Research Institute on Health Sciences, University of the Balearic Islands, Palma, Spain.
Department of Psychology, Washington State University, Pullman, WA, USA.
J Abnorm Child Psychol. 2019 Jan;47(1):35-46. doi: 10.1007/s10802-018-0436-4.
Despite increasing interest in sluggish cognitive tempo (SCT) in children and advancements in its measurement, little research has examined child self-reported SCT. Child self-report of SCT is important for the multi-informant assessment of SCT. The current study used a large, school-based sample of children and a multi-informant design to examine child self-reported SCT using the Child Concentration Inventory - Version 2 (CCI-2) which was recently revised based on meta-analytic findings and parallels the item content of validated parent and teacher rating scales. The study involved 2142 unique children (ages 8-13 years, 50.51% males). Children (n = 1980) completed measures of SCT, loneliness, and preference for solitude. Mothers (n = 1648), fathers (n = 1358), and teachers (n = 1773) completed measures of SCT, attention-deficit/hyperactivity disorder-IN (ADHD-IN), academic impairment, social impairment, and conflicted shyness. Children's self-reported SCT demonstrated good reliability with the 15 SCT symptoms showing moderate to strong loadings on the SCT factor. The child self-report SCT factor also showed moderate convergent validity with mother, father, and teacher ratings of children's SCT. In addition, higher child-reported SCT predicted greater mother, father, and teacher ratings of children's academic impairment even after controlling for mother, father, and teacher ratings of children's SCT and ADHD-IN. Higher child-rated SCT also predicted greater mother ratings of children's social impairment after controlling for mother ratings of children's SCT and ADHD-IN. The present study provides initial empirical support for the reliability and validity of child-reported SCT as part of the multi-informant assessment of SCT. A key direction for future research includes evaluating the unique contributions of different informants and their utility within specific contexts to guide evidence-based recommendations for assessing SCT.
尽管人们对儿童迟钝认知节奏（SCT）越来越感兴趣，并且在其测量方面也取得了进展，但很少有研究探讨儿童自我报告的 SCT。儿童自我报告的 SCT 对于 SCT 的多信息评估很重要。本研究使用了一个基于学校的大型儿童样本和多信息设计，使用最近根据元分析结果修订的儿童注意力量表-第 2 版（CCI-2）来评估儿童自我报告的 SCT，该量表与经过验证的父母和教师评定量表的项目内容相似。该研究涉及 2142 名独特的儿童（年龄 8-13 岁，50.51%为男性）。儿童（n=1980）完成了 SCT、孤独感和独处偏好的测量。母亲（n=1648）、父亲（n=1358）和教师（n=1773）完成了 SCT、注意力缺陷/多动障碍量表-IN（ADHD-IN）、学业障碍、社交障碍和冲突性害羞的测量。儿童自我报告的 SCT 具有良好的可靠性，15 种 SCT 症状在 SCT 因子上表现出中等至较强的负荷。儿童自我报告的 SCT 因子与母亲、父亲和教师对儿童 SCT 的评定也具有中等的聚合效度。此外，即使在控制了母亲、父亲和教师对儿童 SCT 和 ADHD-IN 的评定后，较高的儿童自我报告 SCT 也预示着母亲、父亲和教师对儿童学业障碍的评定更高。在控制了母亲对儿童 SCT 和 ADHD-IN 的评定后，较高的儿童自评 SCT 也预示着母亲对儿童社交障碍的评定更高。本研究为儿童自我报告的 SCT 作为 SCT 多信息评估的一部分的可靠性和有效性提供了初步的实证支持。未来研究的一个关键方向包括评估不同信息提供者的独特贡献及其在特定情境中的效用，以指导基于证据的 SCT 评估建议。
