An Examination of the First/Second-Grade Form of the Pictorial Scale of Perceived Competence and Social Acceptance: Factor Structure and Stability by Grade and Gender across Groups of Economically Disadvantaged Children

Autor/inn/en	French, Brian F.; Mantzicopoulos, Panayota
Titel	An Examination of the First/Second-Grade Form of the Pictorial Scale of Perceived Competence and Social Acceptance: Factor Structure and Stability by Grade and Gender across Groups of Economically Disadvantaged Children
Quelle	In: Journal of School Psychology, 45 (2007) 3, S.311-331 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2006.07.004
Schlagwörter	Measures (Individuals); Economically Disadvantaged; Grade 2; Disadvantaged Youth; Reliability; Gender Differences; Factor Analysis; Factor Structure; Grade 1; Peer Acceptance; Interpersonal Competence; Pictorial Stimuli; Cognitive Ability + Suchen Sie Ihr Suchwort? Messdaten; School year 02; 2. Schuljahr; Schuljahr 02; Benachteiligter Jugendlicher; Reliabilität; Geschlechterkonflikt; Faktorenanalyse; Faktorenstruktur; School year 01; 1. Schuljahr; Schuljahr 01; Interpersonale Kompetenz; Fantasieanregung; Denkfähigkeit
Abstract	We tested the structure of the Pictorial Scale of Competence and Social Acceptance (PSPCSA) across groups of first and second grade children from economically disadvantaged backgrounds. We used confirmatory factor analysis, including latent mean structures analysis, to test the fit of competing PSPCSA factor models and examined invariance across time and gender. Cohort 1 data were used to find a best fitting model. Cohorts 2 and 3 data were used for model cross-validation and invariance testing across time. Gender differences were examined with the multiple indicators, multiple causes model. We found support for a time invariant three-factor model but uncovered issues of concern related to score reliability. Consistent with the hypothesized decline in children's early optimistic bias, we found a statistically significant moderate decline in perceptions of cognitive and peer competence over time. In addition, we identified differences between boys and girls: (a) on perceptions of cognitive competence and (b) across several items within each of the PSPCSA subscales. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10