Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/28926
Title: Validation of a questionnaire on behaviour academic competence among Chinese preschool children
Authors: Leung, C 
Lo, SK
Leung, SSL
Keywords: Academic competence
Measurement
Issue Date: 2012
Publisher: Pergamon Press
Source: Research in developmental disabilities, 2012, v. 33, no. 5, p. 1581-1593 How to cite?
Journal: Research in developmental disabilities 
Abstract: The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Besides, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive domain of the Preschool Development Assessment Scale (PDAS). Their parents completed a questionnaire on academic competence behaviour, as well as the Strength and Difficulty Scale (SDQ). Their teachers completed the questionnaire on academic competence behaviour. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the scale, with one item deleted. The parent and teacher versions of the revised scale correlated positively with the cognitive domain of the PDAS and the prosocial scale of the SDQ and negatively with SDQ total problem behaviour score. Children with developmental delay were assigned lower scores by their parents and teachers, compared with preschool children, on the revised versions of the academic competence behaviour scale. Reliability estimates (Cronbach's alpha) of the parent and teacher versions of this revised scale were above .80. The results suggested that the two versions of academic competence behaviour scales were promising instruments for the assessment of academic competence behaviour among Chinese preschool children.
URI: http://hdl.handle.net/10397/28926
ISSN: 0891-4222
EISSN: 1873-3379
DOI: 10.1016/j.ridd.2012.03.024
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