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Student-teacher concordance on dimensions of student social competence: A multitrait-multimethod analysis

  • Barbara M. Byrne
  • Barry H. Schneider
Article

Abstract

Teacher and self-ratings of social competence were obtained for 669 (341 males, 328 females) grades 3–6 students using the Social Behavior Assessment—Revised (SBA-R) and a self-report scale consisting of the identical items reworded in first person. Factor analysis and multitrait-multimethod matrix analysis were used to validate construct interpretations. The previous four-factor structure of the SBA-R was not replicated. However, the three-factor structure that did emerge was better defined. Although student-teacher concordance was moderate for the Self-Control/Social Convention and Academic Responsibility factors, it was minimal for the Social Participation factor. Evidence of discriminant validity was weak. As with other studies using rating scales, method bias was in evidence. Sex differences were found in terms of variance explained by each factor and convergent validity. Discussion focuses on problems associated with construct validation in general and validation of school-related social competence in particular.

Key words

social competence teacher rating scale validity factor analysis multimethod matrix analysis 

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Copyright information

© Plenum Publishing Corporation 1986

Authors and Affiliations

  • Barbara M. Byrne
    • 1
  • Barry H. Schneider
    • 2
  1. 1.University of California at Los AngelesLos Angeles
  2. 2.University of OttawaOttawaCanada

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