Reliability and validity of preschoolers' perceptions of peer behavior.
Reliability and validity of preschoolers' perceptions of peer behavior.
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学龄前儿童对同伴行为的看法的可靠性和有效性。
DOI：
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发表时间：
1986
期刊：
影响因子：
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通讯作者：
Kathleen T. Mars
中科院分区：
文献类型：
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作者：
G. Ladd;Kathleen T. Mars
本研究的目的是探讨学龄前儿童在课堂上对同伴的攻击性、亲社会和非社会行为感知的信度和效度。使用图片分类程序，来自两个日托中心的63名儿童根据总共六项行为描述对同龄人进行了评分。儿童对被评定项目的反应相互关联并进行因素分析，并对被调查者的样本重新进行整个测量。此外，从同伴评价中获得的信息与从教师评价和直接观察中获得的数据以及从同伴地位和友谊的测量中获得的分数相关。结果表明，学龄前儿童能够根据不同的评估标准区分同学，并且他们感知的稳定性取决于评估的行为类型。对同伴行为（如身体攻击和合作游戏）的评分是最稳定的衡量标准，也会产生影响。
The purpose of the present study was to explore the reliability and validity of preschoolers' perceptions of peer's aggressive, prosocial, and nonsocial behavior in the classroom. Using a picture-sort procedure, a total of 63 children from two day care centers rated peers on a total of six behavioral descriptions. Children's responses to the rated items were intercorrelated and factor analyzed, and the entire measure was re-administered to a sample of the respondents. Furthermore, the information acquired from peer ratings was correlated with data obtained from teacher ratings and direct observations and with scores from measures of peer status and friendship. Results indicated that preschoolers were able to distinguish between classmates in terms of the various assessment criteria and that the stability of their perceptions varied depending on the types of behaviors assessed. Ratings for peer behaviors such as physical aggression and cooperative play were among the most stable measures and also yielded t...