Social
Competencies
Social Competence
Measures
Researchers have determined that a multidimensional approach to the assessment
of social competence is most useful. The five methods most typically used
are: direct behavioral observation; behavior rating scales; sociometric
approaches; interviewing techniques; and self-reports (Merrell, 1994). Utilizing
these approaches in some combination would result in a more accurate assessment
of the level of youth social competence. In the following measures section,
behavior rating scales and self-report measures have been included.
Self-Report Measures
Social Competence/Social Skills
| Name: |
Teenage Inventory of Social
Skills (TISS) |
| Author: |
H. M. Inderbitzen & S. L. Foster |
| Date: |
1992 |
| Instrument
Description: |
The TISS is 40-item
self-report questionnaire for the assessment of adolescent social
competence. The items are designed to reflect behaviors functionally
related to peer acceptance. The TISS consists of 20 positive and 20
negative behavioral statements rated on a 6-point continuum. |
| Where
Available: |
Heidi M. Inderbitzen,
Department of Psychology, 202 Burnett Hall, University of Nebraska,
Lincoln, Nebraska 68588-0308. |
| Literature Reference: |
Inderbitzen, H. M., & Foster,
S. L. (1992). The teenage inventory of social skills: Development,
reliability, and validity. Psychological Assessment, 4, 451-459. |
| Cost: |
Not available |
| Intended Audience: |
Adolescents |
| Subscales: |
Positive and negative
behavior scales. |
| Psychometrics: |
Internal consistency
reliability: .88 for both positive and negative scale. Two week test-retest
reliability: positive scale - .90; negative scale - .72. Evidence
of convergent and discriminant validity. |
| Advantages/Disadvantages |
More psychometric
studies needed. The scale is a promising instrument for both the identification
of adolescents with peer relationship difficulties and for guiding
selection of target behaviors for intervention. |
| Name: |
Adolescent Interpersonal Competence
Questionnaire (AICQ) |
| Author: |
Buhrmester, Furman, Wittenberg, & Reis |
| Date: |
1998 |
| Instrument
Description: |
This 40-item
questionnaire is intended to assess five domains of interpersonal
competence: initiating relationships; disclosing personal information;
asserting displeasure with others; providing emotional support and
advice; and managing interpersonal conflict. Each item describes a
common interpersonal situation in which respondents rate on a 5-point
scale according to their level of competence and comfort in handling
each type of situation. Two ratings are made per item: one for same-sex
and one for opposite-sex. |
| Where
Available: |
See authors. |
| Literature
Reference: |
Buhrmester, D.,
Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five domains
of interpersonal competence in peer relations. Journal of Personality
and Social Psychology, 55, 991-1008. |
| Cost: |
n/a |
| Intended
Audience: |
College students |
| Subscales: |
Five domains described
above. |
| Psychometrics: |
Internal consistency
coefficients ranged from .77 to .87. Test-retest reliability at 4
weeks ranged from .69 to .89 for the five scales. The validity of
the independence of the five scale was tested by factor analysis. |
| Advantages/Disadvantages: |
This instrument
would require adaptation for an adolescent population. |
Self Concept
| Name: |
Multidimensional Self Concept
Scale (MSCS) |
| Author: |
Bracken |
| Date: |
1992 |
| Instrument
Description: |
The MSCS is designed
to measure multiple context-dependent dimensions of self concept.
Self concept is viewed as a behavioral construct. The MSCS is a 150-item,
4-point Likert-type self-report scale measuring self-perceptions related
to six contextual domains: social competence related to interactions
with others; success/failure in attainment of goals; recognition of
affective behaviors; academic achievement and competence in other
school-related activities; competence related to interactions with
family members; and physical attractiveness and prowess. |
| Where
Available: |
Pro-Ed Inc. 8700
Shoal Creek Boulevard, Austin, TX 78758 |
| Literature Reference: |
Byrne, B. M. (1996). Measuring
self-concept across the life-span. Washington, D.C.: American Psychological
Assoc. |
| Cost: |
Complete kit: $64.00 (includes
manual and 50 record booklets). |
| Intended Audience: |
Children in Grade 5 through
Grade 12 (Ages 9-19 years). |
| Subscales: |
6 subscales of 25 items each:
Social; Competence; Affect; Academic; Family; and Physical. |
| Psychometrics: |
Coefficient alpha reliabilities
range from .97 to .99 for the full scale and from .85 to .97 for the
subscales. Test-retest reliability of .90 for the full scale over
a 4-week period. Evidence of content and construct validity. Concurrent
validity with 4 other self-concept measures between .73 and .83. |
| Advantages/Disadvantages |
Individual or
group administration. Typical time for completion is 20 to 30 minutes.
