Longitudinal analyses of a hierarchical model of peer social competence for preschool children structural fidelity and external correlates

Nana Shin; Brian E. Vaughn; Mina Kim; Lisa Krzysik; Kelly K. Bost; Brent McBride; António J. Santos; Inês Peceguina; Gabrielle Coppola

Longitudinal analyses of a hierarchical model of peer social competence for preschool children structural fidelity and external correlates

Nana Shin, Brian E. Vaughn, Mina Kim, Lisa Krzysik, Kelly K. Bost, Brent McBride, António J. Santos, Inês Peceguina, Gabrielle Coppola

Department of Child Development

Research output: Contribution to journal › Article › peer-review

23 Scopus citations

Abstract

Achieving consensus on the definition and measurement of social competence (SC) for preschool children has proven difficult in the developmental sciences. We tested a hierarchical model in which SC is assumed to be a second-order latent variable by using longitudinal data (N = 345). We also tested the degree to which peer SC at Time 1 predicted changes in positive adjustment from Time 1 to Time 2, based on teacher and peer ratings. Using a multiple-method datacollection strategy, information for three subdomains of SC (social engagement/motivation, profiles of social interaction and personality assets assessed with Q-sorts, peer acceptance) were collected across consecutive years in preschool programs. Longitudinal confirmatory factor analyses (CFAs) demonstrated invariance of both the measurement and the structural models across age levels and yielded a cross-time path weight of.74 for the second-order factor. Analyses

Original language	English
Pages (from-to)	73-103
Number of pages	31
Journal	Merrill-Palmer Quarterly
Volume	57
Issue number	1
State	Published - Jan 2011

Cite this

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Longitudinal analyses of a hierarchical model of peer social competence for preschool children structural fidelity and external correlates

Abstract

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