A1 Refereed original research article in a scientific journal
Multisource Assessment of Children's Social Competence
Authors: Junttila Niina, Voeten Marinus, Kaukiainen Ari, Vauras Marja
Publisher: SAGE PUBLICATIONS INC
Publication year: 2006
Journal: Educational and Psychological Measurement
Journal name in source: EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
Journal acronym: EDUC PSYCHOL MEAS
Volume: 66
Issue: 5
First page : 874
Last page: 895
Number of pages: 22
ISSN: 0013-1644
eISSN: 0013-1644
DOI: https://doi.org/10.1177/0013164405285546(external)
Abstract
The Multisource Assessment of Social Competence Scale was developed, based on the School Social Behavior Scale and examined to test the factor pattern and the consistency of the ratings of self, peers, teachers, and parents. The findings of the confirmatory factor analysis supported a four-factor solution consistent with two main dimensions (prosocial and antisocial), each divided into two subdimensions (cooperating skills, empathy, impulsivity, and disruptiveness). The resultant model was cross-validated with a new sample. The fit indexes implied that the factor patterns were invariant for the two samples. The correlations between the four social agents were statistically significant, albeit quite low, indicating that the different sources tend to provide divergent pictures of a child's social competence. Statistically significant differences in social competence were found between educational settings and between genders.
The Multisource Assessment of Social Competence Scale was developed, based on the School Social Behavior Scale and examined to test the factor pattern and the consistency of the ratings of self, peers, teachers, and parents. The findings of the confirmatory factor analysis supported a four-factor solution consistent with two main dimensions (prosocial and antisocial), each divided into two subdimensions (cooperating skills, empathy, impulsivity, and disruptiveness). The resultant model was cross-validated with a new sample. The fit indexes implied that the factor patterns were invariant for the two samples. The correlations between the four social agents were statistically significant, albeit quite low, indicating that the different sources tend to provide divergent pictures of a child's social competence. Statistically significant differences in social competence were found between educational settings and between genders.
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