Rigorous and extensive testing program provided evidence of its psychometric
properties. Can be used for both clinical and research applications.
Subscales solidly linked to a well-established theoretical framework. |
| Name: |
Piers-Harris Children's Self-Concept
Scale (PHCSCS) |
| Author: |
Piers, E. V. |
| Date: |
1984 |
| Instrument
Description: |
The PHCSCS is
an 80-item , dichotomously scaled (yes/no) self-report questionnaire.
It was initially designed as a unidimensional measure of children's
self perceptions in relation to six areas of daily functioning: behavior;
intellectual and school status; physical appearance; anxiety; popularity;
and happiness/satisfaction. |
| Where
Available: |
Western Psychological
Services, 12031 Wilshire Boulevard, Los Angeles, CA 90025-1251 |
| Literature Reference: |
Byrne, B. M. (1996). Measuring
self-concept across the life-span. Washington, D.C.: American Psychological
Assoc. |
| Cost: |
Manual: $45.00. Kit: $115.00
(includes 25 test booklets, 1 scoring key, 1 manual, 2 prepaid WPS
Test Report answer sheet for computer scoring and interpretation,
and 25 profile forms. |
| Intended
Audience: |
Grades 4-12 (ages
8-18). |
| Subscales: |
Six cluster scales. |
| Psychometrics: |
Internal consistency
reliabilities for the total score range from .89 to .93. Test-retest
correlations range from .42 to .90 over intervals of one year to a
few weeks. Convergent validity in the form of correlations with other
self-concept measures range from .32 to .85. |
| Advantages/Disadvantages |
Individual or
small group administration. Typical time for completion of the PHCSCS
is 15 to 20 minutes. This instrument has been widely used and highly
recommended historically. Less grounded in theory than other self-concept
measures. A computer-based administration is available. |
| Name: |
Self-Perception Profile for
Adolescents (SPPA) |
| Author: |
Harter |
| Date: |
1988 |
| Instrument
Description: |
The SPPA is designed
to measure multiple dimensions of self-concept. It is intended to
measure perceptions of eight specific domains of self-concept, as
well as global self-worth. This 45-item self-report scale has a 4-point
structured-alternative format intended to offset desirable responding.
|
| Where
Available: |
Susan Harter,
University of Denver, Department of Psychology, 2155 South Race Street,
Denver, CO 80208-0204. |
| Literature Reference: |
Byrne, B. M. (1996). Measuring
self-concept across the life-span. Washington, D.C.: American Psychological
Assoc. |
| Cost: |
Manual: $15.00 |
| Intended
Audience: |
Adolescents Grades
9-12. The Self-Perception Profile for Children is more appropriate
for younger adolescents. |
| Subscales: |
Nine subscales,
5 items each: Scholastic Competence; Athletic Competence, Social Acceptance,
Physical Appearance, Job Competence; Close Friendship; Romantic Appeal;
Behavioral Conduct; and Global Self-Worth. The Global Self-Worth scale
was not intended as a measure of general competence. |
| Psychometrics: |
Internal consistency
reliabilities ranging from .74 to .91. Face validity. |
| Advantages/Disadvantages |
Lacks a national
norm sample and limited external validation research. Grounded in
a solid theoretical base. Strong construct validity of the Self-Perception
Profile for Children, from which six of the nine subscales of the
SPPA were derived. |
| Name: |
Self-Description Questionnaire
II (SDQ-II) |
| Author: |
Marsh |
| Date: |
1992 |
| Instrument
Description: |
This 102-item
self-report scale is designed to measure multiple dimensions of self-concept.
