Kwon Kyongboon, Kim Elizabeth Moorman, Sheridan Susan M
Department of Educational Psychology, University of Wisconsin-Milwaukee.
Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln.
Sch Psychol Q. 2012 Sep;27(3):121-133. doi: 10.1037/a0028696. Epub 2012 Jun 25.
Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.e., likability, peer- and teacher-assessed popularity, reciprocated friendships, clique centrality) and positive school functioning (i.e., school liking and academic competence). Peer-assessed social skills, not teacher-assessed social skills, demonstrated consistent incremental validity in predicting various indicators of social status outcomes; peer- and teacher-assessed social skills alike showed incremental validity in predicting positive school functioning. The relation between contextually relevant social skills and study outcomes did not vary by child gender. Findings are discussed in terms of the significance of peers in the assessment of children's social skills in the peer group as well as the usefulness of a contextual approach to social skills assessment.
本研究采用情境化方法对同伴群体中的社交技能进行评估，检验了情境相关社交技能的效标关联效度以及同伴和教师作为儿童社交技能评判者的增量效度。研究参与者包括来自农村社区的342名学生（180名男生和162名女生）及其任课教师（N = 22）。正如预期的那样，情境相关社交技能与多种社会地位指标（即受欢迎程度、同伴和教师评定的受欢迎程度、相互的友谊、小团体中心性）以及积极的学校表现（即喜欢学校和学业能力）显著相关。同伴评定的社交技能而非教师评定的社交技能在预测各种社会地位结果指标时表现出一致的增量效度；同伴和教师评定的社交技能在预测积极的学校表现方面均显示出增量效度。情境相关社交技能与研究结果之间的关系不因儿童性别而有所不同。研究结果从同伴在评估儿童同伴群体社交技能中的重要性以及情境化社交技能评估方法的实用性方面进行了讨论。
