Connecting the Dots: Linking Centrality Measures to Peer Perceptions in Elementary School Friendship Networks.
This study integrates social network analysis (SNA) and peer nomination methods to examine the relationship between social network centrality and peer-nominated social functioning (e.g., "who do you like to play with the most") in elementary school classrooms. Participants included 473 students (226...
| Publicado en: | Connections (02261766) Vol. 46; no. 1; pp. 1 - 15 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Paradigm Publishing Services
2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=186102232&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 186102232 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02261766 DA5 jtl: Connections (02261766) issn: 02261766 maglogo: N pubinfo: dt: 2025 vid: 46 iid: 1 pid: 35924 pub: Paradigm Publishing Services artinfo: ui: 186102232 10.21307/connections-2019.058 ppf: 1 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 13.4MB tig: atl: Connecting the Dots: Linking Centrality Measures to Peer Perceptions in Elementary School Friendship Networks. aug: au: Prochnow, Tyler Keightley, Samuel Patterson, Megan S. Lease, Michele affil: Texas A&M University, United States King's College London, UK University of Georgia, United States su: Social status Social skills Social network analysis Classroom dynamics Youth development sug: subj: Social status Social skills Social network analysis Classroom dynamics Youth development keyword: Centrality Measures Classroom Relationships Social Reputation Centrality Measures Classroom Relationships Social Reputation ab: This study integrates social network analysis (SNA) and peer nomination methods to examine the relationship between social network centrality and peer-nominated social functioning (e.g., "who do you like to play with the most") in elementary school classrooms. Participants included 473 students (226 boys, 247 girls) from 26 classrooms in Grades 4 and 5. Four centrality measures (degree, betweenness, closeness, and eigenvector) were calculated from friendship nominations and compared with peer nominations for various social reputation indicators. Network analyses revealed consistent positive associations between centrality measures and "Like to Play with Most" nominations, with degree centrality showing the strongest connection. "Like to Play with Least" nominations displayed negative associations, particularly with betweenness and eigenvector centrality. "Leader" and "Admire" emerged as highly influential across networks, suggesting their importance in shaping classroom social dynamics. Shortest path analyses identified direct connections between centrality measures and who children "Like to Play with Most", while other social reputation variables were often connected through intermediary steps. This study highlights the complex interplay between structural positions in social networks and peer perceptions of social functioning. These findings contribute to a more integrated understanding of children's social experiences and development. By bridging SNA and child development research, this study provides insights for developing targeted interventions to support children's social competence and peer relationships. Future research should explore longitudinal dynamics of social networks and reputations, consider additional data sources, and examine cross-cultural applicability. This study opens new avenues for research and practice aimed at fostering positive social and emotional development in elementary school settings. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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