A 6-point Likert scale format is used. It contains eleven subscales
measuring nonacademic areas, academic areas, and global perception
of self. |
| Where
Available: |
Publication Office,
School of Education and Language Studies, University of Western Sydney,
P.O. Box 555, Campbelltown, New South Wales 2560, Australia |
| Literature Reference: |
Byrne, B. M. (1996). Measuring
self-concept across the life- span. Wshington, DC: American Psychological
Assoc. |
| Cost: |
Kit: $50.00 (includes
SDQ-II, manual, and scoring key) |
| Intended
Audience: |
Adolescents, grades
7-12. |
| Subscales: |
11 subscales:
Nonacademic (physical ability, physical appearance, peer relations-same
sex, peer relations-opposite sex, parent relations, emotional stability,
and honesty/trustworthiness); Academic (reading, mathematics, general-school);
and Overall Global Self Concept (general-self). |
| Psychometrics: |
The SDQ-II was
normed on a large representative sample. Internal consistency reliability
coefficients ranging from .83 to .91 and a mean alpha for the 11 scales
of .87. Test-retest reliability based on a small sample at 7 weeks
ranged from .73 to .88 with an overall mean correlation coefficient
of .80. Strong support for construct validity. |
| Advantages/Disadvantages |
Individual or
group administration. Administration time: 20 minutes. The SDQ-II
is considered the most validated self-concept measure available for
use with adolescents. The SDQ-II has undergone extensive testing to
determine its psychometric soundness. |
| Name: |
Tennessee Self-Concept
Scale (TSCS) |
| Author: |
Roid & Fitts |
| Date: |
1988/1994 Revisions
of original 1965 scale (Fitts) |
| Instrument
Description: |
The TSCS is a
100-item self-report instrument with 10 items used to measure self-criticism,
a factor which serves the purpose of a lie scale. The remaining 90
items measure perceptions of the self from both an internal frame
of reference and an external frame of reference. Items are structured
in a 5-point Likert-type format with half of the items in each subscale
worded in the negative direction. Two forms of the instrument are
available. The Counseling Form of this instrument results in 13 scores
excluding the self-criticism subscale. The Clinical and Research Form
provides more information with a total of 29 scores. |
| Where
Available: |
Western Psychological
Services, 12031 Wilshire Boulevard, Los Angeles, CA 90025-1251 |
| Literature Reference: |
Byrne, B. M. (1996). Measuring
self-concept across the life-span. Washington, DC: American Counseling
Assoc. |
| Cost: |
$125.00 (includes
1 manual, 5 reusable test booklets, 10 hand-scored answer-profile
sheets, 1 set of hand-scoring keys, and 2 prepaid Test-Report Mail-In
Answer Sheets). |
| Intended
Audience: |
Individuals 13
years of age and older with a Grade 4 reading level or higher. The
revised manual contains normative data for adolescents. |
| Subscales: |
Counseling Form:
Five external scales (physical, moral-ethical, personal, family, and
social self-concepts); three internal scales (identity, behavior,
and self-satisfaction); self-criticism score; four variability scores;
and a time score.
Clinical and Research Form: In addition to the information found in
the counseling form, it provides more detailed variability scores,
additional lie and faking scores, and a number of empirically derived
scores found to separate various clinical and nonclinical groups.
|
| Psychometrics: |
Internal consistency
reliability: Cronbach's alpha for 472 adolescents and adults produced
a total score coefficient of .94 and subscale reliabilities ranging
from .81 to .87. Total score stability coefficient over a two-week
interval for 60 college students was .92 with subscales ranging from
.80 to .91. Evidence of construct and content validity. Extensive
and complete psychometric properties of the TSCS are available in
the revised 1994 manual. |
| Advantages/Disadvantages |
Quick administration
time of 10-20 minutes to individuals or groups. One of the more widely
used self-concept measures. Hand- or computer-scoring available. The
TSCS has received many negative reviews over the years especially
regarding the lack of specific psychometric information; the current
authors are addressing these limitations. A limitation is the fact
that the normative sample was based on data extracted from independent
studies published between 1969 and 1983. |
Social Performance
| Name: |
Measure of Adolescent
Social Performance (MASP) |
| Author: |
T. A. Cavell & M. L. Kelley |
| Date: |
1992 |
| Instrument
Description: |
The MASP is a
new 50-item self-report multiple choice instrument intended to assess
adolescent social functioning. Each item describes a problematic situation.
