Sociometric Status Research Articles

Social Acceptance of Vulnerable Groups of Students in the Peer Group

Prior studies have shown that socially accepted students tend to be more focused on learning and achieve better academic outcomes, and social acceptance plays a key role in students' psychological well-being. Social acceptance among students significantly impacts their academic success. When students feel accepted and included in the school environment, they show greater motivation to learn and achieve better results. This highlights the importance of creating an inclusive school environment where every student feels welcome and supported. The research of social acceptance of vulnerable groups of students in the peer group was conducted using sociometry among fifth graders in Slovenia. We found out that most fifth-grade students fall into the group with an average sociometric status. Additionally, students from vulnerable groups predominantly have either medium or low sociometric status. However, the assumption that students from vulnerable groups would primarily fall into rejected or neglected sociometric categories was not confirmed, as they occupied various sociometric positions. Understanding the group with average sociometric status is essential for supporting social acceptance and improving academic achievement. Programs and interventions tailored to this group could help enhance their social skills and school integration. Further research is needed to promote social acceptance, foster collaboration between schools, parents, and education experts, and raise teachers' awareness of the importance of social inclusion in the classroom. These efforts can contribute to a more inclusive school environment, benefiting students' academic success and long-term well-being.

Building sociometric status contributes to grit: The roles of psychological capital and family subjective socioeconomic status mobility

Building sociometric status contributes to grit: The roles of psychological capital and family subjective socioeconomic status mobility

Identifying popular, rejected and neglected children in Chinese preschool: An exploratory study on the educational application of spatial positioning data

Amidst the rapid advancement of Internet of Things (IoT) technology and the burgeoning field of Multimodal Learning Analytics (MMLA), this study employs spatial positioning technology as a case study to investigate the potential of multimodal data in assessing children's social development. This study combines the spatial positioning data of preschool children collected during free play sessions in natural educational settings and the spatial metrics constructed based on observational studies to establish and validate a sociometric status Decision Tree classification model. The findings suggest that the model can overall accurately identify children with three distinct sociometric statuses, albeit with some variability in efficacy across different sociometric groups and age groups. Notably, the model demonstrates a high hitting rate in identifying the potentially neglected children, providing valuable support for educators in understanding and fostering children's developmental needs. This study also highlights the advantages of emerging technology and multimodal data application in child development assessment.

Aggressive and Withdrawn Behaviour at School through the Lens of Teachers and Peers: A Qualitative Study.

We explored teachers' understanding of children with aggressive or socially withdrawn behaviour in their classes and we associated our findings with a status of rejected, neglected, or popular, as provided by peer nominations. Five kindergarten and elementary school teachers scored their 143 pupils with the Child Behaviour Checklist for Withdrawal and Aggression. Subsequently, only those children whose scores were 1 standard deviation above the mean for withdrawal or for aggression were included in the final sample (n = 46; Mage = 6.5 years, SD = 1.7; age range = 4-9 years). The final sample included 31 children (21.67%; females = 16) who were assessed as displaying withdrawn behaviour, and 15 (10.48%; females = 5) displaying aggressive behaviour. An open-ended semi-structured interview was administered to teachers, who described children with socially withdrawn behaviour as introverted and untalkative, children with aggressive behaviour as hostile, rule-breaking and highly active, and children with socially withdrawn or aggressive behaviour as isolated, even though different reasons were provided. The results of the sociometric status in children with socially withdrawn or aggressive behaviour are discussed.

