The Interpretation of Sociometric Status Scores in the Classroom

Bjerstedt, Åke

doi:10.1080/00291463.1956.10780855

Cited by 4 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Children should learn how to deal with sociometric indifference, how to get along and work with persons whom they do not choose and who do not choose them. 4. Popularity is not coextensive with adequate social adjustment.…”

Section: Resultsmentioning

confidence: 99%

“…The influence of classmates in making certain important personal decisions is persuasive. 4. A pupil's average of ratings made and received is more reflective of his acceptance or rejection by the group than his mid-score of ratings made and received.…”

Section: Discussionmentioning

confidence: 99%

“…per cent of the choices were for mother,6 per cent for father,4 per cent for grandparents, 5 per cent for uncle, 3 per cent for an adult friend, and 76 per cent for age mates.AnalysisIn order to tabulate the ratings made and received by classmates on succorance and achievement-recognition, along with the ratings given by teachers, the pupils' aspirational and self-perceptual levels assigned from reading pupils' auto-biographies and statements made about selfgoals, a five-point scale from high to low was used. Cumulative folders, daily observational notes made by the student teachers themselves, and interviews were sources utilized in understanding an individual's widely divergent places on the continuum.…”

mentioning

confidence: 99%

See 2 more Smart Citations

An Appraisal of Certain Aspects of Children's Social Behavior

Sutton

1962

Journal of Teacher Education

View full text Add to dashboard Cite

themselves rather than on documented facts. There is a need to sensitize professional workers to the value of more objective instruments in the appraisal of a child's behavior as he works and plays with others.How one child feels about another is important in his ability to learn. The kind of acceptance and respect that he has for the members of his working group affect his attitude toward the task at hand. The teacher who is aware of interpersonal relationships can better set a positive emotional tone in the classroom. Persons preparing to teach should have many opportunities to see how pupils react to their peers and to know how pupils feel about the responses they make to others and the responses that are made to them. Generalizations can then be made about group endeavor and the individual's role in it.At the University of Georgia students preparing to teach in the elementary school spend six consecutive months in contact with children, as observers, participants, and student teachers. They have many opportunities to observe and work with children in different situations and to collect and use information about them. Folders containing pertinent facts about the pupil's life history from kindergarten to the present, autobiographies, place on sociograms, pupils' statements about aspirations, and many descriptions of social experiences are available to them.The Study Student teachers working in the fifth grades of an elementary school decided to test the validity of a social relations scale in supplying information about children not gained from other sources.The Syracuse Scale of Social Relations was administered to ninety children in three fifth grades twice during a sixmonth period.Each pupil was asked to rate his classmates as possible sources of aid when he was troubled by a personal problem and as a possible source of support in his effort to reach personal goals, the attainment of which would bring social approval and commendation. The pupils' evaluations were made with reference to a scale &dquo;of all persons he has ever known&dquo; which permitted inter-individual and inter-group comparisons of need-satisfaction expectations.Since every pupil was evaluated by every other pupil, complete information was available on (1) how each pupil viewed his classmates as satisfying his need for succorance and achievement recognition and (2) how each pupil was evaluated by his classmates as being able Dr. Sutton is professor and chairman of the

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

An Appraisal of Certain Aspects of Children's Social Behavior

Sutton

1962

Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…Although Hare's (1976) definition of cohesiveness in socioemotional terms was employed, Tziner and Vardi claim that it is likely that the soldiers' choice of crewmates also reflects the advantage of working with potentially capable peers. New soldiers, anxious about their future organizational performance as individuals and crew members, might base their choices on instrumental, as well as emotional considerations (see : Bjerstedt, 1956;Borgatta, Couch, & Bales, 1954;Hollander, 1956;Secord & Backman, 1974). The moderating effect of group ability did not readily lend itself to explanation in this study, as the amount of objective information available to candidates regarding the ability of the others was not manipulated prior to the sociometric selection procedure.…”

Section: The Effects Of Interpersonal Communication Social Influence ...mentioning

confidence: 99%

Perspectives on Groups and Work Teams in the Workplace

Tziner

Chernyak‐Hai

2012

Rev. trabajo y las organizaciones

View full text Add to dashboard Cite

The paper reviews changes in the nature and environment of teams, suggesting that why teams change over time and how and why these changes impact team-related outcomes, such as performance, is sorely lacking. Below we relate in detail to these points while suggesting a comprehensive model drawing upon Tziner's research and publications on work teams and addressing the changes from the social psychology perspective suggested by Chernyak-Hai. By the end of this work, we derive specific predictions for empirical examination.

show abstract

Childhood Peer Status and Adult Susceptibility to Anxiety and Depression. A 30-Year Hospital Follow-up

Modin

Östberg

Almquist

2010

J Abnorm Child Psychol

View full text Add to dashboard Cite

This study examined the extent to which sixth grade peer status could predict anxiety and/or depression in 5,242 women and 5,004 men who were born in 1953 and whose hospital records were followed up from 1973-2003. The data used was the Stockholm Birth Cohort Study. While no association could be established for men, results indicated that women who held low peer status positions in childhood were at a considerably higher risk of anxiety and/or depression later in life compared to women in average status positions. Women who held popular positions during childhood did not differ significantly from their average counterparts. These findings persisted after adjusting for family- and child-related problem-load, perceived security at school, family constellation, socioeconomic status as well as the child's cognitive ability, ninth grade school marks and continuance to upper secondary school.

show abstract

The Interpretation of Sociometric Status Scores in the Classroom

Cited by 4 publications

References 9 publications

An Appraisal of Certain Aspects of Children's Social Behavior

An Appraisal of Certain Aspects of Children's Social Behavior

Perspectives on Groups and Work Teams in the Workplace

Childhood Peer Status and Adult Susceptibility to Anxiety and Depression. A 30-Year Hospital Follow-up

Contact Info

Product

Resources

About