It was the purpose of this present investigation to display the tentative relationships between self-actualization and sociometric status of adolescent school students. In light of the theoretical and related literature presented, the following hypotheses were posited: 1) students who are high sociometrically will evidence higher personal orientation inventory (POI) means than the middle or low groups on more positive POI scales and 2) students who are low or middle sociometrically will evidence higher POI means than the high group on the major negative POI scales.

The problem of this study concerned the sociometric status of learning disability (LD) and normal children in the classroom. More specifically, the degree of cross choosing between LD and normal children was compared for three different teaching models.

It is felt that additional research concerning the relationship of mental health to sociometric status is needed in view of the fact that Mill concluded that the Rorschach variables were not sufficiently sensitive for group comparison. The POI, an objectively scored test, was selected for the purpose of the present study.

The purpose of this study was to investigate the relation between generalized expectancies of internal versus external control and sociometric status.

The problem of the present study was to determine the relationships between peer- and self-evaluations on a social roles measurement and the relationships between these evaluations and sociometric rankings.

This study was designed to investigate the possibility of relationships among sociometric status, prognosis, and selected personality variables of state hospital patients.

The major problem to be investigated consists of four phases: 1) the investigation of the relationship of sociempathic ability to self concept, sociometric status, mental ability, student teaching, and teaching effectiveness of elementary and secondary student teachers, and the relationship between sociometric status and self concept; 2) an investigation of the relationship of self concept and sociometric status to the teaching effectiveness of elementary and secondary student teachers; 3) a comparison of elementary and secondary student teachers on the strength of the relationships mentioned above, and on mean scores in self concept, sociempathic ability and mental ability; and 4) an investigation to determine if differences in self concept ratings exist among subject major groups of secondary student teachers, and to determine if there are differences between the sexes with regard to sociempathic ability.

The purpose of this study is to investigate the relation between two of the most important indices of adjustment: self-concept and sociometric status.

This study investigated the relationships between peer victimization, social skills, and sociometric status in a sample of 224 fifth grade students in a large school district in the southwestern United States. Peer victimization and social skills were assessed using a self-report questionnaire. A peer nomination inventory was used to classify participants according to sociometric status. Social Exchange Theory guided hypotheses regarding the relationships between social skills, peer victimization, and sociometric status, with the idea that students with poor social skills are more likely to be victimized and rejected by peers. Prior research about the relationships between these variables also suggested that social skills and sociometric status would both have an inverse relationship with peer victimization. Statistical analyses did not indicate the presence of significant relationships between any of the three main variables of interest. A statistically significant difference was identified between students who were English Language Learners (ELL) compared to students who were not ELL, such that ELL students reported experiencing less peer victimization than non-ELL students. Several limitations were identified in the present study. For example, confirmatory factor analysis indicated that the data did not fit with the factor structure of the social skills measure. Exploratory factor analysis was used to identify a set of items that was subsequently used to represent the participants' social skills score. Sampling bias is also suspected. The participation rate was 47.3 percent. Participation may have been limited due to adults' objections to having students list classmates whom they Liked Least. Ideas for future research are presented.

This study has been undertaken to investigate the impact of group discussion upon sociometric status, selfactualization, and number of stated problems with respect to student nurses. The purposes of this study were (1) to determine whether group discussion will enhance sociometric status of student nurses, (2) to determine whether group discussion will positively affect self-actualization of student nurses, (3) to determine whether group discussion will lessen the number of stated problems of student nurses, and (4) to examine the group process and interaction of the group discussion sessions.