Cyberbullying among secondary school students: Analyzing prediction and relationship with background, social status, and ICT use

This study explored the predictions of and relationships between background, social status, and the use of information and communication technology (ICT) in cyberbullying among 2430 secondary school students from schools affiliated with Thailand's Office of the Basic Education Commission. The stratified sampling method was used along with the Cyberbullying Questionnaire, Sociometric Status Questionnaire, Perceived Popularity Questionnaire, and ICT Use Questionnaire and data were collected through the CU Smart Sociometry web application and Google Forms. Data analysis was conducted to determine 1) demographic data using descriptive statistics; 2) correlation analysis of students' backgrounds, sociometric status, and ICT use against cyberbullying using the chi-square test; and 3) variables that predict cyberbullying among secondary school students using multinomial logistic regression. Results showed a link between cyberbullying and secondary school students' backgrounds, social status, and ICT use. Students with different backgrounds (sex and academic performance), social statuses (social preference and perceived popularity), and ICT use partook in different cyberbullying roles. Independent variables of sex, academic performance, social preference, perceived popularity, and ICT use all predicted cyberbullying by 33.3 % with statistical significance. Male students were noted to have a higher likelihood of being cyberbullies than female students, whereas female students were more likely to be cybervictims and bystanders. Moreover, students with low academic performance were more likely to be cyberbullies and cybervictims than high-performing students, with rejected students having the highest likelihood of being cyberbullies. Interestingly, the higher a student's popularity, the higher was their likelihood of being cyberbullies. Finally, cyberbullies had the highest average daily internet use, and students who had never had their guardians monitor their internet usage were more likely to be cyberbullies; students with moderate and good social media behavior were mostly bystanders.

Trends in the play of modern children and their connection with mental development: empirical study

Introduction. Role play is the leading activity of the preschool period, in which the key development takes place. However, the specifics of modern childhood leads to a decrease in the time for the implementation of free play. Therefore, the search for means to support role play is an important task for the scientific community and the education system. The purpose of this study was to identify current trends in the play behavior of preschoolers, as well as to study the relationship of the main indicators of children's mental development with the play behavior and attitudes of their parents to role play. Materials and methods. The study involved 596 children aged 5-6 years and their parents (from 23 years to 51 years). Sociometric status, understanding of emotions, executive functions and nonverbal intelligence were considered as indicators of children’s mental development. Data on children's play behavior and parents' attitudes towards play were obtained using a questionnaire containing three blocks of questions: socio-economic block, questions about the play behavior of preschoolers, questions about parents' attitude to free children's play. Results and discussion. The results of the study indicated a relatively low level of development of the play of modern preschoolers: according to the observations of parents, only every fifth child is deeply immersed in the game plot, about 15% of children do not seek to play at all. The data indicated that most parents do not consider it necessary to allocate enough time for free play. More than 40% of parents consider play as a "useless" activity, and more than 80% give priority to cognitive activities, for example, joint reading. At the same time, significant links of children's play behavior with the sociometric status of a child in a group, the ability to understand emotions, visual working memory, cognitive flexibility, information processing speed and nonverbal intelligence were recorded. Conclusion. The results of the study can be used to develop recommendations to support free play, as well as for scientific purposes to analyze the specifics of modern childhood.

An Investigation of Sociometric Status on Students’ Achievement in Indonesian EFL Speaking Class

The relationship among peers that occur in the teaching and learning process becomes essential to be investigated where it might influence students’ academic achievement. In depth, Sociometric Status is an indicator to categorize the relationship of individual among groups of friends whether he or she is liked or disliked by his or her peers. The purpose of this study is to investigate sociometric status on students’ achievement especially in the speaking skill. Thirty students at the twelfth grade of social science class are study consists of observation checklist, rating-scale measurement, and students speaking score. Observation checklist is used to observe students’ behaviors with their peers during the teaching process and rating scale measurement is given to students before conducted observation. In addition, students speaking score is collected through the result of students speaking test after doing observation. The result of this study indicates positive and negative influence of the sociometric status on the students’ achievement. This study is hoped to give beneficial contribution about how the sociometric status of the students affects their achievement in EFL speaking class. Therefore, teacher would be able to do appropriate treatment to help students overcome their psychological problems and also to make the good atmosphere among the students in the speaking class.