Respondents indicate which of four response options is most like what
they would do or say. Separate male and female forms of the instrument
are available in which same-gender pronouns are used to refer to friends
or peers. |
| Where
Available: |
Timothy Cavell,
Department of Psychology, Texas A & M University, College Station,
TX 77843-4235. |
| Literature Reference: |
Cavell, T. A., & Kelley,
M. L. (1992). The measure of adolescent social performance: Development
and initial validation. Journal of Clinical Child Psychology, 21,
107-114. |
| Cost: |
N/A |
| Intended
Audience: |
Grades 6-12 (Ages
11-19). |
| Subscales: |
N/A |
| Psychometrics: |
Internal consistency
as estimated by coefficient alpha is .87. Test-retest reliability
is .82 for 111 of the 598 participants after a 2-week interval. Preliminary
support for concurrent validity. |
| Advantages/Disadvantages |
New instrument
requiring further psychometric testing. Potentially appropriate for
broad range of adolescents due to male and female forms. The authors
recommend the MASP be used in research as a general measure of adolescent
social performance and clinically as an adjunctive tool when assessing
social performance in specific situations. |
Life Skills
| Name: |
Life Skills Development
Scale - Adolescent Form (LSDS-B) |
| Author: |
C. A. Darden, E. J. Ginter, & G. M. Gazda |
| Date: |
1996 |
| Instrument
Description: |
The 65-item scale
is intended to assess adolescents' perceptions of their own life-skills
development in order to determine the need for developmental interventions.
This self-report instrument produces a general score of global efficacy,
and also provides some specific information regarding the four identified
component parts: interpersonal communication/human relations skills;
problem solving/decision making skills; physical fitness/health maintenance
skills; and identity development/purpose in life skills. |
| Where
Available: |
C. A. Darden,
Learning Disabilities Center, 343 Milledge Hall, University of Georgia,
Athens, GA 30602-5554. |
| Literature Reference: |
Darden, C. A., Ginter, E.
J., & Gazda, G. M. (1996). Life skills development scale - adolescent
form: The theoretical and therapeutic relevance of life-skills. Journal
of Mental Health Counseling, 18, 142-163. |
| Cost: |
N/A |
| Intended
Audience: |
Adolescents, ages
13-18. |
| Subscales: |
Four subscales
stated as component parts above. |
| Psychometrics: |
Internal consistency
is .94 for the total scale and ranged from .72 to .87 for the subscales.
Interscale correlations were significant but in the low-to-moderate
range. |
| Advantages/Disadvantages |
New instrument
requiring further psychometric testing. The authors suggest the LSDS-B
be used for research and as an aid in intervention design, implementation,
and evaluation in clinical and educational settings. |
Self-Efficacy
| Name: |
Perceived Self-Efficacy
Scale |
| Author: |
Cowen, Work, Hightower, Wyman, Parker, & Lotyczewski |
| Date: |
1990 |
| Instrument
Description: |
This self-report
instrument consists of 20 items with a 5-point Likert-type format
intended to measure generalized self-efficacy or the confidence with
which one can deal effectively with everyday problems and challenges.
It contains a three-factor structure: New experiences; Difficult situations;
and Problems with people. |
| Where
Available: |
Emory Cowen, Center
for Community Study, University of Rochester, 575 Mt. Hope Avenue,
Rochester, NY 14620 |
| Literature
Reference: |
Hoeltje, C. O.,
Zubrick, S. R., Silburn, S. R., & Garton, A. F. (1996). Generalized
self-efficacy: Family and adjustment correlates. Journal of Clinical
Child Psychology, 25, 446-453. |
| Cost: |
N/A |
| Intended
Audience: |
Designed for children;
has been used with adolescents. |
| Subscales: |
None noted. |
| Psychometrics: |
Low to moderate
reliabilities. Meaningful factor structure. Some evidence of convergent
and divergent validity. |
| Advantages/Disadvantages |
Instrument is
consistent with its theoretical underpinnings. Quick, easy administration.
Needs further psychometric testing. |
| Name: |
Self-Efficacy
Scale |
| Author: |
Sherer, Maddux, Mercandante, Prentice-Dunn, Jacobs,
& Rogers |
| Date: |
1982 |
| Instrument
Description: |
This self-report
instrument measures general self-efficacy expectancies in relation
to educational, vocational, and social areas. This 30-item scale contains
23 items with two distinct subscales and 7 filler items. A 5-point
Likert-type format is used. |
| Where
Available: |
See authors. |
| Literature
Reference: |
Woodruff, S.
