Department of Psychology, University of the Balearic Islands.
Department of Psychology, Washington State University.
Psychol Assess. 2018 Apr;30(4):474-485. doi: 10.1037/pas0000496. Epub 2017 May 8.
The objective was to evaluate a 4-item measure of the DSM-5 Limited Prosocial Emotions (LPE) specifier (a 4-item measure of prosocial emotions). Mothers, fathers, primary teachers, and ancillary teachers completed measures of prosocial emotions (PE), oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder (ADHD)-inattention (IN), ADHD-hyperactivity/impulsivity (HI), academic and social impairment on 811 Spanish first-grade children (46% girls). Confirmatory factor and structural regression analyses showed PE symptom scores to have (a) good reliability for the 4 sources (80% to 89% true score variance), (b) invariance of like-symptom loadings and intercepts across the 4 sources, (c) strong convergent and discriminant validity within home and school settings, (d) no convergent validity across settings, and (e) associations with academic and social impairment independent of the ODD dimension (the unique effects of PE also remained significant after controlling for ODD, ADHD-IN, and ADHD-HI for mothers and ancillary teachers). A graded response item response theory analysis indicated that PE scores provided an accurate measure of the PE trait across a wide trait range and especially at low PE trait levels (i.e., scores in the clinical range). Findings also supported the DSM-5 diagnostic criteria of 2 or more LPE symptoms in 2 or more settings (e.g., high levels of the LPE trait were associated with the occurrence of 2 or more symptoms with 4% of the sample showing 2 or more symptoms in both settings). Although additional studies are still required, the PE measure appears useful as a brief measure of the LPE specifier. (PsycINFO Database Record
目的是评估 DSM-5 有限亲社会情感 (LPE) 特征的 4 项指标（亲社会情感的 4 项指标）。母亲、父亲、小学教师和辅助教师完成了亲社会情感 (PE)、对立违抗性障碍 (ODD)、注意力缺陷/多动障碍 (ADHD)-注意力不集中 (IN)、ADHD-多动/冲动 (HI)、811 名西班牙一年级儿童的学业和社会障碍（46%为女孩）的测量。验证性因子和结构回归分析表明，PE 症状得分具有 (a) 来自 4 个来源的良好可靠性（80%至 89%的真实分数方差），(b) 4 个来源的相似症状负荷和截距不变，(c) 在家庭和学校环境中具有较强的收敛和区分效度，(d) 跨环境无收敛效度，(e) 与学业和社会障碍相关，与 ODD 维度无关（PE 的独特影响在控制 ODD、ADHD-IN 和 ADHD-HI 后，对母亲和辅助教师仍然显著）。分级反应项目反应理论分析表明，PE 分数在广泛的特质范围内提供了 PE 特质的准确衡量，尤其是在低 PE 特质水平下（即，临床范围内的分数）。研究结果还支持 DSM-5 在 2 个或更多环境中出现 2 个或更多 LPE 症状的诊断标准（例如，LPE 特质的高水平与 2 个或更多症状的发生相关，样本的 4%在两个环境中均出现 2 个或更多症状）。尽管仍需要进一步的研究，但 PE 测量似乎是一个有用的 LPE 特征的简短测量。（PsycINFO 数据库记录
