UBC Theses and Dissertations

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UBC Theses and Dissertations

The relation of the adjustment of the individual to his sociometric status in the classroom Kay, Eleanor Irene.


Since the sociometric technique was devised as a measure of inter-personal relations, many studies have been tinder-taken, in which the technique was used. Frequently the sociometeric score of an individual or his "sociometric status" has been used to evaluate him, particularly among those not too familiar with the test. Among those interested in mental hygiene, there has been a similar tendency to consider sociometric tests as measures of adjustment. This study was undertaken in an attempt to determine whether such assumptions were justifiable. Two Grade III and two Grade VII classes, and one large group of Grade XI students from three schools in a "middle class" area of Vancouver were used as subjects. The Sociometric Test, Form A, of the National Committee for Mental Hygiene (Canada) was administered by the writer, followed immediately by the appropriate series of the California Test of Personality, Form A. 'The sociometry percentage scores were correlated with the total Adjustment scores, and with the Self Adjustment and Social Adjustment scores for each grade. In addition, separate correlations were run between Total Adjustment scores and sociometry percentage scores for boys and for girls in each grade. The extreme groups on the sociometric test were determined for each grade and the significance of the differences between the means on the personality test computed. Similarly personality test scores of mutual friends and non-friends on the sociometric test were compared, and the significance of differences obtained. Finally, graphs were employed to illustrate the range of sociometric scores for the well-adjusted, moderately well-adjusted and poorly adjusted groups in each grade, according to the results on the California Test of Personality. The results obtained, without exception, indicated a lack of relationship between the adjustment of the individual and his sociometric status in the classroom. Consequently, the evaluation of an individual's adjustment on the basis of his sociometric score appears to be unjustifiable, and should be avoided.

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