Validation of a role-play measure of children's social skills
A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 f...
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| Veröffentlicht in: | Journal of abnormal child psychology 1989-12, Vol.17 (6), p.633-646 |
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| container_end_page | 646 |
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| container_issue | 6 |
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| container_title | Journal of abnormal child psychology |
| container_volume | 17 |
| creator | HUGHES, J. N BOODOO, G ALCALA, J MAGGIO, M.-C MOORE, L VILLAPANDO, R |
| description | A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children. |
| doi_str_mv | 10.1007/BF00917727 |
| format | Article |
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When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children.</description><identifier>ISSN: 0091-0627</identifier><identifier>ISSN: 2730-7166</identifier><identifier>EISSN: 1573-2835</identifier><identifier>EISSN: 2730-7174</identifier><identifier>DOI: 10.1007/BF00917727</identifier><identifier>PMID: 2607055</identifier><identifier>CODEN: JABCAA</identifier><language>eng</language><publisher>Heidelberg: Springer</publisher><subject>Behavior ; Biological and medical sciences ; Child ; Child Neglect ; Children & youth ; Developmental psychology ; Female ; Fundamental and applied biological sciences. Psychology ; Grade 5 ; Humans ; Intelligence ; Intelligence Differences ; Interpersonal Competence ; Interpersonal Relations ; Male ; Peer Group ; Psychodrama ; Psychology. Psychoanalysis. Psychiatry ; Psychology. 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N</creatorcontrib><creatorcontrib>BOODOO, G</creatorcontrib><creatorcontrib>ALCALA, J</creatorcontrib><creatorcontrib>MAGGIO, M.-C</creatorcontrib><creatorcontrib>MOORE, L</creatorcontrib><creatorcontrib>VILLAPANDO, R</creatorcontrib><title>Validation of a role-play measure of children's social skills</title><title>Journal of abnormal child psychology</title><addtitle>J Abnorm Child Psychol</addtitle><description>A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children.</description><subject>Behavior</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Neglect</subject><subject>Children & youth</subject><subject>Developmental psychology</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade 5</subject><subject>Humans</subject><subject>Intelligence</subject><subject>Intelligence Differences</subject><subject>Interpersonal Competence</subject><subject>Interpersonal Relations</subject><subject>Male</subject><subject>Peer Group</subject><subject>Psychodrama</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychometrics</subject><subject>Rejection (Psychology)</subject><subject>Role Playing</subject><subject>Social Desirability</subject><subject>Social Isolation</subject><subject>Social life & customs</subject><subject>Social research</subject><subject>Social Status</subject><subject>Teacher Evaluation</subject><issn>0091-0627</issn><issn>2730-7166</issn><issn>1573-2835</issn><issn>2730-7174</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1989</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ACFII</sourceid><sourceid>AKNXY</sourceid><sourceid>HYQOX</sourceid><sourceid>K30</sourceid><sourceid>~P3</sourceid><sourceid>~PJ</sourceid><sourceid>~PQ</sourceid><sourceid>7QJ</sourceid><recordid>eNp10M9LwzAUB_AgypzTi3ehqCgI1ZekSZqDBx3-goEX9VrSJMXOtJnJeth_b8fKBMHT47334fH4InSM4RoDiJv7RwCJhSBiB40xEzQlOWW7aLwep8CJ2EcHMc6h73NMRmhEOAhgbIxuP5SrjVrWvk18lagkeGfThVOrpLEqdsGux_qzdibY9jIm0etauSR-1c7FQ7RXKRft0VAn6P3x4W36nM5en16md7NUU86XqeBMl2UmMDMCDFTSGuCZVawETXFuLTeypJBj1XcyowyM1pRgCdKUlmg6QRebu4vgvzsbl0VTR22dU631XSyEzAjNiOzh6R84911o-98KApkULMt4j87-Q5gCYMCC5b262igdfIzBVsUi1I0KqwJDsY69-I29xyfDya5srNnSIed-fz7sVdTKVUG1uo5bxrlgDCT9AQynhfg</recordid><startdate>19891201</startdate><enddate>19891201</enddate><creator>HUGHES, J. 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N</au><au>BOODOO, G</au><au>ALCALA, J</au><au>MAGGIO, M.-C</au><au>MOORE, L</au><au>VILLAPANDO, R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Validation of a role-play measure of children's social skills</atitle><jtitle>Journal of abnormal child psychology</jtitle><addtitle>J Abnorm Child Psychol</addtitle><date>1989-12-01</date><risdate>1989</risdate><volume>17</volume><issue>6</issue><spage>633</spage><epage>646</epage><pages>633-646</pages><issn>0091-0627</issn><issn>2730-7166</issn><eissn>1573-2835</eissn><eissn>2730-7174</eissn><coden>JABCAA</coden><abstract>A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children.</abstract><cop>Heidelberg</cop><pub>Springer</pub><pmid>2607055</pmid><doi>10.1007/BF00917727</doi><tpages>14</tpages></addata></record> |
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| ispartof | Journal of abnormal child psychology, 1989-12, Vol.17 (6), p.633-646 |
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| subjects | Behavior Biological and medical sciences Child Child Neglect Children & youth Developmental psychology Female Fundamental and applied biological sciences. Psychology Grade 5 Humans Intelligence Intelligence Differences Interpersonal Competence Interpersonal Relations Male Peer Group Psychodrama Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychometrics Rejection (Psychology) Role Playing Social Desirability Social Isolation Social life & customs Social research Social Status Teacher Evaluation |
| title | Validation of a role-play measure of children's social skills |
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