Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 107-112).

This study attempted to relate barrier scores to socio-metric status among adolescents on the theory that high barrier individuals tend to be more "person" oriented and therefore more successful in interpersonal relationships. Eighty-seven pupils (46 males and 41 females with an age range of 12-15) from grades seven, eight and nine of a junior high school were examined with the short form of the group version of the Holtzman Inkblot Technique and a modification of the sociometric test described by Northway. Analysis of the data revealed no direct relationship between sociometric test scores and barrier scores. A relationship was found, however, between barrier scores of choosers and those whom they choose. Significant sex differences in barrier score at all ages and some age differences in barrier score were found. There was no significant difference apparent in sociometric status of high barrier males and females. / Arts, Faculty of / Psychology, Department of / Graduate

Since the sociometric technique was devised as a measure of inter-personal relations, many studies have been tinder-taken, in which the technique was used. Frequently the sociometeric score of an individual or his "sociometric status" has been used to evaluate him, particularly among those not too familiar with the test. Among those interested in mental hygiene, there has been a similar tendency to consider sociometric tests as measures of adjustment. This study was undertaken in an attempt to determine whether such assumptions were justifiable. Two Grade III and two Grade VII classes, and one large group of Grade XI students from three schools in a "middle class" area of Vancouver were used as subjects. The Sociometric Test, Form A, of the National Committee for Mental Hygiene (Canada) was administered by the writer, followed immediately by the appropriate series of the California Test of Personality, Form A. 'The sociometry percentage scores were correlated with the total Adjustment scores, and with the Self Adjustment and Social Adjustment scores for each grade. In addition, separate correlations were run between Total Adjustment scores and sociometry percentage scores for boys and for girls in each grade. The extreme groups on the sociometric test were determined for each grade and the significance of the differences between the means on the personality test computed. Similarly personality test scores of mutual friends and non-friends on the sociometric test were compared, and the significance of differences obtained. Finally, graphs were employed to illustrate the range of sociometric scores for the well-adjusted, moderately well-adjusted and poorly adjusted groups in each grade, according to the results on the California Test of Personality. The results obtained, without exception, indicated a lack of relationship between the adjustment of the individual and his sociometric status in the classroom. Consequently, the evaluation of an individual's adjustment on the basis of his sociometric score appears to be unjustifiable, and should be avoided. / Arts, Faculty of / Philosophy, Department of / Graduate

It is suggested that it might be useful to develop techniques which are specifically designed to examine the social aspects of experimental situations, in light of the increased emphasis and recognition given social phenomena in psychology in recent years. For this purpose the author attempts to modify level of aspiration techniques for use in sociometric situations. Concern is mainly with the concept of realism, which is operationally defined, on the basis of previous studies of the level of aspiration, as "that function of personality revealed by a technique designed to measure a subject's ability to designate accurately his expected performance in an activity in which he has had some experience and consequently some criterion on which -to base his designation." The attempt to measure this defined function in social situations was undertaken in the following way: 1. Asking each individual in a group to choose other individuals on the basis of a specified criterion. 2. Asking each individual to give the names of those individuals he expects to have chosen him. The individual's realism is estimated in terms of the discrepancy between the obtained and expected choices on the basis of three factors which were logically determined; Factor A, discrepancy between number expected and obtained; Factor B, discrepancy between correct expected choices and obtained choices in terms of the actual names of the individuals involved; and Factor C, the discrepancy between the mean sociometric status of the individuals he expected to choose him, and the mean sociometric status of those who did choose him. The process of derivation of the total R score is summarized below: Factor A - expected – obtained/(N – 1) x 100 - can be either + or -. Ignore this 'direction' until the expression of the R score. - converted to sigma score in terms of the distribution of A within the group, by formula: A – M(a)/Sigma(a) = Z(a) Factor B – 1 - correct expected choices/obtained choices x 100 - convert to sigma score Z(b) Factor C – [M(exp.) – M(obt)] x 100 - can be either + or -. Ignore direction until R - convert to sigma Z(c.) R score is given by the formula: WaZa + WbZb + WcZc/Wa + Wb + Wc Where Wa, Wb, and Wc are the weights derived from the beta coefficients obtained from the inter-correlations of the factors. Ineluded in the expression of the final R score for an individual, are the directions in which he tends on Factors A and C. This technique was applied to three groups at different age levels (7-8yrs., 21-31yrs., 59-86yrs.,) for the purpose of determining whether or not it was possible to obtain distributions of R scores for each of the groups; that is, whether the function measured could discriminate between individuals. This purpose was fulfilled. Certain general indications are presented, having to do with the patterning of the positive and negative directions on Factors A and C, various sociometric relationships, and a few others. There is also presented empirical evidence which is interpreted as a partial justification for the logical assumption that the technique is measuring a realism function similar to that reported in aspiration studies. Implications and suggestions for future research are discussed under these headings: "Technique," "Levels of Aspiration," and "Sociometry.” / Arts, Faculty of / Philosophy, Department of / Graduate

Thesis (M.A.)--University of Delaware, 2007. / Principal faculty advisor: Charles Q. Pavitt, Dept. of Communication. Includes bibliographical references.

Thesis (Dip.App.Psych.) -- University of Adelaide, Dept. of Psychology, 1976?

The focus of the present study was an attempt to provide data which would serve as a basis for improving teachers' judgments of sociometric status. In order to accomplish this, the interrelationships between sociometric choice status, teachers' judgments, and selected variables were investigated.

The purpose of this study was to use a cross categorical scoring method for sociometric data focusing upon those individuals who have made the selections. A cross category selection was defined as choosing an individual on a sociometric instrument who was not within one's own classification. The classifications used for this study were sex, race, and perceived achievement level. A cross category score was obtained by summing the number of cross category selections. The conclusions below are the result of this study. Cross categorical scoring provides a useful method of scoring sociometric data. This method successfully focuses on those individuals who make sociometric choices rather than those who receive them. Each category utilized provides a unique contribution. The categories used in this study were sex, race, and achievement level. These are, however, only reflective of any number of variables which could be used. The categories must be chosen to reflect the needs of the particular study in which they are included. Multiple linear regression analysis can be used in order to provide the researcher with enough scope to handle numerous nominal and ordinal independent variables simultaneously. The sociometric criterion or question does make a difference in the results on cross categorical scores. Therefore, in a group that has more than one identifiable activity, a question pertaining to each activity should be included.

No description available.

There is no abstract available for this thesis.