Utilizing Peer Nominations in Middle School: A Longitudinal Comparison Between Complete Classroom-Based and Random List Methods

Although peer nominations provide invaluable data on social status and reputations of classmates, the large size and organizational structure of secondary schools pose a practical challenge to utilizing nomination methods. Particularly problematic is determining the appropriate reference group when students are no longer in self-contained classrooms. In the current study, we compared a random list method as an alternative to complete classroom-based or grade list peer nominations. In a 3-year longitudinal study of 2,307 middle school students, the temporal stability and construct validity of the method were assessed regarding peer acceptance, rejection, coolness, aggression, and victimization. The findings suggested that the random list procedure provides a feasible method to study large peer groups in secondary school settings.