Peer and Teacher Sociometrics for Preschool Children: Cross-Informant Concordance, Temporal Stability, and Reliability
Sociometrics, Preschool children, Peer relations, Preschool education, Childhood, Language development, Coefficients, Developmental psychology, Social perception, Child neglect
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
BYU ScholarsArchive Citation
Wu, Xinzi; Hart, Craig H.; Draper, Thomas W.; and Olsen, Joseph A., "Peer and Teacher Sociometrics for Preschool Children: Cross-Informant Concordance, Temporal Stability, and Reliability" (2001). Faculty Publications. 2634.
Family, Home, and Social Sciences
Merrill-Palmer Quarterly © 2001 Wayne State University Press