Children's Social Understanding Scale-Short Form: Adaptation to Turkish Sample

Autor/inn/en	Ekerim Akbulut, Müge; Etel, Evren; Tahiroglu, Deniz; Selçuk, Ayse Bilge
Titel	Children's Social Understanding Scale-Short Form: Adaptation to Turkish Sample
Quelle	In: Early Education and Development, 34 (2023) 1, S.329-347 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ekerim Akbulut, Müge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.2013668
Schlagwörter	Theory of Mind; Foreign Countries; Measures (Individuals); Preschool Children; Parents; Preschool Teachers; Executive Function; Gender Differences; Behavior Rating Scales; Test Validity; Receptive Language; Interpersonal Competence; Age Differences; Turkey + Suchen Sie Ihr Suchwort? Ausland; Messdaten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Erzieher; Erzieherin; Kindergärtnerin; Geschlechterkonflikt; Testvalidität; Rezeptive Kommunikationsfähigkeit; Interpersonale Kompetenz; Age; Difference; Age difference; Altersunterschied; Türkei
Abstract	Research Findings: The Children's Social Understanding Scale (CSUS) assesses young children's theory of mind (ToM). The current study adapted the parent version of the CSUS-short form to Turkish and examined its utility, for the first time, as an assessment tool for teachers. The associations of parent and teacher reports of the CSUS-short form with classical behavioral assessments of ToM were investigated along with such known correlates of ToM as receptive language, executive functions (EF), and social competence. Two hundred and two children (M[subscript age] = 53.98 months), their parents and 169 teachers participated in the study at Time 1, and one year later at Time 2, 132 parents and 109 teachers completed the CSUS-short form again. Similar to the original version of the scale, both parent and teacher forms yielded one-factor structure, demonstrated high internal consistencies at both measurement points, and were positively correlated with each other across time. Parent and teacher forms were also concurrently and positively associated with behavioral ToM tasks, receptive language, EF, and social competence. Practice or Policy: These results pointed to the reliability and validity of the parent and teacher versions of the CSUS-short form as a multi-informant measure for Turkish preschoolers and lay the ground for cross-cultural comparison of children's ToM scores with the other cultural adaptions of the CSUS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01