Miller Patricia H, Baxter Suzanne D, Royer Julie A, Hitchcock David B, Smith Albert F, Collins Kathleen L, Guinn Caroline H, Smith Alyssa L, Puryear Megan P, Vaadi Kate K, Finney Christopher J
Department of Psychology, San Francisco State University, San Francisco, CA, USA, 94132.
Institute for Families in Society, College of Social Work, University of South Carolina, Columbia, SC, USA, 29208 (Baxter, 803-777-1824 extension 12).
Pers Individ Dif. 2015 Sep;83:85-90. doi: 10.1016/j.paid.2015.03.039.
This study examined a recently developed short version of the Children's Social Desirability (CSD-S) scale with 157 fourth-grade children. Of interest was a) whether one-month test-retest reliability would vary as a function of test assessment mode (interview or classroom), gender, race, SES, and BMI percentile, and b) whether the degree of social desirability would vary as a function of these same variables. The CSD-S scale showed good test-retest reliability for both interview and classroom assessment modes (.85 and .83, respectively). Internal consistency also was good (first interview administration = .84; first classroom administration = .81). Reliability was good and did not vary significantly over assessment mode or any child subgroup variables, suggesting that the CSD-S scale is appropriate for general use. The interview mode elicited significantly more socially desirable answers than did the classroom mode. Social desirability did not differ across child subgroups. Some of these findings were examined, and replicated, on another sample. Thus, the CSD-S scale may be used with diverse groups of children to a) reliably assess a social desirability bias that may systematically bias other self-reports of interest to researchers and b) examine individual differences in degree of social desirability.
本研究对157名四年级儿童使用了最近开发的儿童社会期望量表简版（CSD-S）。研究关注的是：a）为期一个月的重测信度是否会因测试评估方式（访谈或课堂）、性别、种族、社会经济地位（SES）和体重指数百分位数而有所不同；b）社会期望程度是否会因这些相同变量而有所不同。CSD-S量表在访谈和课堂评估方式下均显示出良好的重测信度（分别为0.85和0.83）。内部一致性也很好（首次访谈施测 = 0.84；首次课堂施测 = 0.81）。信度良好，且在评估方式或任何儿童亚组变量上均无显著差异，这表明CSD-S量表适合广泛使用。与课堂方式相比，访谈方式引出的社会期望性答案明显更多。社会期望性在儿童亚组之间没有差异。其中一些研究结果在另一个样本上得到了检验和重复。因此，CSD-S量表可用于不同群体的儿童，以：a）可靠地评估可能会系统性地使研究人员感兴趣的其他自我报告产生偏差的社会期望偏差；b）研究社会期望程度的个体差异。