ИССЛЕДОВАНИЕ ПСИХИЧЕСКОЙ РАБОТОСПОСОБНОСТИ И ГРУППОВОЙ ДИНАМИКИ В АВТОНОМНЫХ УСЛОВИЯХ ЗИМОВКИ НА СТАНЦИИ «ВОСТОК»

The paper deals with the investigation of psychic performance and group dynamics during Russian Antarctic expedition RAE66. Eight winterers were tested 7 times with the use of the cognitive Master-Test. Group dynamics was assessed by sociometry and cohesion diagnostics on the basis of common goals and values. Psychophysiological status was assessed weekly using the actigraphy and HR data, and questionnaires. At the end of the polar day and in early autumn, it was the mood that went down first (autumn and winter), then accuracy of sensorimotor reactions degraded (winter) and mistakes in a simple math test became more frequent (winter and spring). On the contrary, performance of short-term memory tests improved in winter and spring. Motor activity reduced during the first half of the expedition and started increasing gradually at the beginning of the polar night. Though the sleeping time was normally from 7 to 8.5 hours, sleep quality subjectively changed during the wintering it correlated with physical activity and consequent changes of heart rate variability (stress) and blood oxygen saturation. The latter remained low throughout the period of life on station Vostok in comparison to measurements made on the ship. Cohesion was high but for some slackening by the third quarter of wintering; at the end of wintering cohesion grew strong again. The sociometric status of winterers varied with intensity of negative emotions.

Prevention of School Bullying Among Adolescents of Individual Educational Organizations for Students with Disabilities: a Model of Antibulling Competence and Evaluation of its Efficiency

The scale of bullying among teenagers is becoming global. Students with intellectual disabilities are subjected to emotional, physical and mental pressure in educational institutions for children with disabilities, which ensures the need to develop and implement an anti-bullying competence model of prevention. The study involved 26 teenagers from Kursk Boarding School No. 3 at the age of 14-16. Data collection was carried out through observation and conversation using standardized methods for diagnosing the socio-psychological determinants of bullying. The implementation of the ascertaining and control stages of the formative experiment included diagnosing the risk of bullying, sociometric status and the prevalence of bullying in the educational environment, as well as evaluating the results using statistical methods of mathematical analysis (“Statistica 11.0”). Developed in accordance with the competency-based model of preventing school bullying among adolescents, the program is aimed at reducing the level of bullying through the optimization of their intragroup relationships. Evaluation of the results of its implementation testified to changes in the prevalence of bullying and a change in the status-role structure of the experimental group in comparison with the control group and with the results of primary diagnostics, and hence its effectiveness. The class team showed a high degree of cohesion, discipline and organization. Measures were successfully carried out to raise awareness of all participants in the educational process, to create a favorable socio-psychological climate in the school community for the comprehensive development of the personality of adolescents with intellectual disabilities. Adolescents demonstrated high activity not only during school hours, but also outside school hours.

Odrednice i potencijalni korelati sociometrijskoga statusa učenika u razrednim odjelima viših razreda osnovne škole

The aim of this research was to examine the connection between sociometric status and school success, the dimensions of friendly relations and some socio-demographic characteristics of students. The research was conducted on a sample of 312 primary school students. By analyzing the dimensions of the quality of relationships among best friends, five sociometric statuses were identified: star student,rejected student, isolated student, controversial student, and average student. Significant differences in school achievement were found between all types of students. Rejected students have significantly lower overall achievement compared to controversial and average students, while star students have the highest share of excellent students. Gender proved to be a significant predictor of sociometric status and overall student achievement where female students were found to have a higher share among more popular students and have better overall performance at the end of the school year regardless of student subcategories by sociometric status. When examining the relationship between the dimensions of friendships and sociometric status of students, significant findings were found on how students assess their relationships with best friends, but due to the smaller number of individual categories of students in the sample it was found that there is no statistically significant relationship between variables of the dimension of friendly relations which is conceived as a composite variable based on the conducted factor analyzes. The results of this research indicate a strong connection between the sociometric status and general success of primary school students, while in the context of the connection with the dimensions of friendly relations there is a necessity for expanding knowledge and more extensive research on the relations between students and their sociometric profile, which at this time the pandemic where the issue of mental health was further actualized, proves to be a high priority in the work of educational institutions.

