世界経済・社会統計 = World development indicators

A primary goal of scale development is to create a valid measure of an underlying construct. We discuss theoretical principles, practical issues, and pragmatic decisions to help developers maximize the construct validity of scales and subscales. First, it is essential to begin with a clear conceptualization of the target construct. Moreover, the content of the initial item pool should be overinclusive and item wording needs careful attention. Next, the item pool should be tested, along with variables that assess closely related constructs, on a heterogeneous sample representing the entire range of the target population. Finally, in selecting scale items, the goal is unidimensionality rather than internal consistency ; this means that virtually all interitem correlations should be moderate in magnitude. Factor analysis can play a crucial role in ensuring the unidimensionality and discriminant validity of scales.

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Constructing validity: Basic issues in objective scale development

Attachment--and loss.

▪ Abstract Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents. For children, SES impacts well-being at multiple levels, including both family and neighborhood. Its effects are moderated by children's own characteristics, family characteristics, and external support systems.

Socioeconomic status and child development.

国際生活機能分類(International Classification of Functioning, Disability and Health: ICF)にみた福祉・保健・医療の専門職協働における連携に関する貢献と課題

Since its development, the Strengths and Difficulties Questionnaire (SDQ) has been widely used in both research and practice. The SDQ screens for positive and negative psychological attributes. This review aims to provide an overview of the psychometric properties of the SDQ for 4- to 12-year-olds. Results from 48 studies (N = 131,223) on reliability and validity of the parent and teacher SDQ are summarized quantitatively and descriptively. Internal consistency, test-retest reliability, and inter-rater agreement are satisfactory for the parent and teacher versions. At subscale level, the reliability of the teacher version seemed stronger compared to that of the parent version. Concerning validity, 15 out of 18 studies confirmed the five-factor structure. Correlations with other measures of psychopathology as well as the screening ability of the SDQ are sufficient. This review shows that the psychometric properties of the SDQ are strong, particularly for the teacher version. For practice, this implies that the use of the SDQ as a screening instrument should be continued. Longitudinal research studies should investigate predictive validity. For both practice and research, we emphasize the use of a multi-informant approach.

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Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review

This study examined relationships between parents' child-rearing style, the child's prosocial behavior, and the child's sociometric status. The sample consisted of 112 children (6-11 years of age) and both their parents. Parental behavior in the interaction with the child was observed at home when parents and child worked together in 2 structured tasks. Factor analyses of parental behavior revealed that 2 factors, Authoritative/Democratic and Authoritarian/Restrictive, can be found in the subsamples of mothers and fathers. These 2 dimensions of maternal and paternal behavior appeared to be predictive of both the child's prosocial behavior and sociometric status. Results are discussed in terms of the possible link between parent and peer systems. A child's acceptance by a peer group plays an important role in his or her social and personality development. Peer rejection seems to be a reasonably stable phenomenon (Coie & Dodge, 1983; Rogosch & Newcomb, 1989) and is predictive of later social maladjustment (Cowen, Pederson, Babigian, Izzo, & Trost, 1973; Parker & Asher, 1987). Most of the research concerned with the determinants of a child's sociometric status in the peer group have focused primarily on children's behavioral and social cognitive characteristics. The role that parents may play in the development and maintenance of their child's sociometric status was generally ignored, although it is logical to assume that at least some of a child's social skills necessary for successful interaction with peers are learned through the parent-child interactions (Hartup, 1979). Several studies showed that a child's sociometric status in the peer group is related to socialization factors present in the parent-child system (Finnie & Russell, 1988; MacDonald, 1987; MacDonald & Parke, 1984; Parke et al., 1989; Peery, Jensen, & Adams, 1985; Putallaz & Heflin, 1990; Roopnarine & Adams, 1987). Very few studies, however, examined the mediating link in this relationship. What aspects of social competence do children learn in the parent-child setting that transfer directly or indirectly to their relationship with peers? One possibility that has been examined in recent research is that parent-child interaction influences children's sociometric status by affecting the child's social cognitive (or processing) skills, including social problem solving (Pettit, Dodge, & Brown, 1988; Putallaz, 1987) and the child's expectations of the outcome of social strategies (Hart, Ladd, & Burleson, 1990). However, in the context of the family, the child acquires not only many of the social cognitive skills, but also a behavioral pattern that might be important for a successful adaptation to

Parents' child-rearing style and child's sociometric status.

The goal of the present study was to examine the combined and unique ability of different aspects of family functioning to predict involvement in antisocial behavior in a large nonclinical (community) sample of adolescents. Distinction was made between global (e.g., family socioeconomic status), distal (dispositional characteristics of parents), contextual (family characteristics), and proximal (parent-child interaction) factors that operate within families. Results show that proximal factors were significant predictors of antisocial behavior, independent of their shared variance with other factors. Consistent with the hypothesized mediational model, the effects of distal and contextual factors appear to be mostly indirect: after their association with proximal factors was taken into account, these factors were no longer significantly related to antisocial behavior. The implications of these findings for planning of developmentally appropriate interventions for adolescents and their families are discussed.

Family predictors of antisocial behavior in adolescence.

The purpose of this study was to determine how emotional, external and restrained eating behavior and other health-related lifestyle factors were associated with being overweight in adolescents. Moreover, demographic and ethnic differences in eating behavior have been examined. The respondents were 10,087 Dutch adolescents aged 11-16 years (M= 13.0, SD= 0.8). Self-reported eating behavior was measured with the DEBQ. Health-related lifestyle was determined by physical activity, breakfasting, fruit consumption and snacking. High restrained, and low external eating were positively associated with being overweight, whereas no significant association between emotional eating and being overweight was found for girls, and a negative association for boys. Adolescents who ate breakfast on a daily basis were less likely to be overweight than those who ate breakfast irregularly or never. Being overweight was positively associated with fruit consumption for girls and negatively with physical activity for boys.

Emotional, external, restrained eating and overweight in Dutch adolescents.

In this study, we examined the generalizability of some of the American findings regarding the factor structure, reliability, and construct validity of the Child Rearing Practices Report (CRPR). The results provide evidence that items of the CRPR can be used to form reliable scales for assessing child rearing dimensions (Nurturance and Restrictiveness) or patterns of child rearing (Authoritarian and Authoritative pattern) in the Dutch sample. Especially important are the findings concerning the construct validity of these scales

Jan M. A. M. Janssens

Papers

Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review

Parents' child-rearing style and child's sociometric status.

Family predictors of antisocial behavior in adolescence.

Emotional, external, restrained eating and overweight in Dutch adolescents.

Factor structure and construct validity of the block child rearing practices report (CRPR)