), and that of 0-93 to 0-94 obtained after 2 day interval (Zeleny, 1939). Determining popular and unpopular childrenBronfenbrenner (1945) suggested a useful classification of choices received on sociometric tests according to their probability of chance occurrence. This classification was demonstrated to hold provided the number of subjects (in each form) is not more than 50 and the number of criteria is between 2 and 5. Thus scores above 15 are said to be significantly above chance, indicating popularity, a score of 9 is exactly on chance and scores below 3 are regarded as indicating unpopularity. In the present study, the largest of the 12 forms had 35 pupils and the number of criteria was 3. It was considered therefore acceptable to use Bronfenbrenner's classification to determine popular and unpopular children as well as the middle group of children, all of whom then completed the Raven's Controlled Projection Test. Obtaining controlled projection responsesAs Raven (1951) puts it, "the aim of Controlled Projection is to record for comparative study, the meaning and significance a child attaches to situations of

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Section: Discussionsupporting

confidence: 89%

The Relationship Between Controlled Projection Responses and Sociometric Status

Durojaiye

1970

Child Psychology Psychiatry

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“…Another shared purpose of peer assessments and sociometry is the identification of children who are at risk for negative outcomes. Starting with Northway (), who is conspicuous by her absence in this volume, and Mitchell (), a goal of peer assessment has been to identify children whose characteristics make them more likely than others to show an elevated level of maladjustment. The same can be said for sociometric measures.…”

Section: Purposes Procedures Paradigms and Progressmentioning

confidence: 99%

The Current Status of Peer Assessment Techniques and Sociometric Methods

Bukowski¹,

Castellanos²,

Persram³

2017

New Directions for Child and Adolescent Development

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Current issues in the use of peer assessment techniques and sociometric methods are discussed. Attention is paid to the contributions of the four articles in this volume. Together these contributions point to the continual level of change and progress in these techniques. They also show that the paradigm underlying these methods has been unchanged for decades. It is argued that this domain is ripe for a paradigm change that takes advantage of recent developments in statistical techniques and technology.

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“…Sandin (41) conducted a study of promoted and nonpromoted pupils, and concluded that nonpromotion was associated with many symptoms of poor adjustment. Northway (36), utilizing the now popular social acceptability test, found that those falling in the lowest quartile of the test were usually shy, passive, and unliked, or noisy, rebellious, boastful, and likewise unliked. Zander (50) induced frustration in a learning situation of fifth and sixth grade pupils, and determined that frustration causes nonadjustive behavior.…”

Section: The Mental Health Of the Elementary-school Childmentioning

confidence: 99%