L., & Cashman, J. F. (1993). Task, domain, and general efficacy: A
reexamination of the self-efficacy scale. Psychological Reports, 72,
423-432. |
| Cost: |
N/A |
| Intended
Audience: |
Adults |
| Subscales: |
Two subscales:
general self-efficacy; and social self-efficacy. |
| Psychometrics: |
Reliability: Cronbach
alpha coefficients of .84 for the general self-efficacy scale and
.69 for the social self-efficacy scale. Evidence of construct and
criterion validity. |
| Advantages/Disadvantages |
The instrument
has not been verified as a general self-efficacy scale. Further psychometric
research is needed. The scale would have to be adapted for an adolescent
population. |
| Name: |
Adolescent Social
Self-Efficacy Scale (S-EFF) |
| Author: |
Connolly |
| Date: |
1989 |
| Instrument
Description: |
This instrument
contains 25 items in a 7-point scale format. It is intended to assess
adolescents' perceptions of efficacy in a variety of peer situations.
Items cover potentially problematic areas such as social assertiveness,
performance in public situations, participation in social groups,
aspects of friendship and intimacy, and giving or receiving help. |
| Where
Available: |
See authors. |
| Literature
Reference: |
Inderbitzen,
H. M. (1994). Adolescent peer social competence: A critical review
of assessment methodologies and instruments. Advances in Clinical
Child Psychology, 16, 227-259. |
| Cost: |
N/A |
| Intended
Audience: |
Adolescents |
| Subscales: |
None noted. |
| Psychometrics: |
Internal consistency
reliability: alphas from .90 to .95. Test-retest reliability at 2
weeks was .84. Responses on the S-EFF were significantly related to
perceived self-concept and teacher ratings of social adjustment. |
| Advantages/Disadvantages |
There is no evidence
of addressing he relationship of perceptions to actual behavior. Domain
specificity of the scale, peer relationships. |
| Name: |
The Children's
Sense of Coherence Scale (CSOC) |
| Author: |
Malka Margalit |
| Date: |
1994 |
| Instrument
Description: |
This self-report
instrument is adapted from the Antonovsky (1987) Orientation to Life
(Sense of Coherence) scale and is a children's version. It consists
of 16 questions describing the children's feelings of confidence in
their world expressed through a sense of comprehensibility (understanding
of their environment), a sense of manageability (feelings of control),
and a sense of meaningfulness (motivation and interest). In addition,
3 distractor questions are included. This instrument was field tested
with different Israeli samples. |
| Where
Available: |
Malka Margalit,
Ph. D., Associate Professor, School of Education, Tel Aviv University,
P. O. Box 39040, Tel Aviv 69978 Israel. |
| Literature
Reference: |
Margalit, M.
(1994). How I Feel. Children's orientation scale. Tel Aviv, Israel:
Tel Aviv University, School of Education. |
| Cost: |
N/A |
| Intended
Audience: |
Designed for children
ages 5-10 years old. May be adapted for adolescents. |
| Subscales: |
None noted. |
| Psychometrics: |
Reliability scores
of .72 total, .74 for males, and .73 for females. Pearson correlations
with the Asher's Loneliness Questionnaire revealed significant negative
correlations. Positive significant correlations were found with Gresham's
SSRS scores. Evidence of discriminant validity. |
| Advantages/Disadvantages |
No cross-cultural
studies known. Group administration is only appropriate for students
who can read at or above the second grade level. The instrument would
have to be adapted for use with adolescents. |
Behavior Rating Scales
| Name: |
Walker-McConnell
Scales of Social Competence and School Adjustment (SSCSA) |
| Author: |
H. M. Walker & S. R. McConnell |
| Date: |
1988 |
| Instrument
Description: |
Both an elementary
and an adolescent version are available. The adolescent version is
a 53-item 5-point Likert-type rating scale containing four factor
analytically derived subscales which describe social-behavioral competencies
related to teacher-, peer-, and self-related school adjustment and
social competence. This rating scale is intended for use by teachers
or other adults to describe an adolescent's behavior. |
| Where
Available: |
Pro-Ed, 5341 Industrial
Oaks Boulevard, Austin, TX 78735 |
| Literature
Reference: |
Walker, H. M.,
& McConnell, S. R. (1995). Walker-McConnell scale of social competence
and school adjustment. Adolescent version. User's manual. San Diego,
CA: Singular Publishing Group, Inc. |
| Cost: |
N/A |
| Intended
Audience: |
Adolescents, Grades
7-12. |
| Subscales: |
Four subscales:
self control; peer relations; school adjustment; and empathy. Four
subscale scores combined for a total score. |
| Psychometrics: |
Test-retest reliability
over a 3-week period: ranged from .88 to .92. Internal consistency:
alpha coefficients ranging from .95 to .97. Inter-rater reliability:
.53 between teachers and classroom aides. Evidence of adequate item,
concurrent, and discriminant validity. |
| Advantages/Disadvantages |
The scale requires
no more than 10 minutes to complete. It was standardized on groups
of approximately 2,000 students. The factor structure of the SSCSA
is strong. It is not intended to measure problem behaviors. The user's
manual suggests the adult completing the scale observe the adolescent
for at least 6 to 8 weeks. |
| Name: |
Social Skills
Rating System (SSRS) |
| Author: |
Clark, Gresham & Elliott |
| Date: |
1985 |
| Instrument
Description: |
The SSRS focuses
on behaviors which affect parent-child relations, teacher-student
relations, and peer acceptance. Separate rating scales for teachers
and parents are available, as well as a self-report form for students.
