Enhancing social inclusion of children with externalizing problems through classroom seating arrangements: A randomized controlled trial

Contains fulltext : 183346.pdf (publisher's version ) (Open Access)Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems.11 p

Teachers’ goals and strategies for classroom seating arrangements: a qualitative study

Education and Child Studie

Sociometric assessments

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Bekend maakt bemind. Klasindeling kan sfeer bepalen

Contains fulltext : 103154.pdf (publisher's version ) (Open Access)2 p

Research project 'That's What Friends are For': A research project on the nature and significance of emerging adults' relationships with close others (parents, friends, partners)

Our relationships with our parents and our friends are considered the most essential and rewarding relationships in life. Especially in emerging adulthood, individuals spend a large and increasing amount of their time with others outside of the family. However, studies examining young adults’ relationships with various different close others simultaneously is limited. The main aim of this project was therefore to examine the nature and significance of relationships with parents (father and mother), friends, and romantic partners in emerging adulthood. Participants were recruited together with their best friends. They were assessed in 3 different waves, each with a Time 1 assessment (Wave 1 n = 60, Wave 2 n = 94, Wave 3 n = 126) and follow-up 1 year later (Wave 1 follow-up n = 18, Wave 2 follow-up n = 39, Wave 3 follow-up n = 54). An overview of the number of unique individuals and complete dyads at each time point and per wave is presented in "Project_Description_TWFAF.pdf". Questionnaires were distributed via Qualtrics. Active informed consent was requested at the start of the online survey. A detailed description of the procedures is presented in "Project_Description_TWFAF.pdf". As participants were recruited together with their best friend, both members of a friend dyad were asked to report on their friendship quality. Moreover, each participant reported on their relationship with parents (father and mother) and romantic partner. Finally, they reported on a variety of questions regarding their mental health and well-being. An overview of all questions asked, including the answering options and labels is presented in "Codebook_TWFAF.xlsx"

Measuring social status and social behavior with peer and teacher nomination methods

Contains fulltext : 145401.pdf (publisher's version ) (Closed access) Contains fulltext : 145401.pdf (preprint version ) (Open Access)Sociometric nomination methods are used extensively to measure social status and social behaviors among children and adolescents. In the current study, the correspondence between teacher and peer nomination methods for the identification of preference and popularity was examined. Participants were 733 children in grade 5/6 (M age = 12.05 years, SD= .64; 53.3 percent boys) and their 29 teachers. Children and teachers completed nomination questions for preference, popularity, and 12 social behaviors. Results showed moderate overlap between teacher and peer nominations of social status; teachers and peers agreed on students' preference and popularity levels in 62.7 percent and 69 percent of the cases, respectively. Secondly, we examined the social behaviors (prosocial behaviors, overt and relational aggression, victimization) that teachers and peers ascribe to children at different levels of preference and popularity. Both teachers and peers made clear behavioral distinctions between low, average, and highly preferred or popular children. For preference, the behavioral profiles did not differ between teachers and peers. For popularity, no differences between teachers and peers were found in the behavioral descriptions of unpopular and average children. However, teachers and peers differed in their behavioral descriptions of popular children. Implications and directions for further research are discussed.18 p

Identifying subtypes of peer status by combining popularity and preference: A cohort-sequential approach

Contains fulltext : 145490.pdf (publisher's version ) (Closed access) Contains fulltext : 145490.pdf (preprint version ) (Open Access)The purpose of this study was to identify and validate subtypes of peer status by integrating preference and popularity into a single framework. Person-oriented analyses were performed among 3,630 children and adolescents of different cohorts in primary and secondary education. In the young age groups (Grade 3/4 to Grade 7), three clusters were found: popular-liked, average, and unpopular-disliked. In the older age group (Grade 8), four clusters were found: popular, liked, average, and unpopular-disliked. Thus, participants differentiated liked peers from popular peers at the age of 14, but not earlier. Distinct behavioral profiles were found for each subtype. Cohort-sequential analyses demonstrated high stability of cluster membership, especially among the high-status groups. Developmental implications and the importance of school transitions are discussed.30 p

Computerized sociometric and peer assessment: An empirical and practical evaluation

A systematic analysis and comparison was conducted of the psychometric properties of standard (paper-and-pencil) and computerized sociometry and peer assessments. The standard assessment took place with 817 children (47.5% boys) in 34 fifth- and sixth-grade classrooms of 28 elementary schools. The computerized assessment took place with 893 children (52.3% boys) in 35 fifth- and sixth-grade classrooms of 30 elementary schools. The computerized method yielded more nominations given and received and fewer missing data. Correlations among behavioural and relational constructs followed similar patterns in both methods, but were generally stronger in the computerized method. Voter agreement was the same in both methods. The computerized method resulted in higher internal consistency of sociometric and peer assessment constructs. The methods were validated by predicting preference and popularity from behavioural and relational characteristics. The two methods yielded the same pattern of results. The advantages and disadvantages of both assessment methods were discussed

Computer-based methods for collecting peer nomination data: Utility, practice, and empirical support

New technologies have led to several major advances in psychological research over the past few decades. Peer nomination research is no exception. Thanks to these technological innovations, computerized data collection is becoming more common in peer nomination research. However, computer-based assessment is more than simply programming the questionnaire and asking respondents to fill it in on computers. In this chapter the advantages and challenges of computer-based assessments are discussed. In addition, a list of practical recommendations and considerations is provided to inform researchers on how computer-based methods can be applied to their own research. Although the focus is on the collection of peer nomination data in particular, many of the requirements, considerations, and implications are also relevant for those who consider the use of other sociometric assessment methods (e.g., paired comparisons, peer ratings, peer rankings) or computer-based assessments in general