Nominating under Constraints: A Systematic Comparison of Unlimited and Limited Peer Nomination Methodologies in Elementary School

Autor/inn/en	Gommans, Rob; Cillessen, Antonius H. N.
Titel	Nominating under Constraints: A Systematic Comparison of Unlimited and Limited Peer Nomination Methodologies in Elementary School
Quelle	In: International Journal of Behavioral Development, 39 (2015) 1, S.77-86 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025414551761
Schlagwörter	Foreign Countries; Elementary School Students; Peer Relationship; Comparative Analysis; Sociometric Techniques; Gender Differences; Social Status; Peer Acceptance; Bullying; Correlation; Reliability; Validity; Reputation; Structural Equation Models; Grade 3; Grade 4; Grade 5; Grade 6; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Peer-Beziehungen; Soziometrie; Geschlechterkonflikt; Sozialer Status; Mobbing; Korrelation; Reliabilität; Gültigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Niederlande
Abstract	Children's peer relationships are frequently assessed with peer nominations. An important methodological issue is whether to collect unlimited or limited nominations. Some researchers have argued that the psychometric differences between both methods are negligible, while others have claimed that one is superior over the other. The current study compared both methods directly in a counterbalanced design among 112 8-12-year-old elementary school children. Overall, both methods revealed comparable results, although some significant and noteworthy differences were found. The use of unlimited nominations was recommended for questions related to social status (preference, popularity). Some method differences varied by gender. Implications for future peer relations research were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10