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

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.

Communicative aspects in indicators of inclusive education monitoring

The article analyzes one of the basic methodological tasks of monitoring and ensuring the quality of inclusive education of children with disabilities - determination of indicators, to be using in monitoring process. The authors consider the possibility of usage monitoring indicators based on solutions of PMPC. It’s also shown many important factors of successful inclusion - parent’s settings and, especially, teachers attitudes, their previous experience, motivation, professional work skills, communication, children’s with disabilities well-being, sociometric status, manifestation of bulling in inclusive classes. Relevant indicators require standardization and ask a question of organizational aspects.

The Impact of Higher Education Expansion on Subjective Well-Being during the COVID-19 Pandemic: Evidence from Chinese Social Survey

The rage of the COVID-19 pandemic, coupled with the downward trend seen in the economy, has further aggravated the downturn of the job market and diminished people’s sense of wellbeing in recent years. To mitigate the detrimental effects of the pandemic on college students’ employment, the Chinese government has further expanded the enrollment of postgraduate and undergraduate students. This study leverages data from the 2019 and 2021 waves of the Chinese Social Survey and constructs a difference-in-differences (DID) model to examine the effect of the higher education expansion (HEE) policy, initiated in 1999, on individuals’ subjective well-being during the COVID-19 pandemic. The results show that HEE policy could significantly improve individuals’ subjective well-being (SWB) during the pandemic, and that social class mobility emerges as a vital mechanism through which HEE policy impacts individuals’ SWB. Furthermore, there is a local-ladder effect due to reference dependence, with socio-metric status having a greater impact on SWB than socioeconomic status. This study reveals that the level of an individual’s happiness depends largely on whom they are compared with. This implies that the key focus of the HEE policy is to stimulate individuals’ potential and motivation for upward social mobility, ultimately enhancing their overall sense of well-being.

ВИКОРИСТАННЯ ТРЕНІНГОВИХ ТЕХНОЛОГІЙ ДЛЯ ПІДЛІТКІВ В УМОВАХ РЕКРЕАЦІЙНО-РОЗВИВАЛЬНОГО СЕРЕДОВИЩА

Background. The article examines the training technologies use peculiarities in a temporary group in the children's camp recreational and developmental environment and their role in the adolescents' psychological potential development and actualization. Methods. The test "Detecting sociometric status (method of J. Moreno) and the test of emotional intelligence (N. Hall) results are presented. Results. The basis of training technologies is the constructive interaction between a practical psychologist and teenagers' group, which combines competence and transformational approaches. The author's program concept for the adolescents' psychological potential development (authors: T.I. Svatenkova and O.V. Svatenkov) is revealed and the longitudinal study results dedicated to the training technologies implementation in a temporary children's group in a children's camp are highlighted. The personality development in a temporary children's group concept using training technologies in the children's camp recreational and developmental environment conditions, it takes into account the psychosocial, culturalintellectual and neurophysiological aspects of the recreational and leisure process, combining an individual approach to the individual. The recreational and development environment's potential study was conducted in 2017–2022. A comprehensive psychological diagnosis was carried out with children during this period, a training program for the adolescents' psychological potential activation and development was planned, developed and implemented. Combining the recreational and developmental period of the teenagers' stay in the camp with training classes, accordingly coordinated in purpose's terms, tasks and functions, a person-oriented competence approach to working with children and the transformational interaction concept, already at the first stage certain changes in behavior became noticeable, which proved long-term research of sociometric status and emotional intelligence. Conclusions. The study results show the effectiveness of using training technologies with teenagers in the recreational and developmental environment conditions, which is recorded by changes in the teenager' sociometric status and the emotional intelligence development.

