Frye Katherine E, Anthony Christopher J, Lei Pui-Wa, Husmann Kyle D, DiPerna James C
Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, Pennsylvania, USA.
School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, Florida, USA.
Child Dev. 2025 Mar-Apr;96(2):721-735. doi: 10.1111/cdev.14199. Epub 2024 Nov 19.
Social skills are dynamic developmental constructs typically measured using assessments developed via cross-sectional methods. The measurement model of derivatives (MMOD), a factor analytic approach targeting individual growth trajectories, was used to evaluate the longitudinal factor structure of the Social Skills Improvement System-Rating Scales (SSIS-RS) teacher form with a sample of 1320 first and second grade students (51.6% female, 54.8% white, 20.6% Black, 14.4% Hispanic). Although results provided support for three of the original SSIS-RS factors (Assertion, Empathy, Self-Control), there was some evidence that the other four original domains (Cooperation, Responsibility, Engagement, Communication) could be explained by two factors in this age range. Implications for using the SSIS-RS and the utility of the MMOD in developmental research are discussed.
社交技能是动态发展的概念，通常使用通过横断面方法开发的评估工具进行测量。衍生测量模型（MMOD）是一种针对个体成长轨迹的因素分析方法，用于评估社交技能提升系统评分量表（SSIS-RS）教师版的纵向因素结构，样本为1320名一、二年级学生（女生占51.6%，白人占54.8%，黑人占20.6%，西班牙裔占14.4%）。尽管结果支持了SSIS-RS最初的三个因素（ Assertion，共情，自我控制），但有证据表明，在这个年龄范围内，其他四个原始领域（合作、责任、参与、沟通）可以由两个因素来解释。本文讨论了使用SSIS-RS的意义以及MMOD在发展研究中的效用。
