Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Social desirability in children; Social interaction in children;
Abstract
Positive and negative peer nomination techniques are essential to the identification of children with social skills deficits. Some researchers, school administrators, teachers, and parents view the administration of peer nomination techniques as harmful to children. The present investigation examined the effects of positive and negative peer nomination techniques on children's peer interactions and on Unpopular peers; (i.e., Rejected and Neglected) interactions. Fourth graders (n = 54) completed nomination techniques, the children's Loneliness Questionnaire, and the Children's Friendship Questionnaire. The experimental group (n = 26) completed positive and negative peer nomination techniques, and the control group (n = 28) completed positive and negative nominations of school activities. Before and after the administration of nomination techniques, trained observers recorded the affective quality (i.e., positive, negative, or neutral) of subjects' peer interactions using the behavior observation method of momentary time sampling.
Analysis of covariance revealed that there were no statistically significant differences in the rates of positive, negative and neutral peer interactions at post-observation across groups. There also was no statistically significant difference in the rate of negative peer interactions exhibited by Unpopular children following the administration of peer nomination techniques. For all experimental subjects who exhibited negative peer interactions from pre- to post-observation, there was a statistically significant decrease in the rate. The results of the present study suggest that the risk to fourth grade children who complete sociometrics, provided certain procedural guidelines are followed, is minimal.
Year of Submission
1995
Degree Name
Specialist in Education
Department
Department of Educational Psychology, Foundations, and Leadership Studies
Department
Department of Educational Psychology and Foundations
First Advisor
Annette Iverson
Date Original
1995
Object Description
1 PDF file (103 pages)
Copyright
©1995 Elizabeth Ann Barton
Language
en
File Format
application/pdf
Recommended Citation
Barton, Elizabeth Ann, "Children’s Interactions with Peers before and after Participating in a Positive and Negative Peer Nomination Technique" (1995). Dissertations and Theses @ UNI. 1504.
https://scholarworks.uni.edu/etd/1504
Comments
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