The Current Status of Peer Assessment Techniques and Sociometric Methods

Bukowski, William M.; Castellanos, Melisa; Persram, Ryan J.

doi:10.1002/cad.20209

Cited by 11 publications

(6 citation statements)

References 3 publications

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“…Although we guaranteed anonymity and asked about different roles, self-reporting is always challenging for studies that involve socially desirable or sensitive topics such as perpetration and victimization. Methodologies such as peer nominations can benefit the field of hate speech in this regard, as students might be less biased when reporting others' problematic behaviors rather than about their own (Bukowski et al, 2017). Also related to measurement, we used single items with particular questions.…”

Section: Limitations and Future Studiesmentioning

confidence: 99%

Hate speech in adolescents: A binational study on prevalence and demographic differences

et al. 2023

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Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7–9th graders (51% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67% of the students witnessed hate speech in their school, and 65% witnessed online hate speech at least once in the past 12 months. Approximately 21% of the students self-identified as offline perpetrators and 33% as offline victims, whereas these percentages were lower for online hate speech (13 and 20%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50% offline and 63% online). Offline hate speech mainly came from classmates (88%), unknown sources (e.g., graffiti; 19%), or teachers (12%), whereas online hate speech mostly came from unknown persons (77%). The most frequent forms of offline hate speech were offensive jokes (94%) and the spread of lies and rumors about the members of a specific social group (84%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications.

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Section: Limitations and Future Studiesmentioning

confidence: 99%

Hate speech in adolescents: A binational study on prevalence and demographic differences

et al. 2023

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“…Finally, using a single item to assess perpetration and self-report questionnaires were limitations. Future studies could employ other methodologies to reduce social desirability, such as peer nominations (Bukowski et al, 2017). but similar moral and emotional correlates explain the perpetration of these behavior.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model

Castellanos

Wettstein

Wachs

et al. 2023

Aggressive Behavior

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Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio‐cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2% girls, 37.2% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence.

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“…: Weyns, Colpin, Verschueren, 2021). A child's status in a peer group is usually (if not most) operationalized as sociometric position (Basra, 2016;Bukowski, Castellanos, Persram, 2017;McMullen, Veermans, Laine 2014;Meijs, Cillessen, Scholte, Segers, Spijkerman, 2010), which shows peer acceptance and rejection quantified by the number of positive and negative peer nominations, respectively. Sociometric status is of consequence to the child's development and adjustment, as research shows that people with low status in childhood and adolescence run a greater risk of maladjustment and various kinds of difficulties (Almquist, Brännström 2014;Lorijn, Engels, Huisman, Veenstra, 2022;Yang, Chen, Zhang, Ji, Zhang, 2020).…”

Section: Theoretical Introduction 1sociometric Status Of Children In ...mentioning

confidence: 99%

The The effects of cognitive, social, and emotional intelligence on children’s sociometric status in a new peer group

Knopp

2023

FetR

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Sociometric status is of consequence to the child’s development and adjustment, as research shows that people with low status in childhood and adolescence run a greater risk of later maladjustment. On the other hand, popularity is a significant predictor of well-being as well as academic success and effective intra- and interpersonal functioning. Given the importance of sociometric status to a person’s psychological and social functioning, researchers have sought to identify its determinants with a view to developing methods of supporting children’s development and adjustment. The objective of the study was to investigate changes in the sociometric status of children in a new classroom and determine to what extent they are shaped by cognitive, social, and emotional intelligence. Method: The study encompassed 136 first graders aged six and seven years (M = 6,87, SD = 0.54). Sociometric status was evaluated three times: at the beginning of the school year, as well as after six and twelve months. In addition, one test of cognitive, social, and emotional intelligence was performed. The data were analyzed using latent growth curve models. Results: It was found that the sociometric status of children changed over time. Cognitive intelligence was not found to be a statistically significant predictor of either the initial level or the rate of change of sociometric status (whether in the acceptance or rejection domains). Emotional intelligence was significant only for the initial rejection by their peers. While social intelligence did not statistically significantly predict initial levels of acceptance and rejection, it did have a significant effect on the rate of temporal change in both domains of sociometric status. This means that children with higher SI improved their position in the peer group over time (with increasing acceptance and declining rejection levels). Conclusions: The research shows that by developing social intelligence, it is possible to help children with a low sociometric status, who do not cope well in a social group and are often rejected by their peers.

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The Current Status of Peer Assessment Techniques and Sociometric Methods

Cited by 11 publications

References 3 publications

Hate speech in adolescents: A binational study on prevalence and demographic differences

Hate speech in adolescents: A binational study on prevalence and demographic differences

Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model

The The effects of cognitive, social, and emotional intelligence on children’s sociometric status in a new peer group

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