Sociometric Status Research Articles

Sociometry as a method for assessing the socio-psychological climate in pharmacies

Aim. The aim of the study is to adapt the sociometric method of assessment of socio-psychological climate in the pharmacy due to questionnaire design, the construction of sociometric matrix and development of sociogram.Materials and methods. The study used methods of generalization, analysis and synthesis, content analysis. A sociological survey was used to determine the level of the socio-psychological climate in a pharmacy institution. The survey involved all team members who work in an institution. The study covered all regions of Ukraine. The total number of pharmacies that participated in the sociological survey is 92 pharmacies. There were 51 valid questionnaires. Some pharmacy experts chose incorrect answers - I choose everyone or with everyone. Such answers are explained by the indifference and amorphousness of the relationships within the team or by providing deliberately incorrect answers.Results. Theoretical bases of estimation of social-psychological climate are investigated. The relevance of the study of interpersonal relationships and conflict situations that have developed in the team is substantiated. The expediency of using the sociometric method for estimating the socio-psychological climate in the pharmacy institution has been proved. An algorithm for conducting a sociometric study in a pharmacy institution is proposed. A sociometric card has been developed that can be used to evaluate the socio-psychological climate of a pharmacy institution. The form of the final socio-matrix and the target sociogram are given. It is suggested to determine the magnitude of sociometric status and emotional expansiveness of pharmacy pharmacy specialists.Conclusions. The study allowed to conclude that it is advisable to use sociometric method adapted to the conditions of pharmacy to evaluate the socio-psychological climate in the pharmacy

Association of Weight With Sociometric Status in Classrooms of Taiwanese Adolescents

This study examined the association between adolescents’ obesity and sociometric status among their peers across 1 year. The participants were 2,528 junior high school students from Taiwan (mean age = 13.31 years). The negative associations discovered between obesity and sociometric status were both concurrent and cumulative. Moreover, the adolescents who changed from nonobese to obese were more likely to have lower social acceptance and be isolated in their classrooms. These findings inform concerns regarding the sociometric status of adolescents who are (or are becoming) obese.

Peer Sociometric Status and Personality Development from Middle Childhood to Preadolescence

Sociometric status, the regard that other group members confer to an individual, is one of the most ubiquitous and behaviourally relevant attributes assigned to the person by the social environment. Despite this, its contribution to personality development has received little attention. The present three–wave longitudinal study, spanning the age range 7–13 years ( n = 1222), sought to fill this gap by examining the transactional pathways between peer sociometric status (measured by peer nominations) and Five–Factor personality traits (measured by self–ratings and parent and teacher ratings). Sociometric status prospectively predicted the development of extraversion. By contrast, agreeableness and neuroticism prospectively predicted the development of sociometric status. Furthermore, individual–level stability in extraversion was associated with individual–level stability in sociometric status. The results were robust across different sources of personality ratings. We argue that peer sociometric status in the school classroom is the type of environmental effect that has potential to explain personality development. Because of its stability, broadness, and possible impact across a variety of personality processes, sociometric status can both repetitiously and simultaneously influence the network of multiple inter–correlated micro–level personality processes, potentially leading to a new network equilibrium that manifests in changes at the level of the broad personality trait. © 2019 European Association of Personality Psychology

Friendship Characteristics of Rejected Children in Middle Childhood

This study investigated children’s friendship factors such as number of friends, friendship quality, and friends’ characteristics as a function of children’s sociometric status. The concordance between children’s and their friends’perceptions of friendship quality was examined. Subjects were fifth grade students recruited from two public schools. The peer nomination index assessed peer rejection and acceptance. Positive and negative nominations as well as social preference identified children into rejected and popular groups. Children who nominated each other on their list of friends were considered mutual friends. Children reported the quality of their friendships using the friendship quality scale. The results showed that rejected children had fewer mutual friends compared to popular children. Rejected children as well as their friends perceived their friendships less positively. Moreover, rejected children’s perception showed lower correlations with their friends’perceptions than popular children’s perceptions. Furthermore, rejected children were similar with friends in respect to peer rejection level. It was concluded that rejected children’s problems in their peer group and dyadic friendships may mutually influence each other. The findings from this study highlight the need for future research on friendship quality and psychosocial adjustment for rejected children. Keywords: friendship, friendship quality, peer rejection, sociometric status

