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The Lamer Social Competence in Preschool scale (LSCIP): Structural validity in a large Norwegian community sample

Zachrisson, Henrik Daae; Janson, Harald; Lamer, Kari
Journal article, Peer reviewed
Accepted version
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Postprint. Embargo 2019-08-01 (291.6Kb)
URI
https://hdl.handle.net/10642/6693
Date
2018-02-01
Metadata
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  • LUI - Institutt for internasjonale studier og tolkeutdanning (IST) [135]
Original version
Zachrisson HD, Janson HT, Lamer K. The Lamer Social Competence in Preschool scale (LSCIP): Structural validity in a large Norwegian community sample. Scandinavian Journal of Educational Research. 2018   http://dx.doi.org/10.1080/00313831.2017.1415963
Abstract
There is an increasing emphasis on the importance of social competence for children’s development, well-being, and learning. Thus age- and context-appropriate measures are needed. This study addresses the structural validity of the Lamer Social Competence in Preschool (LSCIP) scale, developed to accommodate the Nordic model of early childhood pedagogy. The authors specify the theoretical basis for a bi-factor model of social competence. This model is tested in a large (n=1157), community based sample of Norwegian children, including teacher- (at age 2, 3, and 4), mother- (at age 4), and father- (at age 3) reports. A model with a main factor for social competence, and three bi-factors fit data across ages and reporters, with factorial, but not strong, invariance over time.
Publisher
Taylor & Francis
Series
Scandinavian Journal of Educational Research;
Journal
Scandinavian Journal of Educational Research

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