Factor Structure of the Social Skills Rating System across Child Gender and Ethnicity

Autor/inn/en	Walthall, Johanna C.; Konold, Timothy R.; Pianta, Robert C.
Titel	Factor Structure of the Social Skills Rating System across Child Gender and Ethnicity
Quelle	In: Journal of Psychoeducational Assessment, 23 (2005) 3, S.201-215 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/073428290502300301
Schlagwörter	Ethnicity; Factor Structure; Factor Analysis; Interpersonal Competence; Child Behavior; Interpersonal Relationship; Student Behavior; White Students; Minority Groups; Gender Differences; Grade 1; Elementary School Students; Student Adjustment; Self Control; Cooperation; Racial Differences; Social Skills Rating System + Suchen Sie Ihr Suchwort? Ethnizität; Faktorenstruktur; Faktorenanalyse; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Student behaviour; Schülerverhalten; Ethnische Minderheit; Geschlechterkonflikt; School year 01; 1. Schuljahr; Schuljahr 01; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstbeherrschung; Co-operation; Kooperation; Rassenunterschied
Abstract	The Social Skills Rating System (SSRS) provides a multi-rater assessment of child social behaviors that influence the development of social competence and adaptive functioning. This study examined whether the items on the teacher version of the SSRS provide reasonable indicators of the three first-order social skills dimensions proposed by the authors. In addition, multi-group methods of confirmatory factor analysis were used to investigate the invariance of factor loadings across ethnicity and gender. Results support the presence of three factors that were invariant for White and non-White groups and nearly invariant for boys and girls. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10