The development and validation of a scale for measuring social competence in young children

The purpose of this study was the development and validation of a paper and pencil measure to assess social competence in young children age 60 to 95 months. The Competency Rating Form (CRF), a 41 item measure, is comprised of items which represented behaviors and characteristics previously identified as differentiating between competent and less competent children. Ratings were obtained from the child's mother and teacher to assess the across setting nature of the measure. Item and parametric analyses were performed to assess the measurement characteristics of the CRF and the factorial and concurrent validity of the measure were also examined. Concurrent validity was assessed in relation to another measure of social competence (convergent validity) and in respect to an adjustment measure (discriminant validity). The CRF was also examined in relation to a mother reported social and developmental history for it's construct validity.

Results indicated a three factor solution for the teacher rated CRF. Identified factors were labeled Work Persistence, Rule Compliance and Positive Social Initiator. Factor Analysis of the mother rated CRF yielded three similar, but not identical, factors labeled Social Activator, Rule Compliance and Active Learner. Alpha reliabilities for the mother and teachers were satisfactorily high ranging from .71 to .92. Parametric analysis of the CRF yielded results generally supportive of previous findings in relation to sex and age effects on social competence. SES effects were not identified with as strong an effect as reported in previous research. Comparison of the across setting ratings of social competence yielded limited support for the invariance of the behaviors between home and school.

Validity estimates for the CRF indicated that good discrimination between ratings of adjustment and competence are possible and that high convergence with a second measure are found. These relationships were found for both mother and teacher ratings. The high correlation between the teacher measures of competence did not support unique measurement characteristics for the CRF in relation to the Health Resources Inventory. The shorter CRF, however, is believed to have better item characteristics and once psychometrically refined utility for applied research in assessing the impact of intervention programs designed to increase the child's social skills. Limitation and suggestion for additional research are discussed.