sociometric classification methods
Theory and practice of education
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AbstractThe use of sociometric research in pedagogy implies consideration of methodological demands pertaining to the selection and formulation of sociometric criteria, the selection of sociometric techniques, instruments and sociometric group classification methods. Various authors agree that sociometric criteria are basic relevant activities of the group they refer to and that they should be meaningful, understandable to every group member and clearly and precisely formulated. The selection of the appropriate sociometric technique and instrument has to be adjusted with the goal of sociometric research, along with the consideration of the advantages and shortcomings of different sociometric techniques and instruments. The existing research provides very divergent results on the adequacy of different classification methods in identifying stable sociometric groups. Still, the majority of studies have confirmed that the two-dimensional rating scale method yields more stable classifications than the classification methods based on peer nominations, as well as that it is methodologically more justifiable to use cluster analysis in identifying stable sociometric status groups than the traditional classification methods.
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The Effects of Structured Sociometric Feedback and Group Counseling on Personal Adjustment and Sociometric StatusRobb, George Paul, 1922-; Johnson, Ray W.; Rollins, Forrest L.; Engels, Dennis W.; Mappes, Donald Chris (North Texas State University, 1982-05)This study's problem concerned the conflict between the ethical desirability of giving participants relevant information about themselves versus the current practice of withholding sociometric data. Group counseling was selected to provide a relative basis for comparison of the effects of structured sociometric feedback (SSF). This study's ultimate purpose was to gather empirical evidence concerning the appropriateness and safety of conveying sociometric data to participants of sociometric studies.
La promoción de la resiliencia a través del grupo de igualesSanahuja Miralles, Jorge; Universitat Jaume I. Departament de Psicologia Evolutiva, Educativa, Social i Metodologia; Cervera Melero, Andrea (Universitat Jaume I, 2018-03-29)Treball Final de Grau en Mestre o Mestra d'Educació Infantil. Codi: MI1040. Curs acadèmic: 2016/2017.
Κοινωνική αποδοχή και ηθική σκέψη: Κοινωνιομετρική έρευνα μαθητών Β' και Γ' ΓυμνασίουΤαγαράκης, Ιωσήφ (Aristotle University Of Thessaloniki (AUTH)Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ), 2011)The first part of this thesis, includes a presentation of the concept of social acceptance and of the factors that seem to contribute to its formation. Futhermore, the theoretical review discusses the concept of morality and presents the most basic points and principles of the Kohlberg theoretical model. In the second part the overall survey data are presented. The main purpose of the current study was to investigate the correlation between social acceptance and moral thinking among teenage students of B and C high school classes, of public schools in Athens. Social acceptance of each student was assessed using the sociometric technique and it was expressed with the variable of sociometric status. The level of moral thinking was assessed using the Moral Judgment Test and it was expressed with the variable of moral judgment capacity. The whole sample that participated in this research were 695 adolescents (354 boys and 341 girls), with a mean age of 14.5 years. Results showed that adolescents in the third grade achieved better scores in Moral Judgment Test than their peers in second grade. Likewise girls seemed to score higher in Moral Judgment Test compared to boys. More specifically, correlations (Pearson Correlation) between the two main variables, were stronger for examinees of high school class C, compared to high school class B, and for boys over girls. These findings highlight the positive contribution moral thinking can have in the interpersonal relationships of adolescents and the enhancement of their social acceptance from the peer group. Future studies should further examine the nature of the relationship and the causal mechanisms between social acceptance and moral thinking. If the current findings are verified, then the implementation of moral education programs in school schedules could be a first positive step towards improving the social acceptance of adolescents within their peer group.