Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers
Classroom social networks are influential to young children’s cognitive, social–emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (teachers, children, researchers) are congruent in perceivi...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-07-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01341/full |
| _version_ | 1818519993774505984 |
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| author | Jing Chen Tzu-Jung Lin Tzu-Jung Lin Hui Jiang Laura M. Justice Laura M. Justice Kelly M. Purtell Kelly M. Purtell Jessica A. R. Logan |
| author_facet | Jing Chen Tzu-Jung Lin Tzu-Jung Lin Hui Jiang Laura M. Justice Laura M. Justice Kelly M. Purtell Kelly M. Purtell Jessica A. R. Logan |
| author_sort | Jing Chen |
| collection | DOAJ |
| description | Classroom social networks are influential to young children’s cognitive, social–emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (teachers, children, researchers) are congruent in perceiving classroom social networks. There is also a lack of discussion about the roles of network transformation (converting value networks into binary networks), a required data step for widely used statistical network analyses. This study addressed these issues based on network data of 16 preschool children containing 240 potential dyadic interactions collected from teacher ratings, child nominations, and researcher observations across 44 observation cycles over four school days. Results showed that the three informants were congruent in perceiving the classroom social network, whereas the level of congruency between the teacher-report and the researcher-report networks was the highest. Binary transformation of social networks tended to decrease the level of congruency across informants, although the level of congruency tended to be higher when more stringent binary transformation thresholds were selected. |
| first_indexed | 2024-12-11T01:31:27Z |
| format | Article |
| id | doaj.art-2dbbfa4123b644af818d916670e70c0e |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-11T01:31:27Z |
| publishDate | 2020-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-2dbbfa4123b644af818d916670e70c0e2022-12-22T01:25:21ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-07-011110.3389/fpsyg.2020.01341525351Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and ResearchersJing Chen0Tzu-Jung Lin1Tzu-Jung Lin2Hui Jiang3Laura M. Justice4Laura M. Justice5Kelly M. Purtell6Kelly M. Purtell7Jessica A. R. Logan8Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United StatesCrane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United StatesDepartment of Educational Studies, The Ohio State University, Columbus, OH, United StatesCrane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United StatesCrane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United StatesDepartment of Educational Studies, The Ohio State University, Columbus, OH, United StatesCrane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United StatesDepartment of Human Sciences, The Ohio State University, Columbus, OH, United StatesDepartment of Educational Studies, The Ohio State University, Columbus, OH, United StatesClassroom social networks are influential to young children’s cognitive, social–emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (teachers, children, researchers) are congruent in perceiving classroom social networks. There is also a lack of discussion about the roles of network transformation (converting value networks into binary networks), a required data step for widely used statistical network analyses. This study addressed these issues based on network data of 16 preschool children containing 240 potential dyadic interactions collected from teacher ratings, child nominations, and researcher observations across 44 observation cycles over four school days. Results showed that the three informants were congruent in perceiving the classroom social network, whereas the level of congruency between the teacher-report and the researcher-report networks was the highest. Binary transformation of social networks tended to decrease the level of congruency across informants, although the level of congruency tended to be higher when more stringent binary transformation thresholds were selected.https://www.frontiersin.org/article/10.3389/fpsyg.2020.01341/fullpreschool social networkmultiple informantscongruencybinary transformationQAPJaccard index |
| spellingShingle | Jing Chen Tzu-Jung Lin Tzu-Jung Lin Hui Jiang Laura M. Justice Laura M. Justice Kelly M. Purtell Kelly M. Purtell Jessica A. R. Logan Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers Frontiers in Psychology preschool social network multiple informants congruency binary transformation QAP Jaccard index |
| title | Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers |
| title_full | Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers |
| title_fullStr | Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers |
| title_full_unstemmed | Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers |
| title_short | Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers |
| title_sort | triple alignment congruency of perceived preschool classroom social networks among teachers children and researchers |
| topic | preschool social network multiple informants congruency binary transformation QAP Jaccard index |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01341/full |
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