Human Development and Family Studies, 203 Spidle Hall, Auburn University, Auburn, AL 36849, USA.
Child Dev. 2009 Nov-Dec;80(6):1775-96. doi: 10.1111/j.1467-8624.2009.01367.x.
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5-group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first-order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within-sample levels but not for age within sample. In 2 groups, teachers' ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers' ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.
采用验证性因子分析，在一个包含 5 个组、多国样本（N=1540）的研究中，对儿童社会能力（SC）多层次因子模型的普遍性进行了检验。该模型很好地拟合了观测数据，对跨样本测量变量到其各自一阶因子的约束路径的检验也拟合得很好。在样本和样本内性别水平上，测量模型的等效性得到了验证，但在样本内年龄水平上则没有得到验证。在两个组中，还考察了教师评定作为 SC 指标的相关性。SC 指标的综合得分与教师评定的儿童正性和负性特质显著相关。研究结果有助于理解幼儿社会能力的方法学和实质性问题。
