Social Skills in Self-Reports of Primary-School Students. Translation and Validation of the Social Skill Department of the Social Skill Improvement System Rating Scales

The importance of social skills for academic achievement, mental health, and maintaining relationships is well established. Although there is no uniform definition of social skills, there is consensus considering the multidimensional structure of these skills. Because of the difficulties involved in externally rating some partial competencies, it is imperative to consider individuals when assessing social skills. Such instruments are missing in German, especially for primary-school children. The American Social Skill Improvement System Rating Scales (SSIS-RS) provide an opportunity to differentially measure social skills among primary-school children. This study validates a German translation of the SSIS-RS utilizing two separate studies. First, we examined the factorial construct validity in n = 525 pupils and then determined the criterion validity and retest reliability (4-week interval) in n = 289 pupils. The results show that, based on the 7-factor structure as well as the characteristics of subscales and similarities to other instruments, the SSIS can be used in the German-speaking areas. We discuss the implications for interventions and school context.