学前和幼儿园行为量表-社会技能和师生关系量表-简短形式：一项法语验证研究

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee Pub Date : 2025-07-01 DOI:10.1016/j.erap.2025.101099

Ophélie Courbet , Fabrice Brodard , Marianne Habib , Thomas Villemonteix

{"title":"学前和幼儿园行为量表-社会技能和师生关系量表-简短形式：一项法语验证研究","authors":"Ophélie Courbet , Fabrice Brodard , Marianne Habib , Thomas Villemonteix","doi":"10.1016/j.erap.2025.101099","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Social and emotional competencies and teacher-student relationships quality are intertwined and are increasingly targeted by programs and interventions delivered in the school context. Thus, researchers and practitioners need assessment tools validated in their own language to evaluate the impact of these programs on children's skills and relationships with teachers. Validated scales are currently lacking in French. This study examined the factor structure, internal consistency, convergent and predictive validity of the French version of two scales: the Preschool and Kindergarten Behavior Scales - Social Skills (PKBS-SS) assessing children social and emotional competencies, and the Student-Teacher Relationship Scale - Short Form (STRS-S) evaluating teacher-child relationship quality.</div></div><div><h3>Methods</h3><div>A sample of 982 3-to-6-years-old children were rated by their teacher using teacher-rated questionnaires, and standardized observations were also collected.</div></div><div><h3>Results</h3><div>The PKBS-SS and the STRS-S displayed adequate to excellent internal consistency and adequate construct validity. Factor structure was confirmed for the STRS-S but not for the PKBS-SS: results of exploratory and confirmatory factor analyses did not confirm the original three-factor structure and a five-factor solution best fitted with data.</div></div><div><h3>Conclusion</h3><div>French validation of these scales is an important step to assess social and emotional competencies and teacher-child relationships among French children. These scales will be relevant both for program evaluation and to identify pupils needing additional support to develop social and emotional competencies.</div></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":"75 4","pages":"Article 101099"},"PeriodicalIF":1.4000,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Preschool and Kindergarten Behavior Scales - Social Skills and Student-Teacher Relationship Scale - short form: A French validation study\",\"authors\":\"Ophélie Courbet , Fabrice Brodard , Marianne Habib , Thomas Villemonteix\",\"doi\":\"10.1016/j.erap.2025.101099\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Social and emotional competencies and teacher-student relationships quality are intertwined and are increasingly targeted by programs and interventions delivered in the school context. Thus, researchers and practitioners need assessment tools validated in their own language to evaluate the impact of these programs on children's skills and relationships with teachers. Validated scales are currently lacking in French. This study examined the factor structure, internal consistency, convergent and predictive validity of the French version of two scales: the Preschool and Kindergarten Behavior Scales - Social Skills (PKBS-SS) assessing children social and emotional competencies, and the Student-Teacher Relationship Scale - Short Form (STRS-S) evaluating teacher-child relationship quality.</div></div><div><h3>Methods</h3><div>A sample of 982 3-to-6-years-old children were rated by their teacher using teacher-rated questionnaires, and standardized observations were also collected.</div></div><div><h3>Results</h3><div>The PKBS-SS and the STRS-S displayed adequate to excellent internal consistency and adequate construct validity. Factor structure was confirmed for the STRS-S but not for the PKBS-SS: results of exploratory and confirmatory factor analyses did not confirm the original three-factor structure and a five-factor solution best fitted with data.</div></div><div><h3>Conclusion</h3><div>French validation of these scales is an important step to assess social and emotional competencies and teacher-child relationships among French children. These scales will be relevant both for program evaluation and to identify pupils needing additional support to develop social and emotional competencies.</div></div>\",\"PeriodicalId\":46883,\"journal\":{\"name\":\"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee\",\"volume\":\"75 4\",\"pages\":\"Article 101099\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2025-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1162908825000349\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1162908825000349","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}

引用次数: 0

摘要

社会和情感能力以及师生关系质量是相互交织的，并且越来越多地成为学校环境中提供的项目和干预措施的目标。因此，研究人员和从业人员需要用他们自己的语言验证的评估工具来评估这些项目对儿童技能和与教师关系的影响。目前缺乏法语的有效量表。本研究考察了评估儿童社会能力和情感能力的学前和幼儿园行为-社会技能量表（PKBS-SS）和评估师生关系质量的师生关系简易量表（STRS-S）法语版量表的因素结构、内部一致性、收敛性和预测效度。方法采用教师评价问卷对982名3 ~ 6岁幼儿进行评价，并进行标准化观察。结果PKBS-SS与STRS-S具有较好的内部一致性和较好的结构效度。STRS-S的因子结构得到确认，PKBS-SS的因子结构未得到确认：探索性和验证性因子分析的结果未证实最初的三因子结构和最符合数据的五因子解。结论该量表的法语验证是评估法国儿童社会能力、情感能力和师生关系的重要步骤。这些量表将与项目评估和确定需要额外支持以发展社会和情感能力的学生相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Preschool and Kindergarten Behavior Scales - Social Skills and Student-Teacher Relationship Scale - short form: A French validation study

Background

Social and emotional competencies and teacher-student relationships quality are intertwined and are increasingly targeted by programs and interventions delivered in the school context. Thus, researchers and practitioners need assessment tools validated in their own language to evaluate the impact of these programs on children's skills and relationships with teachers. Validated scales are currently lacking in French. This study examined the factor structure, internal consistency, convergent and predictive validity of the French version of two scales: the Preschool and Kindergarten Behavior Scales - Social Skills (PKBS-SS) assessing children social and emotional competencies, and the Student-Teacher Relationship Scale - Short Form (STRS-S) evaluating teacher-child relationship quality.

Methods

A sample of 982 3-to-6-years-old children were rated by their teacher using teacher-rated questionnaires, and standardized observations were also collected.

Results

The PKBS-SS and the STRS-S displayed adequate to excellent internal consistency and adequate construct validity. Factor structure was confirmed for the STRS-S but not for the PKBS-SS: results of exploratory and confirmatory factor analyses did not confirm the original three-factor structure and a five-factor solution best fitted with data.

Conclusion

French validation of these scales is an important step to assess social and emotional competencies and teacher-child relationships among French children. These scales will be relevant both for program evaluation and to identify pupils needing additional support to develop social and emotional competencies.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee PSYCHOLOGY, APPLIED-

CiteScore

2.20

自引率

20.00%

发文量

期刊介绍： The aim of the Revue européenne de Psychologie appliquée / European Review of Applied Psychology is to promote high-quality applications of psychology to all areas of specialization, and to foster exchange among researchers and professionals. Its policy is to attract a wide range of contributions, including empirical research, overviews of target issues, case studies, descriptions of instruments for research and diagnosis, and theoretical work related to applied psychology. In all cases, authors will refer to published and verificable facts, whether established in the study being reported or in earlier publications.