Chan D, Ramey S, Ramey C, Schmitt N
Multivariate Behav Res. 2000 Jul 1;35(3):365-96. doi: 10.1207/S15327906MBR3503_04.
Multivariate latent growth modeling was used to conceptualize and analyze intraindividual changes in children's social skills and interindividual differences in these changes in home and school settings. Parent and teacher ratings assessing children's social skills at home and school settings, respectively, were obtained for a sample of 378 children at 4 time points spaced at approximately 12-month intervals over a 4-year period from Kindergarten to Grade 3. Results showed that, in initial status at Kindergarten, there were significant individual differences in social skills in both home and school settings and a significant positive association between initial status in social skills in the two settings. Systematic between-settings differences in children's social skill development were found. Social skills development at home was best described with a nonlinear trajectory in which skills increased from Kindergarten to Grade 2 with a substantially larger increase from Grade 1 to Grade 2 than from Kindergarten to Grade 1, and then remained relatively constant from Grade 2 to Grade 3. In contrast, social skills development at school was best described with a negative linear trajectory in which skills decreased at a constant rate from Kindergarten to Grade 3. The differences in social skills development may derive form the fact that different teachers with different expectations regarding social skills provided ratings each year while the same parent was the source of at-home social skills ratings. There were significant individual differences in growth rates in the school as well as the home setting. Evidence of between-settings differences in social skills development were obtained from differential patterns of associations between growth parameters (initial status and growth rate) and individual predictors (family income, parent education, child verbal skills) across settings.
多变量潜在增长模型被用于概念化和分析儿童社交技能的个体内变化以及在家庭和学校环境中这些变化的个体间差异。我们从378名儿童的样本中获取了分别评估儿童在家庭和学校环境中社交技能的家长和教师评分，这些评分在从幼儿园到三年级的4年时间里，以大约12个月的间隔在4个时间点进行收集。结果显示，在幼儿园的初始状态下，家庭和学校环境中的社交技能都存在显著的个体差异，并且两种环境中社交技能的初始状态之间存在显著的正相关。研究发现了儿童社交技能发展在不同环境之间的系统性差异。家庭环境中的社交技能发展最好用非线性轨迹来描述，即技能从幼儿园到二年级增加，从一年级到二年级的增幅明显大于从幼儿园到一年级，然后从二年级到三年级保持相对稳定。相比之下，学校环境中的社交技能发展最好用负线性轨迹来描述，即技能从幼儿园到三年级以恒定速率下降。社交技能发展的差异可能源于这样一个事实，即每年对社交技能有不同期望的不同教师提供评分，而在家中社交技能评分的来源是同一位家长。在学校和家庭环境中，增长率也存在显著的个体差异。社交技能发展在不同环境之间差异的证据来自于不同环境中增长参数（初始状态和增长率）与个体预测因素（家庭收入、家长教育程度、儿童语言技能）之间关联模式的差异。
