The purpose of this study was to determine factors that affect pre-kindergarten children’s successful play behaviors. Using a multimethods research design, a series of separate studies were combined to determine the relationships among gender, social skills, sociometric status, and play behaviors. The study was conducted in two child development centers where children who have long been together at the center are joined by new children for their pre-kindergarten year. Each child participated in a sociometric analysis by choosing pictures of up to five classmates he/she most likes to play with and responded to interview questions on how children successfully join in play. Teachers assessed each child’s play behaviors using brief Likert Scale surveys. From the sociometric scores, the most chosen boys and girls and the least chosen boys and girls from each classroom were observed during outdoor play sessions while the researcher coded social and nonsocial play behaviors, play entry strategies, and gender and size of the group being entered. The following questions guided this basic research study: (1) What are the effects of gender and familiarity on children’s sociometric choices? (2) Do often-chosen and seldom-chosen children differ in play entry and play behaviors exhibited during outdoor play? (3) Is there a relationship between a child’s knowledge of play entry strategies, social status, and the child’s play behaviors? (4) Is there a relationship between a child’s sociometric score, observed social skills, and a teacher’s assessment of that child’s social skills? This study found the following: Children of both genders prefer same gender playmates. Gender was not a determinate of whether a child chose a student new to the center as a playmate. Seldom-chosen children make more polite requests to play than often-chosen children. Often-chosen children respond to more approaches and spend more time in social play than seldom-chosen children. Most children have knowledge of appropriate play entry strategies, but they do not always implement strategies they know are successful. Teachers know which children spend their time in social play but not which children are most chosen by classmates. Suggestions for teachers and centers and recommendations for future research are provided.

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.

Classwide peer tutoring (CWPT) procedures have been shown to substantially increase academic performance. Other positive outcomes, incidentally observed, include enhanced prosocial behaviors and increased appropriate interactions among peers. This study examined the direct effects of a CWPT program on peer relations and academic performance. A mixed first- and second-grade general education classroom participated in a CWPT spelling intervention with a comparable control classroom. The study consisted of three phases-Baseline (4 weeks), Intervention (6 weeks), and Follow-up (4 weeks). Dependent measures included sociometric peer rating scales and spelling test scores. Results were analyzed by determining mean change for each participant and each social status group for both experimental and control classrooms. The data indicate that CWPT positively influenced students' peer acceptance and improved spelling performance.

One of spheres of activities of teachers and psychologists is the fulfillment of various psychological researches, with the help of which the characteristics of different persons or people groups are tried to be explained. For the research of the interrelation of the group of people the method of sociometric interrogation, providing a great amount of information (data), is mostly used. The treatment of the information usually requires lots of time, problems in speed and precision also arise. Because of these circumstances the need to use information technologies in the treatment of psychological researches appeared. The aim of the work: to create automatic system for analysis and interpretation of sociometric interrogation data. The detailed description of sociometric interrogation method is presented in the study. The possibility of sociometric interrogation information treatment automation and information analysis principles are investigated, methods of sociograms’ formation are researched. The analysis of existing software was performed, its advantages and disadvantages were singled out. The ways of information (data) representation and reflection were discussed. The ways of protection (deposition) of sociometric interrogation information are analyzed. The means of sociometric interrogation information treatment automation are presented in the work. Lots of attention is devoted not only to creation of algorithms and programs, but also to the evaluation of the... [to full text]

The purpose of the study was to determine the effectiveness of the social and interpersonal aspect of the Austin College Plan of educational development by carrying out a plan of evaluation designed by the Hogg Foundation of the University of Texas and the Psychology Department of North Texas State College.

No description available.

It is proposed in this thesis to explore the possible use of the Sociometric test as a measure of the personal social factor in old age. It is further proposed to gather sociometric data by administering a sociometric test to the residents of two homes for aged persons in Dallas County, Texas, and to illustrate by sociograms and tables the uses for which such data might be of value in research designed to investigate the personal social factor in old age.

A number of studies have been made concerning the constancy of the sociometric structure of a group. This study, though dealing with constancy, is not concerned with the structural constancy of groups, but rather with the constancy of certain types of relationships within the group.