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Dyadic Analyses of Preschool‐aged Children's Friendships: Convergence and Differences between Friendship Classifications from Peer Sociometric Data and Teacher's Reports
Author(s) -
Shin Nana,
Kim Mina,
Goetz Stephanie,
Vaughn Brian E.
Publication year - 2014
Publication title -
social development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.078
H-Index - 91
eISSN - 1467-9507
pISSN - 0961-205X
DOI - 10.1111/sode.12043
Subject(s) - friendship , psychology , sociometry , sociometric status , developmental psychology , peer group , peer acceptance , multilevel model , peer relations , peer victimization , social psychology , human factors and ergonomics , poison control , statistics , mathematics , medicine , environmental health
Peer sociometrics and teachers' friendship reports were compared in 2179 preschool dyads. One hundred twenty of 306 reciprocated friend dyads from peer sociometric data were also identified as good friends by their classroom teachers, and 301 of 600 of non‐reciprocated dyads in peer data were named as friends by one or both classroom teachers (overall kappa = .16). Friendship classifications from both peer and teacher data had significant relations with variables relevant to peer interactions, social skills, peer acceptance, and teacher‐rated scales (six of seven tests significant for peer data; five of eight significant for teacher data). Multilevel analyses indicated that friendship status effects were not qualified by classroom‐level differences. Findings suggest that sociometric tasks can identify preschoolers' peer friendships and that the range of correlates may be broader in peer‐choice data than in teachers' friendship evaluations.