Modified Peer Nomination Inventory [MPNI-26]

Brief Description

The Modified Peer Nomination Inventory (MPNI-26) is a psychometric instrument based on the peer nomination method, designed to assess social relationships, interpersonal behaviors, and children’s or adolescents’ position within their peer group.

The instrument draws on peers’ observations of one another in everyday social interactions and can provide information about characteristics such as popularity, social acceptance, rejection, aggression, cooperation, and overall social adjustment.

Because peers have frequent opportunities to observe each other across different situations, peer nomination methods can offer valuable information about behaviors that may not always be fully captured through self-report measures or adult observations.

Aim

The main aim of the MPNI-26 is to assess peers’ perceptions of the social skills, behaviors, and interpersonal functioning of children and adolescents. It can contribute to understanding peer networks, social acceptance and rejection, and the dynamics that develop within classrooms or other structured peer groups.

The instrument may also be useful for identifying patterns associated with social isolation, peer difficulties, aggressive behavior, interpersonal conflict, cooperation, and prosocial behavior.

Peer nomination data can complement information collected from teachers, parents, or self-report instruments, thereby contributing to a broader assessment of social and behavioral functioning.

Scoring

Participants are asked to nominate peers who best correspond to specific behavioral descriptions or categories. These categories may concern popularity, rejection, aggression, cooperation, and other dimensions of social interaction.

Scoring is generally based on the number or frequency of nominations received by each individual within each category. Higher nomination frequencies indicate that the corresponding characteristic or behavior is more strongly attributed to that individual by members of the peer group.

Scores should be interpreted in relation to the size and composition of the group and the specific social or educational context in which the instrument is administered. Particular attention should also be paid to confidentiality, ethical administration, and the protection of personal data, especially when the assessment involves children or adolescents.

References

Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557–570.

Coie, J. D., & Dodge, K. A. (1983). Continuities and changes in children’s social status: A five-year longitudinal study. Merrill-Palmer Quarterly, 29(3), 261–282.