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Repositório do ISPA Instituto Superior de Psicologia Aplicada
Descripción: Achieving consensus on the definition and measurement of social competence
(SC) for preschool children has proven difficult in the developmental sciences.
We tested a hierarchical model in which SC is assumed to be a second-order
latent variable by using longitudinal data (N = 345). We also tested the degree
to which peer SC at Time 1 predicted changes in positive adjustment from Time
1 to Time 2, based on teacher and peer ratings. Using a multiple-method datacollection
strategy, information for three subdomains of SC (social engagement/
motivation, profiles of social interaction and personality assets assessed with
Q-sorts, peer acceptance) were collected across consecutive years in preschool
programs. Longitudinal confirmatory factor analyses (CFAs) demonstrated invariance
of both the measurement and the structural models across age levels and
yielded a cross-time path weight of .74 for the second-order factor. Analyses of latent means suggested significant increases in SC scores from the first year
to second year of participation, and longitudinal cases in their second year of
participation had higher scores than did age peers who entered the program
as older children. Finally, Time 1 SC predicted increases from Time 1 to Time 2
for SC-relevant indicators rated by teachers and peers (standardized path coefficient
of .29, p < .001).
Autor(es): Shin, Nana - Vaughn, Brian E. - Kim, Mina - Krzysik, Lisa - Bost, Kelly K. - McBride, Brent - Santos, António José - Peceguina, Maria Inês Duarte - Coppola, Gabrielle -
Id.: 55010926
Idioma:
eng
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Versión: 1.0
Estado: Final
Tipo de recurso:
article
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Tipo de Interactividad: Expositivo
Nivel de Interactividad: muy bajo
Audiencia:
Estudiante
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Estructura: Atomic
Coste: no
Copyright: sí
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Requerimientos técnicos: Browser: Any -
Fecha de contribución: 22-abr-2012
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