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Social competence in preschool children: Replication of results and clarification of a hierarchical measurement model
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Orientador(es)
Resumo(s)
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.
Descrição
Palavras-chave
Social competence Preschool peers/peer relations
Contexto Educativo
Citação
Social Development, 22 (1), 163-179