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ERIC Number: EJ781968
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-1520-3247
Using the Q-Connectivity Method to Study Frequency of Interaction with Multiple Peer Triads: Do Preschoolers' Peer Group Interactions at School Relate to Academic Skills?
Hanish, Laura D.; Barcelo, Helene; Martin, Carol Lynn; Fabes, Richard A.; Holmwall, Jennifer; Palermo, Francisco
New Directions for Child and Adolescent Development, n118 p9-24 Win 2007
How, when, and under what conditions do peer interactions contribute to variations in developmental trajectories along dimensions that are important to children's well-being? These compelling and fundamental questions have piqued the interest of developmental scientists and led to studies of the ways in which peers socialize and affect such significant developmental outcomes as academic motivation and achievement (Kindermann, 1993). However, scientific advances in this area have been hampered by methodological challenges that make it difficult to quantify children's peer relationships above and beyond specific dyadic or group relationships such as best friendships or membership in cliques. To tackle this problem, the authors introduce a new method, the Q-connectivity method (Barcelo & Laubenbacher, 2005), that provides unique information about children's social structures. In this article, the authors present the Q-connectivity method and then demonstrate one way in which this method can be used to explore whether and under what circumstances preschoolers' interactions with groups of peers contribute to early academic readiness. (Contains 3 figures and 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A