Взаимосвязь социометрического статуса и параметров социальных отношений военнослужащих

The article presents a theoretical review of domestic and foreign studies on the problem of the content of the structure of social relations. The analysis of the works of leading scientists allowed us to establish that the integral components of the structure of social relations are: values, needs, social roles and statuses. However, there is no unified interpretation of the concept of social relations and their structural elements in social psychology. The content of the structure of social relations of military personnel is of the greatest interest, since the special requirements for the performance of official duties undoubtedly leaves an imprint on the interaction between individuals. We have suggested that the sociometric index has relationships with the parameters of social relations. The empirical study was organized on the basis of the Novosibirsk Military Institute of the National Guard Troops and included three stages. At the first stage, the selection of methods was carried out and the category of military personnel as test subjects was determined. The respondents were 286 people of two categories: cadets and military personnel under contract. The results of the study allowed us to identify 14 statistically significant correlations that contain positive and negative relationships. So the role model of the Hero is optimal for a serviceman, as it is characterized by a desire for victory, respect and trust among colleagues and may have leadership qualities. At the same time, the negative correlations found between the sociometric status index and the roles of Witch, Boy and Girl indicate the presence of a destructive influence on the military team. The results of the study can be used by commanders (chiefs) in the preparation of the personnel of units for the performance of official duties of military service in various conditions of activity.

The Study of the Relationship Between Anxiety and the Sociometric Status of Secondary School Teachers.

Any teacher, when faced with various problematic and stressful situations in his professional activity, should be able to solve them promptly and effectively. To do this, first of all, he must have a low level of anxiety, since increased anxiety negatively affects the ability to rationally solve problematic situations. We organized and conducted a study on the basis of Secondary School No. 12. Krasnoyarsk. 37 teachers of the school took part in it. The purpose of the study was to study the relationship between anxiety and the social status of a secondary school teacher. We hypothesized that secondary school teachers with different social status in the group are characterized by differences in anxiety indicators, both in severity and in the ratio of its individual components.1. Teachers with pronounced anxiety can occupy any status position, i.e. they can have any number of choices, both positive and negative. The social status is not affected by the level of anxiety among teachers 2. There is a relationship between anxiety and the factors that cause it, namely: between anxiety and frustration, between anxiety and self-expression, between anxiety and fear of colleagues. Thus, the main hypothesis put forward by us that secondary school teachers with different social status in the group are characterized by differences in anxiety indicators, both in severity and in the ratio of its individual components, has not been confirmed. This means that modern teachers do not worry about their position, status, authority in the group.

SCHOOL FIGHT AS A PREDICTOR OF BULLYING IN ELEMENTARY SCHOOL

The problem of bullying at school does not lose its signifi cance. It is important to identify its causes already in the primary school. Relationships between children are formed during this period. The purpose of the study is to identify the causes of school fi ghts as a predictor of bullying in the classroom. Methods included conversation with the class teacher, observation, sociometry, color relationship test, unfi nished sentence method. The sample of the study was represented by rd grade primary school students at school No.  in Pskov (N=). The class is characterized by an increased tendency to fi ghts and bullying. Results. ) % of children show a positive attitude towards fi ghting. Of these, % are girls and % are boys. ) % of children are characterized by a positive attitude towards fi ghts and school, % show a negative attitude towards school with a positive attitude towards fi ghts. ) % of children show a negative attitude towards the teacher and a positive attitude towards fi ghts, % express a positive attitude towards both the teacher and fi ghts. Among those who like fi ghts there are the “star” of the class and  people out of  “preferred”. Two groups of children also positively related to fi ghts are formed around them. The fi rst group consists of girls, the second group includes boys. The reasons for fi ghts are verbal aggression (% is name-calling), phone and games (%), misunderstandings and differences of opinion between pupils (%) but there are also reasons such as unwillingness to share, arguments, the desire to protect a friend and fi ghts without causes. Bullying begins with fi ghts with the teacher’s observations. Thus, the factors provoking fi ghts and bullying are a positive attitude towards fi ghts among children with high sociometric status in the group, verbal aggression and misunderstanding between children, as well as unwillingness to share games on the phone.