Meta-percepción social en primer curso de educación primaria. Diferencias de género

Ser consciente de las atracciones y rechazos que uno suscita en los compañeros-as de clase es esencial para poder ajustar el propio comportamiento durante las interacciones con los iguales. El objetivo de este estudio es conocer los errores de subestimación y sobreestimación que cometen los niños y niñas al identificar los iguales que los aceptan o los rechazan. Los errores pueden ser de cuatro tipos: subestimación positiva y negativa, sobreestimación positiva y negativa. La subestimación consiste en omitir mencionar que un determinado compañero nos ha nominado, positivamente o negativamente. A la inversa, la sobreestimación consiste en creer que un determinado compañero- a nos ha nominado, positivamente o negativamente, cuando en realidad no lo ha hecho. La muestra estudiada se compone de 809 niños-as (51.3% chicas), que respondieron a un cuestionario de nominaciones sociométricas al inicio de primer curso de educación primaria (Edad media: 6.4 años). Los niños y niñas fueron clasificados sociométricamente en promedios-as, preferidos- as, rechazados-as, controvertidos-as e ignorados-as.Los resultados indican altos porcentajes de errores de metapercepciones sociales, tanto en los chicos como en las chicas. Sin embargo, se observan diferencias de género: las niñas tienen menos subestimación negativa que los niños. Además, las frecuencias de errores cometidos por chicos y chicas varían en función del tipo sociométrico. En general, en los cuatro tipos de errores, los porcentajes de errores cometidos por las chicas son más bajos que en los chicos, independientemente de su tipo sociométrico. A esta corta edad, parece que las chicas perciben más, o saben interpretar mejor, las pistassociales que los chicos. Más concretamente, parece que las chicas son más sensibles a las muestras de rechazo de los compañeros-as, lo que hace que fallan menos que los chicos en omisión de rechazadores.

SOME PSYCHOLOGICAL FEATURES OF STUDENTS’ COMMUNICATIVE SKILLS IN THE CONTEXT OF SOCIOMETRIC STRUCTURING

The formation of communicative abilities and skills at universities is highlighted in the article. This problem is particularly important, since future professionals’ training should be supported by their communicative literacy, competence, effective information exchange at interpersonal interactions. The purpose of the experimental study was to analyze psychologically the formation of communicative needs, abilities and skills of students at universities. In order to achieve the set purpose, the experimental study were conducted that had three major phases: 1) division of students by sociometric categories (based on J.Moreno’s test); 2) determining the levels of communicative need formation at the representatives of different categories (according to Yu. Orlov’s test); 3) determining communicative abilities and skills of the representatives of the determined categories (by L. Mikhelson's test). According to the sociometric research results, the highest percentage choices are given to the students from the group of popular students (39.7%), which is a favourable factor for formed communicative and interpersonal relationships in the group. There are also a lot of unpopular persons (38.1%); they received less than half of all choices. A favourable tendency is the fact that the both groups have a low index of isolation (6.3%), which can be significantly reduced under the condition of properly organized psychological corrective work. The study of communicative needs, carried out with Y. Orlov’s test Research on the need for communication, has shown that favourable tendencies were determined at 95.24% of the students, among which the average level of communicative need formation was shown by the largest number of the respondents (73.02 %), above average indicators were shown by 19.05% of the respondents and the high level was achieved by 3.17% of the students. On this basis, one can argue that the focus on communication is preserved among students. At the same time, there is a small number of students (4.76%) with unfavourable tendencies according to the test. Their level of communicative needs is lower than the average one. Such young people do not show a desire for community and cooperation, do not like to be among people and friends, participate in various events. The study investigating the students’ communicative skills on the basis of L. Mikhelson's test has shown that 39.7% of the respondents demonstrates competent behaviour and preferred to use competent statements during communicative interactions. At the same time, according to the research results, a significant number of students showed aggressive behavioural tendencies (38.1%) and there is a small percentage of the respondents who showed addictive behaviour (15.9%). In order to summarize the research results and to find out their correlations, the obtained data were analyzed statistically, to determine such statistics as the average arithmetic sample (X), the median (Me), the mod (Mo), the dispersion (Sx), the correlation coefficient (Rxy). One of the most important outcomes of the performed statistical analysis was correlations calculated by Pearson correlation formula. Interdependence was determined only by two pairs of variables: a) sociometric status and competent behaviour – the coefficient 0,3290 indicates a direct moderate correlation; b) sociometric status and aggressive behaviour – the coefficient (-0.3570) indicates a reverse moderate correlation. Consequently, the higher the social status is, the more developed the competent communication is revealed in the use of competent statements, and the lower are aggressive manifestations, the less aggressive statements are used. Further research perspectives consist in the development of psychological corrective programs for communicative skills and abilities for students with addictive and aggressive forms of behaviour.

