An Exploration of the Psychometric Properties of the Social Experiences Questionnaire: Replication and Extension

Autor/inn/en	Monopoli, W. John; Allan, Darcey M.; Everly, Elise L.; Evans, Steven W.; Mikami, Amori Yee; Owens, Julie Sarno
Titel	An Exploration of the Psychometric Properties of the Social Experiences Questionnaire: Replication and Extension
Quelle	In: School Mental Health, 15 (2023) 1, S.324-337 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monopoli, W. John) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-022-09553-y
Schlagwörter	Peer Relationship; Victims; Questionnaires; Psychometrics; Gender Differences; Age Differences; Time; Test Validity; Factor Structure; Scores; Elementary School Students; Preschool Children; Elementary School Teachers; Preschool Teachers; Antisocial Behavior; Prosocial Behavior + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Victim; Opfer; Fragebogen; Psychometry; Psychometrie; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Zeit; Testvalidität; Faktorenstruktur; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Peer victimization is critical to study in early and middle childhood as it is associated with adjustment and behavioral problems in adolescence. Because much victimization occurs outside of the purview of adults, self-report measures are important assessments of this construct; however, there is limited evidence for the psychometric properties of the score interpretations of many measures. The goal of the current study was to replicate and extend previous work with the Social Experiences Questionnaire (SEQ; Crick and Grotpeter, Development and Psychopathology 8:367-380, 1996). Specifically, we explored the factor structure of the measure, investigated measurement invariance across gender, age and time, and examined evidence for criterion-related validity of the SEQ score interpretations. Participants were 558 children (49.2% girls; 50.7% boys) within the classrooms of 34 teachers (Kindergarten-5th grade). Children completed the SEQ, and children and teachers completed measures of social and academic functioning in the fall and spring of the school year. Confirmatory factor analysis revealed strong evidence for a two-factor solution (Factor 1: victimization; Factor 2: receipt of prosocial acts), with evidence of invariance across gender, age, and time. There was evidence of criterion-related validity across measures of social and academic functioning. Implications for our understanding of victimization and continued use of the SEQ are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01