Social impact and social preference as determinants of children's peer group status.

Abstract

Three sociometric procedures, which utilize a two-dimensional social-impact and social-preference framework, were evaluated on three independent samples of fourthand fifth-grade children (N = 334, 173, 89). The stability and distribution of classification, the relationship between dimensions, the validation of dimensions, and the validation of classificatio n groups were considered. Overall, the Peery (1979) method appeared most problematic, due to both conceptual and practical drawbacks. The Coie, Dodge, and Coppotelli (1982) procedure was found to have nonexhaustive groups and had the potential of misrepresenting children's social networks when standardized scores were used. Furthermore, little support was found for the proposed controversial group in the Coie et al. classification system. An alternative two-dimensional sociometric model based on probability theory was proposed and was found to have excellent performance characteristics while still providing a constant frame of reference across social networks. The social reputational correlates of the impact and preference dimensions and the sociometric groups proposed by each model were also investigated. Although social impact and social preference are found to be reliable and valid determinants of peer group status, the need for alternative indicators of children's social standing in the peer group is discussed. The current empirical interest in children's friendships and peer relations has resulted in the increased use of sociometric classification schemes to categorize children both for nomothetic research and for clinical interventions. The further development of sociometric procedures and their appropriate use are important concerns for developmental and clinical psychologists because of the association between children's peer relations and subse