Fashionably late: Differentially costly signaling of sociometric status through a subtle act of being late

This research examines how arriving late to social gatherings operates as a signal of social connectedness and desirability, leading to elevated sociometric status attributions.Drawing on costly signaling theory and the premises of sociometric status and consumption mimicry, we argue that tardiness to a gathering, as a costly and visible signal, can lead to positive inferences of sociometric status, thereby leading to mimicry. We define fashionably late as a separating equilibrium tardiness based on a signaling game and demonstrate through a series of experimental studies that people infer higher status to late- rather than on-time-arriving people. Consequently, they strive to be in the same social network with such individuals, favor their product choices, and imitate their consumption behaviors. This research contributes to the literature on the conspicuous consumption of time and to research on costly signaling by revealing the powerful influence of signaling (through late arrival to a social event) on perceptions of sociometric status.

EVALUATION OF THE EFFICIENCY OF REHABILITATION MATHODTS FOR CHILDREN WITH DISABILITIES AND LOCOMOTOR DISORDERS (REVIEW ARTICLE)

This review article aims at analyzing the modern medical literature on evaluating the effectiveness of current methods of rehabilitation care for children with disabilities and locomotor disabilities. According to the latest reports, in the structure and causes of children disability for 2011-2015, diseases of the nervous system (17.0% -18.9%) rank the second position. Cerebral palsy is a serious disease leading to disability. Current social and economic situation in Ukraine necessitates the strengthening of social protection of children with disabilities, the definition of priority areas in this field of care, and put the early social rehabilitation of children with disabilities among the social and medical priorities. Along with impacted psychophysical development, children can experience social maladaptation, lack of social contacts, low sociometric status that negatively impacts their mental development, the emotional and volitional spheres. Therefore, it is important to introduce wide-scale socio-psychological rehabilitation among this category of children in order to restore lost socio-psychic functions. The main goal of rehabilitation care is to improve the quality of life of patients and to promote their maximum social adaptation. For further development and improvement of the rehabilitation system, various scientific studies are being carried out. One of the important directions in this domain is the evaluation of the effectiveness of rehabilitation measures. The study of methods for evaluating complex rehabilitation programs is a promising direction for the implementation of approaches in organizing an in-depth investigation of this problem. The evaluation of the effectiveness of socio-psychological, psychological-pedagogical, physical rehabilitation care for children with disabilities, cerebral palsy and other central nervous system disorders and locomotive disorders should be carried out by multidisciplinary teams. Despite the significant number of existing methods for assessing the effectiveness of rehabilitation care, there are currently no highly effective and specific methods, and the main disadvantages of existing methods, according to the studied literature sources, are low specificity and laboriousness. Summarizing all of the above, it is important to evaluate the results of literature data in order to identify trends associated with modern methods for assessing rehabilitation measures for children with disabilities.

Contextual, interpersonal, and personal predictors of young adults' affective-identity motivation to lead

PurposeWhy some people are motivated to become leaders is important both conceptually and practically. Motivation to lead compels people to seek out leadership roles and is a distinct predictor of leader role occupancy. The goal of our research is to determine contextual (socioeconomic status and parenting quality), interpersonal (sociometric status), and personal (self-esteem and gender) antecedents of the motivation to lead among young adults.Design/methodology/approachThe authors tested the model using two samples of Canadian undergraduate students (Sample 1: N = 174, M age = 20.02 years, 83% female; Sample 2: N = 217, M age = 18.8 years, 54% female). The authors tested the proposed measurement model using the first sample, and tested the hypothesized structural model using the second sample.FindingsThe proposed 5-factor measurement model provided an excellent fit to the data. The hypothesized model also provided a good fit to the data after controlling for potential threats from endogeneity. In addition, gender moderated the relationship between sociometric status and affective-identity motivation to lead, such that this interaction was significant for females but not males.Practical implicationsThe findings make a practical contribution in understanding how parents, teachers, and organizations can encourage greater motivation to lead, especially among young adults who have faced poverty and marginalization and tend to be excluded from leadership positions in organizations.Originality/valueThe authors conceptualize and test the contextual, interpersonal, and personal predictors of affective-identity motivation to lead among young adults.