Factor Structure of the Social Experience Questionnaire Across Time, Sex, and Grade Among Early Elementary School Children
Ample research suggests that peer victimization predicts social and psychological maladjustment, including emotional (e.g., anxiety, low self-esteem, and depression) and behavioral (e.g., aggression) problems among children. Thus, a reliable measure of peer victimization for research with young chil...
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| Veröffentlicht in: | Psychological assessment 2013-12, Vol.25 (4), p.1058-1068 |
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| creator | Desjardins, Tracy Yeung Thompson, Rachel S Sukhawathanakul, Paweena Leadbeater, Bonnie J MacDonald, Stuart W. S |
| description | Ample research suggests that peer victimization predicts social and psychological maladjustment, including emotional (e.g., anxiety, low self-esteem, and depression) and behavioral (e.g., aggression) problems among children. Thus, a reliable measure of peer victimization for research with young children is needed. The Social Experience Questionnaire-Self-Report (SEQ-S) has been widely used in existing research to assess children's victimization (Crick & Grotpeter, 1996). However, empirical support for the psychometric properties of the SEQ-S is limited by the methods used to evaluate it (i.e., exploratory as opposed to confirmatory analyses), by the lack of longitudinal data, and by the limited age ranges studied. This study examined the underlying factor structure of SEQ-S ratings across 3 time points in a sample of 830 early elementary school children using confirmatory factor analysis. The hypothesized model included 3 latent factors: overt victimization, relational victimization, and receipt of prosocial acts from peers. This model provided a good fit to the data at each time point. Although it is not clear that there is invariance, results indicate that invariance across time, sex, and grade could be present. Recommendations for continued use of the SEQ-S in future research on peer victimization with young children are discussed. |
| doi_str_mv | 10.1037/a0033006 |
| format | Article |
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This study examined the underlying factor structure of SEQ-S ratings across 3 time points in a sample of 830 early elementary school children using confirmatory factor analysis. The hypothesized model included 3 latent factors: overt victimization, relational victimization, and receipt of prosocial acts from peers. This model provided a good fit to the data at each time point. Although it is not clear that there is invariance, results indicate that invariance across time, sex, and grade could be present. Recommendations for continued use of the SEQ-S in future research on peer victimization with young children are discussed.</description><identifier>ISSN: 1040-3590</identifier><identifier>EISSN: 1939-134X</identifier><identifier>DOI: 10.1037/a0033006</identifier><identifier>PMID: 23730827</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Anxiety Disorders - diagnosis ; Anxiety Disorders - psychology ; Behavior ; Biological and medical sciences ; Bullying ; Bullying - psychology ; Child ; Children & youth ; Crime Victims - psychology ; Depressive Disorder - diagnosis ; Depressive Disorder - psychology ; Developmental psychology ; Discriminant analysis ; Elementary School Students ; Emotions ; Female ; Fundamental and applied biological sciences. Psychology ; Human ; Human Sex Differences ; Humans ; Male ; Models, Statistical ; Peer Group ; Peer Relations ; Personality Development ; Prosocial Behavior ; Psychology. 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Psychophysiology ; Psychometrics ; Psychometrics - statistics & numerical data ; Quantitative psychology ; Questionnaires ; Reproducibility of Results ; Self Concept ; Sex Factors ; Social Adjustment ; Social Perception ; Social psychology ; Social Support ; Surveys and Questionnaires ; Time ; Time Factors ; Victimization</subject><ispartof>Psychological assessment, 2013-12, Vol.25 (4), p.1058-1068</ispartof><rights>2013 American Psychological Association</rights><rights>2015 INIST-CNRS</rights><rights>2013, American Psychological Association</rights><rights>Copyright American Psychological Association Dec 2013</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a406t-4fe9e82b3bba0c8aff9bfbd3c862654be8e59552491abfa6f6f91ac9bf474b453</citedby><orcidid>0000-0003-0236-6658</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=27998493$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23730827$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Reynolds, Cecil R</contributor><creatorcontrib>Desjardins, Tracy</creatorcontrib><creatorcontrib>Yeung Thompson, Rachel S</creatorcontrib><creatorcontrib>Sukhawathanakul, Paweena</creatorcontrib><creatorcontrib>Leadbeater, Bonnie J</creatorcontrib><creatorcontrib>MacDonald, Stuart W. 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This study examined the underlying factor structure of SEQ-S ratings across 3 time points in a sample of 830 early elementary school children using confirmatory factor analysis. The hypothesized model included 3 latent factors: overt victimization, relational victimization, and receipt of prosocial acts from peers. This model provided a good fit to the data at each time point. Although it is not clear that there is invariance, results indicate that invariance across time, sex, and grade could be present. Recommendations for continued use of the SEQ-S in future research on peer victimization with young children are discussed.