Introduction of a new method for representing the sociometric status within the peer group: the example of sociometrically neglected children

ABSTRACTSociometrically neglected children are not often liked and not often disliked by their peers. This kind of social information is known as social status. Evidence concerning internalizing behaviour of neglected children is as yet equivocal. Contradictory research results could possibly be attributed to methodological issues of social status classification methods. Therefore, we will paradigmatically emphasize insufficiencies of one social status classification method. Since arbitrary cutoffs (sociometric data) provide the basis for the categorical classification of social status groups, the classification approach lacks precision and consistency. Furthermore, social status classification discounts the multidimensional nature of a child’s social status (social status group affiliation is mutually exclusive), disregards between-peer-group differences in the sociometric data, and offers a peer-group-norm-referenced interpretation. By contrast, we will highlight some advantages of the newly introduced social status extreme points procedure, which describes a child’s social status in terms of the child’s adaptation to sociometric extreme points. The continuous social status extreme points variables offer a criterion-referenced interpretation (multidimensionality: degree of adaptation to each and every sociometric extreme point). The performance and agreement of both methods will be demonstrated using empirical data (N = 316 children within 22 school classes).

Populair, afgewezen, genegeerd, controversieel of gemiddeld

Abstract Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence? Children’s sociometric status refers to their position within the peer group and plays a major role in their future social-cognitive development. It is therefore important to investigate factors that are related to it. Although it has been suggested that one of these factors is children’s level of oral communicative competence, little attention has been paid to its potential role. Therefore, the present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in early childhood education. Sociometric status was measured using a nomination procedure. Based on peer nominations, children were categorized into five sociometric groups: (1) popular (generally well-liked), (2) rejected (generally disliked), (3) neglected (low visibility and neither liked nor disliked), (4) controversial (high visibility and both liked and disliked), and (5) average (at or about the mean on both likability and visibility). In addition, children’s level of oral communicative competence was assessed with the Nijmegen Test for Pragmatics. Results of multi-level analyses revealed significant sociometric group differences: Children who were rejected or neglected by their peers exhibited lower levels of oral communicative competence than average children. Based on these findings, early childhood teachers are encouraged to pay more explicit attention to the promotion of their pupils’ oral communicative competence.

Postawy wobec trudności w uczeniu się i zespołu ADHD uczniów szkół zawodowych o zróżnicowanej pozycji socjometrycznej

