小学儿童社会技能同伴行为描述问卷的初步编制  

Development of Peer Behavior Description Questionnaire for Primary School Children Social Skill

作　　者：徐云[1] 周宗奎[1] 

机构地区：[1]华中师范大学心理学院湖北省人的发展与心理健康重点实验室

出　　处：《中国临床心理学杂志》2007年第5期463-466,共4页Chinese Journal of Clinical Psychology

基　　金：国家自然科学基金项目-"童年期儿童同伴交往的发展"中美比较研究课题资助(项目号:30270473)

摘　　要：目的:编制小学儿童社会技能同伴行为描述问卷。方法:通过开放式、半结构式访谈与预测修订组成正式问卷,共26个项目。结果:①通过因素分析,验证了两个基本维度:积极行为技能和消极行为技能。②信度分析表明,分问卷系数为0.9164～0.9789,总问卷系数为0.9426。③结构效度检验表明,题总相关为-0.618～0.571,均达到0.01显著性水平,分问卷间的相关(-0.017),总体上低于总问卷与各分问卷的相关(0.683～-0.742);教师评定分数作为效标,与同伴评定分数之间的相关显著(r值为-0.481～0.442,P<0.01),呈中低度相关,其中二者积极、消极分数和总分两两之间互为正、负相关。结论:小学儿童社会技能同伴行为描述问卷具有较好的信度和效度。Objective： To develope the Peer Behavior Description Questionnaire for primary school children. Methods： After open, semi-constructive interviews and pretest, the PBDQ was completed, including 26 items. Results： ①Factor analysis validated two factors： positive and negative behavior skills.②Constructive validity showed, Cronbach α coefficients for factors ranged from 0.9164-0.9789, and for items 0.9426. ③Correlations between the PBDQ and items were -0.618-0.571, reaching 0.01 significance; and correlations between factors, -0.017, were lower than those between the PBDQ and factors, 0.683-0.742; Criterion-related validity （teacher and peer valuation） was significant （r=-0.481- 0.442,P〈0.01）. Conclusion： The PBDQ has good reliability and validity.

关 键 词：小学儿童 社会技能 同伴 行为描述 

分 类 号：R395.1[哲学宗教—心理学]