An examination of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire
An examination of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire
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DOI：
10.1037/1045-3830.22.3.380
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发表时间：
2007-09-01
影响因子：
--
通讯作者：
Hughes, Jan N.
中科院分区：
文献类型：
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作者：
Hill, Crystal R.;Hughes, Jan N.
本研究采用因子结构分析法，考察了教师版和家长版的优势与困难问卷（SDQ; R。古德曼，1997）与一个样本的一年级儿童在教育失败的风险。先前在探索性因素分析的研究中发现的5因素模型适用于家长和教师问卷的数据。两个版本的拟合指数都勉强足够。模型拟合在不同性别和种族组之间具有可比性。因子适合家长问卷是不变的父母的教育水平。收敛和判别效度的检查包括每个SDQ结构的同行评价。因此，五个结构中的每一个都由三个来源（父母，教师和孩子）进行评估。在D. T坎贝尔和D. W.采用Fiske（1959）的多特质-多方法方法以及相关唯一性模型的验证性因素分析，SDQ具有较好的收敛效度，但判别效度较差。
This study examined the factor structure of the parent and teacher versions of the Strengths and Difficulties Questionnaire (SDQ; R. Goodman, 1997) with a sample of first-grade children at risk for educational failure. The 5-factor model previously found in studies using exploratory factor analysis was fit to the data for both parent and teacher questionnaires. Fit indices for both versions were marginally adequate. Model fit was comparable across gender and ethnic groups. Factor fit for the parent questionnaire was invariant across parent educational level. The examination of convergent and discriminant validity included peer evaluations of each SDQ construct. Thus, each of the five constructs was evaluated by three sources (parent, teacher, and child). On the basis of D. T Campbell and D. W. Fiske's (1959) multitrait-multimethod approach as well as a confirmatory factor analysis using the correlated uniqueness model, the SDQ has good convergent validity but relatively poor discriminant validity.