Reliability and validity of a cost-efficient sociometric measure

Sociometric measures have been used frequently to measure social status; however, reliable sociograms for young children usually involve time-consuming administrations. A group-administered, peer-rating sociogram, the Sociometric Peer-Rating Scale (SPRS), was devised and given to 217 first and second graders. Concomitantly, teacher nominations of children most liked, aggressive, or withdrawn and behavioral observations of the high- and low-SPRS children were obtained. After 7 months, the SPRS was readministered. On a separate population of eight kindergarten children, this sociogram and a similar, individually administered sociogram were given. Normative data, test-retest reliability, and split-half reliability were reported. The test-retest reliability was comparable to the reported reliability of other peer-rating sociograms, and the SPRS correlated significantly with teacher ratings of aggressiveness and likability and with the individually administered sociogram. The number of positive interactions was significantly different for high-versus low-SPRS children. The usefulness of the SPRS as a measure of social competence was discussed.