Social Competence in Preschool Children: Replication of Results and Clarification of a Hierarchical Measurement Model

Autor/inn/en	Santos, Antonio J.; Peceguina, Ines; Daniel, Joao R.; Shin, Nana; Vaughn, Brian E.
Titel	Social Competence in Preschool Children: Replication of Results and Clarification of a Hierarchical Measurement Model
Quelle	In: Social Development, 22 (2013) 1, S.163-179 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/sode.12007
Schlagwörter	Preschool Children; Foreign Countries; Interpersonal Competence; Social Development; Factor Analysis; Gender Differences; Age Differences; Peer Acceptance; Interaction; Attention; Eye Movements; Student Characteristics; Personality Traits; Motivation; Child Behavior; Hierarchical Linear Modeling; Goodness of Fit; Alabama; Portugal; California Child Q Set + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Interpersonale Kompetenz; Soziale Entwicklung; Faktorenanalyse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Interaktion; Aufmerksamkeit; Augenbewegung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; psychologische; Motivation (psychologisch)
Abstract	This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis (CFA) study of the social competence (SC) construct for preschool children. Two samples (total N = 408; a new Portuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for mean differences across age, sex, and sample. Significant sex differences were found for peer acceptance (favoring girls) and for initiating affectively neutral interactions (boys had higher rates), and the sex by sample interaction also was significant for initiating interactions (i.e., effect significant only in the Portuguese sample). In CFAs, the hypothesized structure of SC fits the data and was invariant across sample and age within sample in both measurement and structural tests. The model was invariant at the measurement level for sex within sample tests, but not at the structural level. The results replicate and extend understandings of SC reported in the original study. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10