Children's long-term reactions to participating in sociometric assessment

Iverson, Annette M.; Iverson, Grant L.

doi:10.1002/(sici)1520-6807(199604)33:2<103::aid-pits2>3.0.co;2-s

Cited by 18 publications

(16 citation statements)

References 8 publications

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“…Connolly (1983) argued that the dangers of highlighting unpopular children may be particularly pronounced in classes where children with learning difficulties are being included. Although a small number of studies have investigated, but failed to find, evidence indicative of harm (Bell-Dolan, Foster, & Sikora, 1989 ;Hayvren & Hymel, 1984 ;Iverson, Barton, & Iverson, 1997 ;Iverson & Iverson, 1996), none of these studies have involved children with learning difficulties. Iverson et al (1997) recommend that further research should investigate harm across age, gender, and geographical differences.…”

Section: Introductionmentioning

confidence: 99%

The Long‐term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

Frederickson

Furnham

2001

Child Psychology Psychiatry

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This study investigated the longitudinal stability of sociometric classification in two groups of children aged 8 to 10 years over a 2-year period. Two simple, but sensitive and valid forced-choice sociometric measures were completed by 41 children with moderate learning difficulties (MLD) and 375 mainstream children. On both occasions and on both measures (one using a "work with" and one a "play with" sociometric criterion) MLD pupils were significantly less likely to be classified as popular and more likely to be classified as rejected. Over the 2-year period just over half of the children, whether MLD or mainstream, were classified in the same sociometric category. However, the stability coefficients for the rejected and popular sociometric status groups were found to be higher in the included sample than in the mainstream sample. The results of this study are compared with previous longitudinal studies in the area that have focused on mainstream pupils, and implications for the use of sociometric measures in evaluating the outcomes of inclusion are discussed.

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Section: Introductionmentioning

confidence: 99%

The Long‐term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

Frederickson

Furnham

2001

Child Psychology Psychiatry

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“…Socio‐metric studies, where children or students are asked to nominate their peers according to various behavioural categories, have been found to exert little or no negative impact on those involved (Bell‐Dolan, Foster, & Sikora, 1989; Mayeux, Underwood, & Risser, 2007). Such studies have reported that children do not report being treated differently following testing (Bell‐Dolan et al , 1989; Iverson & Iverson, 1996) and are aware of their rights as research participants such as refusing to be involved in the study (Mayeux et al , 2007). Furthermore, several such studies have reported that students enjoyed taking part in such research (Iverson & Iverson, 1996; Mayeux et al , 2007).…”

Section: Methodsmentioning

confidence: 99%

“…Such studies have reported that children do not report being treated differently following testing (Bell‐Dolan et al , 1989; Iverson & Iverson, 1996) and are aware of their rights as research participants such as refusing to be involved in the study (Mayeux et al , 2007). Furthermore, several such studies have reported that students enjoyed taking part in such research (Iverson & Iverson, 1996; Mayeux et al , 2007).…”

Section: Methodsmentioning

confidence: 99%

The impact of self and peer perceptual differences on student social behaviour

Armstrong¹

2011

Brit J of Edu Psychol

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BACKGROUND. The development of socially appropriate behaviour is increasingly seen as an important part of a student's education. AIM. To examine whether changes in a student's behaviour, as part of an ongoing social empathy intervention, can in part be explained by the difference between the student's self-perception of their behaviour and their peers-perception of their behaviour. METHOD. A school population (383 students from year levels 4 to 6) was assessed for a range of prosocial and antisocial behaviours. Assessments were made by the students themselves, and by peer nominations of their classmates. A perceptual difference index was calculated to determine the difference between the student's self-assessment and their peers' assessment of their behaviour. RESULTS. Hierarchical regression found that students' prosocial behaviour increased more over the course of the school year when self-perception of their prosocial behaviour more closely matched the perceptions of their class-peers. Similarly, students' antisocial behaviour decreased more over the school year when their self and peer perceptions of their antisocial behaviour were more closely aligned. Very few personal demographics were associated with either type of behaviour, and overall there was found to be a great deal of stability in behaviour. CONCLUSION. This study highlights the importance of taking into account students' personal characteristics when developing interventions to encourage socially appropriate behaviour. Furthermore, it suggests that in order to achieve positive change, any intervention must engage student's self-beliefs regarding their behaviour.

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“…Participants were instructed to write down their answers and not discuss them with one another during or after the session. Although these instructions may not have always solicited student compliance, previous research suggests that the risk of negative self‐perceptions and student conflicts are not heightened after completion of similar sociometric measures (41–43). All procedures were approved by the local Institutional Review Board.…”

Section: Methodsmentioning

confidence: 99%

Friendships and Social Interactions of School-Aged Children With Migraine

et al. 2008

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We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.

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Children's long-term reactions to participating in sociometric assessment

Cited by 18 publications

References 8 publications

The Long‐term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

The Long‐term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

The impact of self and peer perceptual differences on student social behaviour

Friendships and Social Interactions of School-Aged Children With Migraine

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