| UK norms |
No |
| Cronbach's α |
.75-.94 |
| Test retest |
r= .59 for Prosocial Orientation and r= .81 for Social Initiative, by teachers over 1 year period;
r= .77 for Prosocial Orientation and r= .79 for Social Initiative, by parents over 1 year period |
| Inter-rater reliability |
r= [.17,.45] |
| EFA |
2-factor oblique |
| CFA |
Not reported |
| Criterion validity |
Not reported |
| Construct validity |
Not reported |
| Concurrent validity |
Both subscales were related to observed peer behaviour, r = .29, p < .01;
Both subscales differentiated popular from rejected children (F = 22.16, p < .0001 and F = 13.66, p < .001 for prosocial orientation and social initiative, respectively). Prosocial orientation separated rejected from average children (F = 8.68, p < .01 ), and the difference between the average and the popular group was close to significance (F = 3.68, p = .06). Social initiative separated popular from average children ( F = 4.62, p < .05), whereas rejected children were marginally different from average in this respect (F = 2.81, p < .10) |
| Predictive validity |
Not reported |
| Responsiveness |
Not reported |
| Floor/Ceiling |
Not reported |
| References |
Rydell, A. M., Hagekull, B., & Bohlin, G. (1997). Measurement of two social competence aspects in childhood. Developmental Psychology, 33(5), 824-833. doi:10.1037//0012-1649.33.5.824 |