Development and Psychometric Properties of the Classroom Peer Context Questionnaire

被引：19

作者：

Boor-Klip, Henrike J. ^{[1
]}

Segers, Eliane ^{[1
]}

Hendrickx, Marloes M. H. G. ^{[2
]}

Cillessen, Antonius H. N. ^{[1
]}

机构：

[1] Radboud Univ Nijmegen, NL-6525 HR Nijmegen, Netherlands

[2] Univ Utrecht, NL-3508 TC Utrecht, Netherlands

来源：

SOCIAL DEVELOPMENT | 2016年 / 25卷 / 02期

关键词：

assessment; children's perceptions; classroom; peer context; questionnaire; FRIENDSHIPS; PREDICTION; STABILITY; BEHAVIOR;

D O I：

10.1111/sode.12137

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Children's view on the peer context in their classroom may differ from that of other informants, but no measure systematically examines children's own view. Therefore, we developed the Classroom Peer Context Questionnaire (CPCQ) and evaluated its reliability, validity, and stability in two studies. In Study 1, 464 children (M-age=10.8 years, 53.2% girls) from 18 Grade 5 classrooms participated in 2 waves of data collection. In Study 2, 1538 children (M-age=10.6 years, 47.2% girls) from 59 Grade 5 classrooms participated in 3 waves of data collection. Exploratory factor analyses in Study 1 revealed 5 dimensions labeled comfort, cooperation, conflict, cohesion, and isolation. Confirmatory factor analyses in Study 2 supported these 5 dimensions. Study 2 also demonstrated good reliability, validity, and stability for each dimension. Researchers and professionals in schools may use the CPCQ to obtain reliable and quick information on how children perceive the peer context in their classroom.

引用

页码：370 / 389

页数：20

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