Abstract
SUMMARYSeveral interpretative assumptions are often made implicitly when using the results from sociometric choice-situations in education. It is often tacitly presupposed, for instance, that the sociometric status score is (a) relatively unaffected by primary preference method; (b) relatively unaffected by choice aspect (criterion); (c) relatively constant over time; (d) accompanied by individual awareness of the own relative sociometric situation; (e) correlated with measures of general adjustment and efficiency of the single individual; and (f) possible to interpret similarly in different countries.—These assumptions are discussed and confronted with data obtained in an investigation of Swedish school children.
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