<p>Zespół nadpobudliwości psychoruchowej z deficytem uwagi (ADHD) jest zagadnieniem niezwykle ciekawym w pracy lekarzy, pedagogów, psychologów i socjologów. Biorąc pod uwagę zaburzenia charakterystyczne dla tego syndromu występujące w okresie dzieciństwa i dorastania, to nieodzownie łączą się one z trudnościami w nauce. Poza typowymi dysfunkcjami neurologicznymi i psychospołecznymi wynikającymi z tych zaburzeń, które dotykają zarówno dziecko, jaki i jego najbliższego otoczenia społecznego, nie należy zapominać o roli szkoły, która niekiedy przynosi inne problemy. Postawy wobec osób z trudnościami w uczeniu się i zespołem ADHD mogą być różne w różnych placówkach oświatowych. Wyniki moich badań dowodzą, że status socjometryczny ucznia szkoły zawodowej warunkuje jego postawy wobec tych zjawisk i osób z takimi zaburzeniami. Okazuje się, że niekiedy bardziej przychylnymi postawami wobec trudności w uczeniu się i ADHD wykazują się uczniowie szkół zawodowych, którzy uchodzą za nielubianych lub odrzuconych w klasie. Na podstawie wyników badań własnych ustalono, że uczniowie nielubiani w klasie wykazują bardziej pozytywne postawy wobec trudności w uczeniu się i zespołu ADHD niż ich rówieśnicy z klasy lubiani przez innych w dwóch spośród czterech zmiennych tego fenomenu. W zakresie czynnika 2 Skali postaw wobec trudności w uczeniu się i zespołu ADHD P. Gindricha zanotowano tendencję odwrotną, ponieważ uczniowie z grupy lubianych wykazywali względem tego czynnika zdecydowanie pozytywne postawy. Analiza statusu socjometrycznego ujawniła, że ogólny poziom akceptacji społecznej młodzieży ze szkół zawodowych (obliczony za pomocą sumy otrzymanych ocen pozytywnych od innych) oddziałuje na jej postawy wobec omawianych zagadnień.</p>

Children’s Awareness of Peer Rejection and Teacher Reports of Aggressive Behavior

Lack of awareness of one’s negative social reputation is linked to aggressive behavior among older school-age children. The present study extends this research to the first year of elementary school. The first goal was to compare generalized and dyadic perspectives in studying discrepancies between children’s actual and perceived rejection. The second goal was to determine whether discrepancies between actual and perceived rejection are related to sociometric status. The third goal was to examine whether discrepancies between actual and perceived rejection are related to aggressive behaviors at school. Actual peer rejection was measured with peer negative nominations, perceived peer rejection with students’ self-ratings and meta-perceptions, and aggressive behavior with teacher ratings. The discrepancies between actual and self-perceived rejection were substantial in the total sample. Furthermore, non-rejected children had higher scores than rejected children in dyadic overestimation (identifying peers who they believed disliked them but did not), while it was the reverse for dyadic underestimation (not identifying peers who in fact disliked them). High levels of dyadic underestimation were negatively associated with the concurrent aggressive behavior. Rejected children’s underestimation of their peer rejection appeared to have protective effects on antisocial and aggressive problems. Findings are discussed in terms of theories of symbolic interactionism and social information processing.

Sociometric study on the interaction of steakholders of oil and gas enterprises

The research was conducted on the structuring of relations between stakeholders, the leader of the steward, who was substantiated, and the degree of steadiness of the stakeholders in general. An effective method for diagnosing the effectiveness of cooperation between stakeholders is the sociometric method, which involves the construction of matrices of positive and negative mutual selection. The obtained data from the socio-matrices are grouped and used to calculate the indicators, namely: an individual sociometric index that takes into account the ratio of stakeholders to each other; individual index of expansiveness - characterizes the degree of communication between stakeholders and reflects the relationship of each one stakeholder to a group of stakeholders in general; The index of group expansiveness, which characterizes the general activity of the group's interaction, expresses the dynamics of its life. On the basis of knowledge of individual indices of sociometric status, the status of each stakeholder in cooperation is evaluated and analyzed. On the basis of a positive mutually matrix, microgroups were identified in cooperation with stakeholders. In the association of stakeholders, there are two microgroups: the first microgroup is a dyad, which includes two stakeholders - B and D, the second microgroup consists of 5 stakeholders: B, J, K, M, and L. In the association of stakeholders, such a negative factor is "ignored". These are stakeholders who have received only negative ratings. They are shareholders of E, I and Z. They were negatively evaluated because they refused to participate in the poll. The majority of stakeholders would be for not cooperating with them, but they have a high level of social investment and are desirable from a professional point of view. Also, the ranking of the social status of stakeholders in this merger is performed, which demonstrates the importance of each stakeholder in cooperation. The analysis found that the largest number of points was received by stakeholders under the letter M and B, since they are not leaders of the association of stakeholders, they are informal leaders number 1 and number 2, respectively. The third in the rating is a stakeholder under the letter of Zh, who is the current head of the association of stakeholders.

Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children

ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed.

Изменение социометрического статуса младших подростков в процессе обучения

Изменение социометрического статуса младших подростков в процессе обучения

Self-Perception and Cognitive Features of Students with Different Sociometric Status

Self-Perception and Cognitive Features of Students with Different Sociometric Status

Conductas y experiencias sociales en clase de niños escolarizados en el municipio de Sincelejo, Colombia

Objetivo: el estudió buscó determinar las conductas y experiencias sociales en niños en edad escolar de la Institución Educativa Rural la Peñata, en la ciudad de Sincelejo, Colombia, a partir de las dimensiones de agresividad, victimización, estatus sociométrico y prosocialidad. Metodología: el estudio consideró una metodología basada en un paradigma positivista, de enfoque cuantitativo y de tipo descriptivo con corte transversal, en el cual se aplicó el Cuestionario de Conductas y Experiencias Sociales en Clase (CESC). Se contó con una muestra intencional de 49 estudiantes distribuidos en tres grupos, según su grado escolar, de los cuales veintidós eran niñas y veintisiete eran niños, y cuyas edades oscilaban entre los seis y los trece años. El análisis de los datos se realizó de manera descriptiva, mediante el empleo de la plantilla de corrección del instrumento. Resultados y conclusiones: en el porcentaje obtenido en los tres grupos se observa cierta simetría, lo que evidencia que la conducta con mayor proporción en la población objeto de estudio fue victimización, seguida de agresividad y prosocialidad, a excepción del grupo 3 que obtuvo el mismo porcentaje tanto en agresividad como en prosocialidad. En cuanto al estatus sociométrico, se encuentra un porcentaje significativo de niños percibidos como ignorados en comparación con la proporción de niños controvertidos, rechazados y populares.

School Adjustment Problems of Fifth Graders As a Risk Factor in Learning Difficulties

In recent years, there has been a tendency in Russia to separate primary school from secondary one; gymnasiums and lyceums where children are recruited in the fifth grade through a competitive examination start operating. Despite the fact that such schools enroll children from prosperous families who perform well at school, some of them start experiencing learning difficulties resulting in dramatic decrease in academicperformance, behavioral problems, and health deterioration. One of the risk factors for these problems is the difficulties of adjusting to a new school, conditioned by agespecific psychological and physiological conditions of fifth graders and pedagogical factors. The purpose of this study is to increase awareness of fifth graders school adaptation, collect empirical data, by examining the relationship between its variouscomponents, as well as self-esteem. The present study explored 144 fifth graders aged 10-11 (74 boys and 70 girls) and their 6 class tutors (homeroom teachers). Measures: School Anxiety Questionnaire (B.N. Phillips), expert evaluation, «Sociometry» ( J.L. Moreno), self-esteem methodology called «Ladders». The results of the study into academic, social and psychological aspects of fifth graders School adjustment showed that the period of adaptation is characterized by decreased academic performance compared to the fourth grade while a third of the subjects lacked interest in studying. 39 % of fifth graders showed a low sociometric status.More than half of the students (55 %) are dissatisfied with their relationships with their classmates. An increased level of school anxiety is typical for 25% of fifth-graders. The main causes of school anxiety are fear of self-expression, problems with the teacher, fear of not meeting the expectations of others. Factor analysis proved a three-fold structure of school adaptation. The correlation analysis showed that academic adaptation is related to all components of school adaptation, whereas social and psychological components are not linked.55 % of fifth-graders have low or poor self-esteem. They are most dissatisfied with their lack of authority among their classmates and their appearance. Factor analysis demonstrated that the self-esteem of fifth graders in the period of adaptation to secondary school is more connected to the indicators of the social component ofadaptation. Teachers adequately evaluate only student performance and behavior, but not their sociometric status, school anxiety, and interest in learning. This complicates the identification of the problem and timely assistance to the fifth graders with difficulties in social and psychological adaptation.
 Keywords: school adaptation, learning difficulty, fifth-graders, self-esteem, school anxiety, sociometry

Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence?

