Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?
Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?
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DOI：
10.1002/icd.2116
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发表时间：
2019-01-01
影响因子：
2.2
通讯作者：
Bates, John E.
中科院分区：
文献类型：
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作者：
Acar, Ibrahim H.;Frohn, Scott;Bates, John E.
该研究考察了 30 岁 (n = 147)、36 岁 (n = 127) 和 42 个月 (n = 107) 幼儿中基于评级的测量（父母、二级照顾者和观察者）和基于表现的注意力集中测量之间的并行和纵向关联。父母和二级照顾者使用儿童行为问卷对注意力集中行为进行评分，观察员使用 Leiter-R 检查员评定量表对幼儿在一系列实验室任务中的注意力集中进行评分。幼儿在三个结构化任务（令牌分类、玩具游戏和锁箱）上的行为被用来评估他们在实验室环境中基于表现的集中注意力。相关性表明，家长评分与观察者和教师评分或所有测试年龄段的基于表现的衡量指标无关。其次，基于验证性因素分析，当模型中不包含父母评级时，单个因素可以解释指标之间的共同方差。基于因子结构、指标与因子的关系以及因子规模随时间的变化，单因子显示了 36 个月至 42 个月之间的测量不变性。第三，30 个月大时的集中注意力指标似乎并不能衡量一个共同的、连贯的因素。讨论了对集中注意力的评级和基于绩效的指标之间的相似性和差异的解释以及集中注意力结构的存在。
The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, and observers) and performance-based measures of focused attention in toddlers aged 30 (n = 147), 36 (n = 127), and 42 months (n = 107). Parents and secondary caregivers rated focused attention behaviours using the Children's Behaviour Questionnaire and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter-R Examiner Rating Scale. Toddlers' behaviours on three structured tasks (Token Sort, Toy Play, and Lock Box) were used to assess their performance-based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings or to the performance-based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance-based indicators of focused attention and the presence of a focused attention construct are discussed.