Assessing the (in-)consistency of same-sex and opposite-sex peer nominations among Turkish elementary-school children

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dc.authorid0000-0003-2581-3430
dc.contributor.authorChimienti, Giovannien_US
dc.date.accessioned2015-01-10T17:09:25Z
dc.date.available2015-01-10T17:09:25Z
dc.date.issued1997-09
dc.departmentIşık Üniversitesi, İktisadi ve İdari Bilimler Fakültesi, İşletme Bölümüen_US
dc.departmentIşık University, Faculty of Economics and Administrative Sciences, Department of Managementen_US
dc.description.abstractNomination procedures for assessing peer behaviors are in wide use, and mixed-sex peer nominations are often utilized under the assumption that combined same-and opposite-sex nominations yield a representative picture of children's behaviors and relationships to other variables. Analyses of nominations made by 457 Turkish third and fifth graders for 14 peer behaviors and for liked-/disliked-a-lot illustrate the productiveness of separately assessing same-sex and opposite-sex nominations, showing that: (a) a bias toward more nominations for same-sex peers is not consistent over all behaviors; and (b) although same-sex and combined same-/opposite-sex nominations are strongly related, the agreement between same-and opposite-sex nominations is substantially Lower. The outcome is that (a) sociometric status classification depends on the nominating population and (b) the relationship between-peer-assessed behaviors and peer acceptance/peer sociometric status can differ; depending upon whether the reference group is same-or opposite-sex peers. Findings bring into question the routine use of mixed-sex nominations.en_US
dc.description.versionPublisher's Versionen_US
dc.identifier.citationChimienti, G. (1997). Assessing the (in-)consistency of same-sex and opposite-sex peer nominations among turkish elementary-school children. Journal of Psychoeducational Assessment, 15(3), 205-213. doi:10.1177/073428299701500302en_US
dc.identifier.doi10.1177/073428299701500302
dc.identifier.endpage213
dc.identifier.issn0734-2829
dc.identifier.issn1557-5144
dc.identifier.issue3
dc.identifier.scopus2-s2.0-0031521846
dc.identifier.scopusqualityQ2
dc.identifier.startpage205
dc.identifier.urihttps://hdl.handle.net/11729/72
dc.identifier.urihttp://dx.doi.org/10.1177/073428299701500302
dc.identifier.volume15
dc.identifier.wosWOS:A1997YF73600002
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakSocial Sciences Citation Index (SSCI)en_US
dc.institutionauthorChimienti, Giovannien_US
dc.institutionauthorid0000-0003-2581-3430
dc.language.isoenen_US
dc.peerreviewedYesen_US
dc.publicationstatusPublisheden_US
dc.publisherPsychoeduationalL Corpen_US
dc.relation.ispartofJournal of Psychoeducational Assessmenten_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSociometric statusen_US
dc.subjectSocial-statusen_US
dc.subjectAdjustmenten_US
dc.subjectPerspectiveen_US
dc.subjectDimensionsen_US
dc.subjectGenderen_US
dc.subjectAgeen_US
dc.titleAssessing the (in-)consistency of same-sex and opposite-sex peer nominations among Turkish elementary-school childrenen_US
dc.typeArticleen_US
dspace.entity.typePublication

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