</description><subject>Anxiety Disorders - diagnosis</subject><subject>Anxiety Disorders - psychology</subject><subject>Behavior</subject><subject>Biological and medical sciences</subject><subject>Bullying</subject><subject>Bullying - psychology</subject><subject>Child</subject><subject>Children & youth</subject><subject>Crime Victims - psychology</subject><subject>Depressive Disorder - diagnosis</subject><subject>Depressive Disorder - psychology</subject><subject>Developmental psychology</subject><subject>Discriminant analysis</subject><subject>Elementary School Students</subject><subject>Emotions</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Human Sex Differences</subject><subject>Humans</subject><subject>Male</subject><subject>Models, Statistical</subject><subject>Peer Group</subject><subject>Peer Relations</subject><subject>Personality Development</subject><subject>Prosocial Behavior</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychometrics</subject><subject>Psychometrics - statistics & numerical data</subject><subject>Quantitative psychology</subject><subject>Questionnaires</subject><subject>Reproducibility of Results</subject><subject>Self Concept</subject><subject>Sex Factors</subject><subject>Social Adjustment</subject><subject>Social Perception</subject><subject>Social psychology</subject><subject>Social Support</subject><subject>Surveys and Questionnaires</subject><subject>Time</subject><subject>Time Factors</subject><subject>Victimization</subject><issn>1040-3590</issn><issn>1939-134X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp90d2L1DAQAPAiiveh4F8gARF82GrSfDR5PJa9UzgQ2RN8K9N04uZom5q0cOtfb_ZuzwMffMpAfpmZzBTFG0Y_MsrrT0Ap55SqZ8UpM9yUjIsfz3NMBS25NPSkOEvpllImuJYvi5OK15zqqj4tfl-CnUMk2zkudl4ikuDIvEOyDdZDTzZ3E0aPo0XybcE0-zCO4DO7sDGkRG78gCuyxbsVgbEjVxG6fDeE8SfZQOz3ZNPjgOMMcU-2dhdCT9Y733cRx1fFCwd9wtfH87z4frm5WX8ur79efVlfXJcgqJpL4dCgrlretkCtBudM69qOW60qJUWLGqWRshKGQetAOeVyZDMStWiF5OfFh4e8Uwy_Dn9oBp8s9j2MGJbUMKFqqkQtTabv_qG3YYlj7i6rmlItuGL_VTwnYtoo_lT2flARXTNFP-Q5NIw2h601j1vL9O0x4dIO2P2Fj2vK4P0RQLLQuwij9enJ1cZoYQ41Vw8OJmimtLcQZ297THaJeeJzk983lWxEbkBq_gcYYa2e</recordid><startdate>20131201</startdate><enddate>20131201</enddate><creator>Desjardins, Tracy</creator><creator>Yeung Thompson, Rachel S</creator><creator>Sukhawathanakul, Paweena</creator><creator>Leadbeater, Bonnie J</creator><creator>MacDonald, Stuart W. 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Psychology</topic><topic>Human</topic><topic>Human Sex Differences</topic><topic>Humans</topic><topic>Male</topic><topic>Models, Statistical</topic><topic>Peer Group</topic><topic>Peer Relations</topic><topic>Personality Development</topic><topic>Prosocial Behavior</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychometrics</topic><topic>Psychometrics - statistics & numerical data</topic><topic>Quantitative psychology</topic><topic>Questionnaires</topic><topic>Reproducibility of Results</topic><topic>Self Concept</topic><topic>Sex Factors</topic><topic>Social Adjustment</topic><topic>Social Perception</topic><topic>Social psychology</topic><topic>Social Support</topic><topic>Surveys and Questionnaires</topic><topic>Time</topic><topic>Time Factors</topic><topic>Victimization</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Desjardins, Tracy</creatorcontrib><creatorcontrib>Yeung Thompson, Rachel S</creatorcontrib><creatorcontrib>Sukhawathanakul, Paweena</creatorcontrib><creatorcontrib>Leadbeater, Bonnie J</creatorcontrib><creatorcontrib>MacDonald, Stuart W. 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S</au><au>Reynolds, Cecil R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Factor Structure of the Social Experience Questionnaire Across Time, Sex, and Grade Among Early Elementary School Children</atitle><jtitle>Psychological assessment</jtitle><addtitle>Psychol Assess</addtitle><date>2013-12-01</date><risdate>2013</risdate><volume>25</volume><issue>4</issue><spage>1058</spage><epage>1068</epage><pages>1058-1068</pages><issn>1040-3590</issn><eissn>1939-134X</eissn><abstract>Ample research suggests that peer victimization predicts social and psychological maladjustment, including emotional (e.g., anxiety, low self-esteem, and depression) and behavioral (e.g., aggression) problems among children. Thus, a reliable measure of peer victimization for research with young children is needed. The Social Experience Questionnaire-Self-Report (SEQ-S) has been widely used in existing research to assess children's victimization (Crick & Grotpeter, 1996). However, empirical support for the psychometric properties of the SEQ-S is limited by the methods used to evaluate it (i.e., exploratory as opposed to confirmatory analyses), by the lack of longitudinal data, and by the limited age ranges studied. This study examined the underlying factor structure of SEQ-S ratings across 3 time points in a sample of 830 early elementary school children using confirmatory factor analysis. The hypothesized model included 3 latent factors: overt victimization, relational victimization, and receipt of prosocial acts from peers. This model provided a good fit to the data at each time point. Although it is not clear that there is invariance, results indicate that invariance across time, sex, and grade could be present. Recommendations for continued use of the SEQ-S in future research on peer victimization with young children are discussed.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>23730827</pmid><doi>10.1037/a0033006</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0003-0236-6658</orcidid></addata></record> |
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| ispartof | Psychological assessment, 2013-12, Vol.25 (4), p.1058-1068 |
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| subjects | Anxiety Disorders - diagnosis Anxiety Disorders - psychology Behavior Biological and medical sciences Bullying Bullying - psychology Child Children & youth Crime Victims - psychology Depressive Disorder - diagnosis Depressive Disorder - psychology Developmental psychology Discriminant analysis Elementary School Students Emotions Female Fundamental and applied biological sciences. Psychology Human Human Sex Differences Humans Male Models, Statistical Peer Group Peer Relations Personality Development Prosocial Behavior Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychometrics Psychometrics - statistics & numerical data Quantitative psychology Questionnaires Reproducibility of Results Self Concept Sex Factors Social Adjustment Social Perception Social psychology Social Support Surveys and Questionnaires Time Time Factors Victimization |
| title | Factor Structure of the Social Experience Questionnaire Across Time, Sex, and Grade Among Early Elementary School Children |
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