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Rosén LA, Furman W, Hartup WW. Positive, negative, and neutral peer interactions as indicators of children's social competency: the issue of concurrent validity. J Genet Psychol. 1988;149(4):441-6doi: 10.1080/00221325.1988.10532171.
Rosén, L. A., Furman, W., & Hartup, W. W. (1988). Positive, negative, and neutral peer interactions as indicators of children's social competency: the issue of concurrent validity. The Journal of genetic psychology, 149(4), 441-6. https://doi.org/10.1080/00221325.1988.10532171
Rosén, L A, et al. "Positive, negative, and neutral peer interactions as indicators of children's social competency: the issue of concurrent validity." The Journal of genetic psychology vol. 149,4 (1988): 441-6. doi: https://doi.org/10.1080/00221325.1988.10532171
Rosén LA, Furman W, Hartup WW. Positive, negative, and neutral peer interactions as indicators of children's social competency: the issue of concurrent validity. J Genet Psychol. 1988 Dec;149(4):441-6. doi: 10.1080/00221325.1988.10532171. PMID: 3235977.
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J Genet Psychol. 1988 Dec;149(4):441-6. doi: 10.1080/00221325.1988.10532171.

Positive, negative, and neutral peer interactions as indicators of children's social competency: the issue of concurrent validity.

The Journal of genetic psychology

L A Rosén, W Furman, W W Hartup

Affiliations

  1. Department of Psychology, Colorado State University.

PMID: 3235977 DOI: 10.1080/00221325.1988.10532171

Abstract

Many studies examining the effects of treatments for socially isolated/withdrawn children have used behavioral measures to assess children's peer relations. In an attempt to examine the concurrent validity of these measures, we observed 258 preschool children during free play and coded their interactions into the categories of positive, negative, and neutral behaviors. We also interviewed these children individually, using a sociometric nomination procedure, and asked them to indicate liked and disliked peers. Our examination of the results revealed that, consistent with other research, the correlation between the sociometric measures and the children's total rate of interaction with peers was low. In addition, measures of positive, negative, and neutral behaviors were also only weakly correlated with the children's sociometric scores. We agree with others in concluding that multiple methods of assessment are needed to properly assess the adequacy of children's peer relations.

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