Validation of the Child Behavior Rating Scale (CBRS) using multilevel factor analysis.
Wei Teng Chan1, Rebecca Bull2, Ee Lynn Ng1
1Centre for Research in Child Development, National Institute of Education, Nanyang Technological University.
Psychological Assessment
|October 21, 2021
Summary
Teacher ratings of children's behavior reveal distinct skills at individual and classroom levels. This study used multilevel modeling to analyze the Child Behavior Rating Scale (CBRS) in preschool settings.
Area of Science:
- Child development psychology
- Educational psychology
- Psychometrics
Background:
- Behavioral regulation is crucial for children's cognitive, emotional, and social development in educational settings.
- Teacher ratings are common but prone to response bias, necessitating multilevel analysis to distinguish child-level from teacher-level variance.
- Multilevel modeling is essential for psychometric assessment, separating within- and between-teacher effects on student behavior.
Purpose of the Study:
- To investigate the factor structure of the Child Behavior Rating Scale (CBRS) at both within- (child) and between- (teacher/classroom) levels.
- To determine if the factor structure of behavioral regulation differs across these levels.
- To identify distinct interpersonal skills within the CBRS at different analytical levels.
Main Methods:
- Utilized multilevel exploratory and confirmatory factor analyses on teacher ratings from a longitudinal study of 1,375 preschool children in Singapore.
- Data collected at three time points, with children averaging 58.5, 69.8, and 80.9 months of age.
- Employed multilevel modeling to disaggregate variance attributable to individual children versus teachers/classrooms.
Main Results:
- A three-factor model best fit the within-level data, identifying basic interpersonal skills, advanced interpersonal skills, and learning-related social skills.
- A two-factor model was optimal for the between-level data, potentially reflecting teacher and classroom characteristics.
- Both models demonstrated good internal consistency and differential correlates, supporting distinct factor structures.
Conclusions:
- The Child Behavior Rating Scale (CBRS) exhibits differential factor structures at the within- and between-teacher levels.
- Empirical support for two distinct types of interpersonal skills was found.
- Further research is recommended to explore the sources of variability at the between-level.
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