Seeing and Being Seen: Predictors of Accurate Perceptions about Classmates' Relationships

Social Networks
Jennifer Watling NealElise Cappella

Abstract

This study examines predictors of observer accuracy (i.e. seeing) and target accuracy (i.e. being seen) in perceptions of classmates' relationships in a predominantly African American sample of 420 second through fourth graders (ages 7 - 11). Girls, children in higher grades, and children in smaller classrooms were more accurate observers. Targets (i.e. pairs of children) were more accurately observed when they occurred in smaller classrooms of higher grades and involved same-sex, high-popularity, and similar-popularity children. Moreover, relationships between pairs of girls were more accurately observed than relationships between pairs of boys. As a set, these findings suggest the importance of both observer and target characteristics for children's accurate perceptions of classroom relationships. Moreover, the substantial variation in observer accuracy and target accuracy has methodological implications for both peer-reported assessments of classroom relationships and the use of stochastic actor-based models to understand peer selection and socialization processes.

References

Feb 18, 2010·Social Networks·David R SchaeferCarol Lynn Martin
Jan 1, 2009·Electronic International Journal of Time Use Research·Sandra L Hofferth
Oct 2, 2013·American Journal of Community Psychology·Elise CappellaDaisy R Jackson
Dec 11, 2013·Child Development·Jennifer Watling NealElise Cappella
May 26, 2016·American Journal of Community Psychology·Jennifer A Lawlor, Zachary P Neal

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Citations

Oct 22, 2016·Frontiers in Psychology·João R DanielBrian E Vaughn
Nov 4, 2016·Medical Education·Rachel IsbaRobert Hanneman
Apr 13, 2018·Journal of Autism and Developmental Disorders·Jairo Rodríguez-MedinaM Teresa Anguera
Nov 23, 2017·Frontiers in Psychology·João R DanielOlívia Ribeiro
Dec 12, 2018·Frontiers in Psychology·João R DanielAntónio J Santos

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