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Related Experiment Videos

Behavioral reputation: a cross-age perspective.

Meg Zeller1, Kathryn Vannatta, John Schafer

  • 1Cincinnati Children's Hospital Medical Center and College of Medicine, University of Cincinnati, Ohio 45229-3039, USA. meg.zeller@cchmc.org

Developmental Psychology
|January 10, 2003
PubMed
Summary
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This study found the Revised Class Play

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Psychometrics

Background:

  • Peer perceptions of behavioral reputation are crucial in social development.
  • Existing measures like the Revised Class Play (RCP) require validation across different age groups.
  • Understanding how behavioral reputation is perceived in elementary, middle, and high school is essential.

Purpose of the Study:

  • To evaluate the psychometric properties of the Revised Class Play (RCP).
  • To assess the measurement invariance of behavioral reputation across elementary, middle, and high school students.
  • To identify a reliable and valid factor structure for assessing peer-perceived behavioral reputation.

Main Methods:

  • Systematic evaluation of the psychometric properties of the Revised Class Play.

Related Experiment Videos

  • Confirmatory factor analyses (CFA) were used to test the original 3-factor structure.
  • Exploratory factor analyses (EFA) were conducted to explore alternative factor structures.

    • Main Results:

    • Confirmatory factor analyses indicated that the original 3-factor structure of the RCP did not fit the data well.
    • Cross-loading of items and varying subscale associations across age groups contributed to the poor model fit.
    • Exploratory factor analyses identified a superior 4-factor structure for assessing behavioral reputation.

    Conclusions:

    • The original 3-factor structure of the Revised Class Play is not suitable for all age groups (Grades 2-12).
    • A revised 4-factor structure offers a more reliable and valid approach to measuring peer-perceived behavioral reputation.
    • Convergent and divergent validity patterns were observed across developmental levels, supporting the new structure.