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This study investigated the psychometric properties of sociometric nominations used with preschoolers, in order to assess their potential usefulness for convergent and predictive assessment of the behavioral and affective components of social competence. Stability, convergent validity, and moderators of sociometric nominations were investigated. Teacher ratings of social and affective skills also were examined as predictors of sociometric nominations. The 36 subjects were younger than those in most similar investigations (mean age = 37 months as the study began). Good cross-time and cross-method stability were demonstrated. Gender, but not age, was identified as a moderator of nomination data in this age range. Teacher ratings and the extraction of fairly stable, coherent peer status groups confirmed the validity of using peer nomination measures to evaluate preschoolers' social competence.
Denham et al. (Thu,) studied this question.
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