The Psychometric Properties of the Social Adjustment Scale for Kindergarten Children

Eqbal  Darandari; Fatma  Alagla

doi:10.35516/hum.v49i3.1362

Authors

Eqbal Darandari King Saud University
Fatma Alagla King Saud University

DOI:

https://doi.org/10.35516/hum.v49i3.1362

Keywords:

Social Adjustment, Kindergarten Children, Psychometric Properties, Theory of Mind

Abstract

The aim of this study is to develop a scale with good psychometric properties to measure the Social Adjustment of kindergarten children. A scale consisting of (67) items was developed to measure three dimensions: social awareness, social facilitation, and the theory of mind. The scale was applied to a sample of (162) kindergarten children with an average age of (M=5.41) and a standard deviation of (SD=0.34). The results indicated a good degree of validity for the scale's scores using content validity and construct validity, through internal consistency and factor analysis indices. The reliability of the scale's scores was also verified through the split-half method (0.94), and internal consistency using Cronbach's alpha Coefficient (0.97). These values indicate that the scale has a high degree of reliability. Standards were derived for the scores using Standardized Z and T scores. The study concluded that the Social Adjustment Scale is appropriate for use and application on kindergarten children.

Downloads

Download data is not yet available.

Author Biographies

Eqbal Darandari, King Saud University

Department of Psychology; College of Education, King Saud University

Fatma Alagla, King Saud University

Department of Early Childhood; King Saud University

References

Al’Uqdah, S. N. (2010). The relationship of exposure to community violence among parents’ psychological distress, satisfaction with life, parental socialization of emotions and preschoolers’ social emotional competence, Unpublished doctoral dissertation, Howard University, Washington, DC.

Gardner, H. (1984). Frames of mind. New York: Basic Books.

Goleman, D. (2007). Social intelligence: The new science of human relationships. London: Arrow Books.

Houssa, M., Grosbois, N., & Jacobs, E. (2014). Experimental study of short-term training in social cognition in pre-schoolers. Journal of Education and Training Studies, 2(1), 139-154.

Hughes, C., Soares, I., Hochmann, J., & Frith, U. (1997). Social behavior in pervasive developmental disorders: Effects of informant, group and "theory-of-mind". European Child & Adolescent Psychiatry, 6, 191-198.

Jdaitawi, M., Ishak, N., Taamneh, M., Gharaibeh, M., & Rababah, L. (2011). The effectiveness of emotional intelligence training program on social and academic adjustment among first year university students. International Journal of Business and Social Science, 2 (24) 251-258.

Keown, J. (2001). Parent-child relationships, peer functioning and preschool hyperactivity. Dissertation abstracts international, 62(3), 1617-1636.

Kosmitizki, C., & John, O. (1993). The implicit use of explicit conception of social intelligence. Personality & Individual Differences, 15, 11-23.

Kolb, K., & Weede, S. (2001). Teaching pro-social skills to young children to increase emotionally intelligence behavior (ED 456916). ERIC. http://files.eric.ed.gov/fulltext/ED456916.pdf

Link, B. (1999). Peer mediation: An empirical exploration empowering elementary school children to resolve conflicts constructively. Dissertation Abstracts International, 59(7), 947-966.

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3–31). New York: Basic Books.

Moore, C. (1996). Theories of mind in infancy. British Journal of Developmental psychology, 14, 19-40.

Proctor, L. (2002). Violence exposure, Friendship, and Social adaptation among Head Start preschoolers. Dissertation Abstracts International, 67(2), 278-301.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185-211.

Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541.