Peer and Teacher Sociometrics for Preschool Children: Cross-Informant Concordance, Temporal Stability, and Reliability

Keywords

Sociometrics, Preschool children, Peer relations, Preschool education, Childhood, Language development, Coefficients, Developmental psychology, Social perception, Child neglect

Abstract

Cross-informant concordance (peers vs. teachers), temporal stability, and reliability associated with sociometrics were systematically examined in a sample of 84 preschoolers (M = 4.5 years). Structural equation modeling analyses revealed that parallel forms of teacher and peer sociometrics measured overlapping and unique aspects of peer popularity. Reliability, a characteristic of a measurement instrument (sociometric assessment), was differentiated from stability, which is associated with the phenomenon or behavior being measured (children's peer popularity). Teacher-measured popularity was highly stable over an 8-week period, while peer-measured popularity showed lower stability. High reliability was found for both teacher and peer sociometrics. Child age and classroom participation rates did not alter the pattern or magnitude of the modeled relationships.

Original Publication Citation

Wu, X., Hart, C. H., Draper, T. W. & Olsen, J. A. (2001). Peer and teacher sociometrics for preschool children: Cross informant concordance, temporal stability, and reliability. Merrill-Palmer Quarterly, 47, 416-443. Equal Authored

Document Type

Peer-Reviewed Article

Publication Date

2001-07-03

Permanent URL

http://hdl.lib.byu.edu/1877/5460

Publisher

Merrill-Palmer Quarterly

Language

English

College

Family, Home, and Social Sciences

Department

Family Life

University Standing at Time of Publication

Full Professor

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