Preschool, elementary, and secondary level versions are available.
The teacher form, adolescent version, SSRS-T, contains 50 items rated
on a 3-point scale. Factor analysis resulted in four factors: academic
performance; social initiation; cooperation; and peer reinforcement. |
| Where
Available: |
American Guidance
Service, Publishers Building, Circle Pines, MN 54014-1796. (800) 328-2560 |
| Literature
Reference: |
Inderbitzen,
H. M. (1994). Adolescent peer social competence: A critical review
of assessment methodologies and instruments. Advances in Clinical
Child Psychology, 16, 227-259. |
| Cost: |
N/A |
| Intended
Audience: |
Adolescents, Grades
7-12. |
| Subscales: |
Three scales:
social skills (cooperation, assertion, self-control); problem behaviors
(externalizing problems, internalizing problems, hyperactivity); and
academic competence (academic functioning, performance in specific
academic areas, student motivation level, general cognitive functioning,
parental support). |
| Psychometrics: |
Internal consistency
reliability: alpha's from .75 to .93. Test-retest reliability at 4
weeks: in the .80 range. Criterion-related and construct validity
were established by finding significant correlations between the SSRS
and other rating scales. |
| Advantages/Disadvantages |
A strength of
this instrument lies in its integrative approach with forms for teachers,
parents, and adolescents. The social skills section of the manual
is comprehensive, yet the academic competence and problem behaviors
sections are brief. The SSRS was standardized on a sample of more
than 4,000 children. The psychometric properties of the self-report
forms do not appear as strong as the parent and teacher forms. |
| Name: |
School Social
Behaviors Scales (SSBS) |
| Author: |
Merrell |
| Date: |
1993 |
| Instrument
Description: |
This instrument
was developed for use by teachers and other school personnel to assess
social competence and antisocial problem behaviors. It contains two
separate scales with a total of 65 items rated with a 5-point format.
Each scale yields a total score. |
| Where
Available: |
Clinical Psychology
Publishing Company, 4 Conant Square, Brandon, VT 05733. (800) 433-8234 |
| Literature
Reference: |
Merrell, K. W.,
& Gimpel, G. A. (1998). Social skills of children and adolescents.
Mahwah, NJ: Lawrence Erlbaum Assoc. |
| Cost: |
N/A |
| Intended
Audience: |
Grades K-12. |
| Subscales: |
Each of the two
scales have three subscales: Social Competence (interpersonal skills,
self-management skills, academic skills); Antisocial Behavior (hostile-irritable,
antisocial-aggressive, disruptive-demanding). |
| Psychometrics: |
Internal consistency
and split-half reliability coefficients range from .91 to .98. Test-retest
reliability at 3-week intervals range from .76 to .83 for the social
competence scale and .60 to .73 for the antisocial behavior scale.
Inter-rater reliability from .72 to .83 for social competence scale
and .53 to .71 for the antisocial behavior scale. Strong convergent
construct validity. Good construct validity. Strong factor structure
of the two scales. |
| Advantages/Disadvantages |
The scales were
standardized with a group of more than 1900 K-12 students. This instrument
appears easy to use and appropriate for a school setting. |
|
