Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/57151
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Psichologija / Psychology (S006)
Author(s): Magelinskaitė-Legkauskienė, Šarūnė;Legkauskas, Visvaldas;Kepalaitė, Albina
Title: Socialinės kompetencijos pradinėje mokykloje klausimyno kūrimas ir psichometrinių rodiklių analizė: sąsajos su populiarumu klasėje, santykiais su mokytoja ir mokykliniu nerimastingumu
Other Title: Development of elementary school social competence questionnaire and analysis of its psychometric characteristics
Is part of: Pedagogika : mokslo darbai = Pedagogy. Vilnius : Lietuvos edukologijos universitetas, 2017, T. 127, nr. 3
Extent: p. 132-147
Date: 2017
Note: E-ISSN 2029-0551
Keywords: Socialinė kompetencija;Pradinių klasių mokiniai;Santykiai su mokytoja;Populiarumas klasėje;Mokyklinis nerimastingumas;Social competence;Elementary school pupils;Student-teacher relationship;Popularity in class;School anxiety
Abstract: Remiantis socialinės kompetencijos kaip įgūdžių visumos samprata, buvo atliktas tyrimas siekiant sukurti klausimyną, kuris matuotų pradinių klasių mokinių socialinę kompetenciją. Tyrimo metu sukurtas naujas Socialinės kompetencijos pradinėje mokykloje klausimynas, kurio patikimumas ir validumas buvo tikrinami vertinant sukurto klausimyno sąsajas su mokinių populiarumu klasėje, santykiais su mokytoja ir mokykliniu nerimastingumu atliekant du matavimus, tarp kurių buvo vienų metų tarpas. Pirmame tyrimo matavime dalyvavo 437 pirmokai, antrame – 420 antrokų
While social competence is widely studied, relatively few studies are aimed at investigating social competence at elementary school years. Furthermore, social competence tends to be dependent on social and cultural context; hence instrument developed in one country may require significant adaptations in other countries. Thus, the purpose of the present study was to develop a Lithuanian questionnaire for assessment of social competence at elementary school. Individual items for the Elementary School Social Competence Questionnaire were drawn from the Early Developement Instrument (Janus et al., 2007), the Social Emotional School Readiness Scale (Bustin, 2007), and the Social Competence Inventory (Rydell et al., 1997). The study was conducted in two waves. In the first wave subjects were 437 first graders (198 boys and 239 girls) from Lithuania. In the second wave, which took place a year after, 192 boys and 228 girls participated. The Elementary School Social Competence Questionnaire was developed from the initial pool of items using structural equation modeling. The Questionnaire contained the Communicative Social Competence Subscale and the Ability to Take Directions Subscale. The initial measurement model was confirmed using confirmatory factor analysis on the dataset obtained during the second wave of measurement. Both subscales demonstrated good internal and test-retest reliability. Construct validity of the instrument was assessed by correlating its subscales with student-teacher relationship, in-class popularity, and school anxiety measures
Internet: http://dx.doi.org/10.15823/p.2017.44
Affiliation(s): Psichologijos katedra
Socialinių mokslų fakultetas
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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