AbstractChildren’s sociometric status refers to their position within the peer group and plays a major role in their future social development. It is therefore important to investigate factors that are related to it. To date, little attention has been paid to the potential role of oral communicative competence. The present study investigated sociometric group differences in the level of oral communicative competence in a sample of N = 570 children in early childhood education. Sociometric status was measured using a nomination procedure. Based on peer nominations, children were categorized into five sociometric groups: (1) popular (generally well‐liked), (2) rejected (generally disliked), (3) neglected (low visibility and neither liked nor disliked), (4) controversial (high visibility and both liked and disliked), and (5) average (at or about the mean on both likability and visibility). Children’s level of oral communicative competence was assessed with the Nijmegen Test for Pragmatics. Results of multi‐level analyses revealed significant sociometric group differences: children who were rejected or neglected by their peers exhibited lower levels of oral communicative competence than average children. Based on these findings, teachers in early childhood education are encouraged to pay more explicit attention to the promotion of their pupils’ oral communicative competence.

Sociometric Status as Mediator in the Relation Between Effortful Control and Achievement

The aim of this study was to analyze the relationship between effortful control and language performance, and the mediation effect of sociometric status on this relationship. The sample comprised 472 Spanish children 6–8 years old. To measure temperament, the parents were given the Temperament in Middle Childhood Questionnaire (TMCQ). The nomination method was used in the classroom context to measure social acceptance and rejection, whereas language performance was reported by the teachers at the end of the academic year. The results confirmed the positive relationship between effortful control and language performance. By using a causal mediation analysis, we found a mediation effect for both variables, which confirms the significant effect of self-regulatory skills on the integration of children in their group, and this social adjustment / maladjustment being what determines language performance.

Integrating communication and passing networks in football using social network analysis

ABSTRACTBackground: Effective intra-team communication (ITC) is an important component for optimal team performance. Methods: In this study, an intra-team communication tool (ITCT) was used for players to report the amount of communication (ACOM) received, and the amount of perceived benefit to performance of that communication (BCOM). The ITCT was used to understand how a professional football team is connected, by ITC and passing, and the relationship between ITC and passing, using social network analysis (SNA). Results: The results indicated that the team was highly connected and cohesive for ITC, but less so for passing. In matches won compared to lost, passing connections were lower and ITC connections were higher. There were negative correlations between ITC and passing for the mean sociometric status values. For the SNA metrics, network edges were higher in matches won compared to drawn for BCOM. Cohesion was lower in drawn compared to won matches for BCOM, and lower compared to matches won and lost for passing. SMS was higher in matches won compared to lost for ACOM and BCOM, but was higher in matches lost compared to won for passing. Conclusions: The results could indicate that in matches when possession was increased, and ITC decreased, the team may coordinate implicitly, by relying on pre-existing knowledge of practiced playing structures. Whereas, in matches with low possession, increased levels of ITC may be required, due to the uncertainty associated with defending. However, further research is needed to confirm the current explanations of the results. This study has implications for the design of training practice.

Соотношение статуса человека в группе и уровня его зависти

The paper examines the research findings relating to the relationship of the sociometric status of the personality in a group, group sociometric indices, and trends in the behavior of a person in a group with a level of personal jealousy. The research shows that envy as a stable personality trait is not correlated with the actor’s place in the system of interpersonal relations in a group, cannot define its sociometric status and express attractiveness/unattractiveness of the actor’s personality to other members of a group. The study proves that envy and group cohesion can lead to each other or alternatively determine the development of professional achievements, intelligence, and interpersonal communication with the opposite sex. The author concludes that the envy of the personality, which inherently shares independence and accepts the struggle, has a motivating and stimulating effect on it determining its further development and the achievement of better results. The external characteristics of independence and acceptance of struggle allow the personality to offset the negative emotional state associated with envy.