测量学龄儿童的社会情绪发展:对ECLS-B队列数据进行国家一级分析
Quentin H Riser1, Heather L Rouse2, Ji Young Choi3
1Institute for Research on Poverty and School of Human Ecology, University of Wisconsin-Madison, USA.
Journal of school psychology
|March 3, 2024
概括
这项研究确定了儿童早期社会情感发展的四个关键因素:人际交往技能,外部化行为,学习方法和视角. 调查结果表明,教师在评估中可能存在偏见.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 社会情感发展对于幼儿成功至关重要.
- 教师评估被广泛使用,但需要心理测量验证.
- 早期儿童纵向研究-出生队列 (ECLS-B) 提供了丰富的儿童发育数据.
研究的目的:
- 确定幼儿园教师评估的社会情感发展项目的最佳因素结构.
- 调查教师对社会情感结构的评估中的潜在偏见.
- 检查这些社会情绪因素在人口群体中的可靠性,有效性和不变性.
主要方法:
- 对ECLS-B教师报告的社会情感项目的探索和确认因素分析.
- 使用后勤回归进行偏差分析.
- 跨种族/种族,性别和贫困状况进行因子不变性测试.
- 通过与其他早期儿童能力的关联,检查外部有效性.
主要成果:
- 4个因素结构是最优的:人际交往技能,外部化行为,学习方法和视角采用.
- 发现了关于教师在社会情感评估中的偏见的暗示证据.
- 对跨人口特征的测量不变性的支持有限,但没有确定性.
结论:
- 识别的4因素模型为评估幼儿社会情感发展提供了可靠和有效的结构.
- 在使用国家数据集进行社会情感研究时,对心理测量属性的批判性评估至关重要.
- 需要进一步的研究来确认测量不变性,并解决教师评估中的潜在偏见.
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