The Lamer Social Competence in Preschool (LSCIP) Scale: Structural Validity in a Large Norwegian Community Sample

Autor/inn/en	Zachrisson, Henrik Daae; Janson, Harald; Lamer, Kari
Titel	The Lamer Social Competence in Preschool (LSCIP) Scale: Structural Validity in a Large Norwegian Community Sample
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 4, S.551-565 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1415963
Schlagwörter	Foreign Countries; Interpersonal Competence; Child Development; Well Being; Test Validity; Preschool Children; Early Childhood Education; Preschool Teachers; Mothers; Fathers; Age Differences; Teacher Attitudes; Parent Attitudes; Test Reliability; Norway + Suchen Sie Ihr Suchwort? Ausland; Interpersonale Kompetenz; Kindesentwicklung; Well-being; Wellness; Wohlbefinden; Testvalidität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin; Mother; Mutter; Age; Difference; Age difference; Altersunterschied; Lehrerverhalten; Elternverhalten; Testreliabilität; Norwegen
Abstract	There is an increasing emphasis on the importance of social competence for children's development, well-being, and learning. Thus age- and context-appropriate measures are needed. This study addresses the structural validity of the Lamer Social Competence in Preschool (LSCIP) scale, developed to accommodate the Nordic model of early childhood pedagogy. The authors specify the theoretical basis for a bi-factor model of social competence. This model is tested in a large (n = 1157), community based sample of Norwegian children, including teacher- (at age 2, 3, and 4), mother- (at age 4), and father- (at age 3) reports. A model with a main factor for social competence, and three bi-factors fit data across ages and reporters, with factorial, but not strong, invariance over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01