Parent Assessment Questionnaire for Preschool Social Skills – Chinese Version

Description

Social skills are the abilities that children use to adapt to social life and engage in social interactions. These skills encompass a complex set of interpersonal behaviors that individuals demonstrate to initiate and maintain good relationships. Although social interaction and social skills are closely related, they remain distinct concepts. Social interaction refers to the process by which individuals convey information and emotions to one another using verbal and non-verbal symbol systems. In contrast, social skills are the behavioral methods and communication techniques acquired by individuals during their growth periods. According to domestic scholar Zhou Zongkui (2002), the two concepts can be distinguished in three aspects: (1) In terms of behavioral scope, social ability encompasses a broader range of behaviors, while social skills are an important component of social ability; (2) In terms of connotation, social ability is an evaluative and holistic concept, while social skills are primarily a descriptive concept; (3) In terms of application, social ability is mainly used in clinical diagnosis, treatment, and correction (such as in mental health or intellectual disabilities), while social skills are more focused on measuring and training the behaviors of typically developing children. Prosocial behavior is aimed at being helpful and altruistic, whereas social skills aim for reciprocity and win-win outcomes. Therefore, social skills can be viewed as neutral behaviors (Guo Junbin, 2007). Researchers believe that social skills influence individuals’ mental health, social interactions, academic performance, and social adaptability. There are noticeable differences in the assessment scores of children’s social skills from parents, teachers, and experimenters. Further studies indicated that the regression coefficients and explanatory rates for teacher reports and laboratory observations of social skills are lower than those for parental reports. The assessment of children’s social skills uses the Likert-type 5-point scoring method. Each item has 5 options: “Completely disagree” (1 point), indicating that the child does not exhibit the behavior described; “Somewhat disagree” (2 points), indicating occasional exhibition of the behavior; “Neutral” (3 points), indicating the child exhibits this behavior sometimes; “Somewhat agree” (4 points), indicating frequent exhibition of the behavior; and “Completely agree” (5 points), indicating the child’s behavior aligns closely with the description.

Authors and Contact Email

Information not available.

Purpose

The purpose of this research was to assess the social skills of children and analyze the impact of various factors such as family background and caregiver type.

Test Year

Information not available.

Administration Method and Scoring

The assessment of children’s social skills was conducted through a questionnaire filled out by parents using a 5-point Likert scale format.

Reliability and Validity

Information not available.

Factors and Subscales

The self-control dimension (自控性维度) consists of 16 items divided into four factors:
1. Self-regulation (自制性) – Encompasses 3 items regarding a child’s ability to manage their emotions and behaviors.
2. Persistence (坚持性) – Encompasses 6 items related to maintaining efforts in the face of difficulties.
3. Awareness (自觉性) – Encompasses 3 items regarding self-control in adhering to rules.
4. Delay of gratification (延迟满足) – Encompasses 4 items concerning the ability to forego immediate rewards for a longer-term benefit.

The initiative dimension (主动性维度) also consists of 16 items grouped into four factors:
1. Spontaneity (自发性) – Encompasses 3 items regarding actions taken without prompting.
2. Expressiveness (表达性) – Encompasses 4 items focusing on expressing emotions or thoughts actively.
3. Proactivity (率先性) – Encompasses 5 items about taking initiative before responding to needs.
4. Helping (助人) – Encompasses 4 items related to voluntary helping behavior.

Keywords

Social skills, Self-control, Initiative, Family influence, Developmental psychology.

Items in Chinese

1. 自控性维度:
1. 自制性: 5、6、15
2. 坚持性: 3、7、10、11、13、14
3. 自觉性: 1、2、8
4. 延迟满足: 4、9、12、16
2. 主动性维度:
1. 自发性: 1、2、3
2. 表达性: 4、5、6、7
3. 率先性: 8、9、10、11、12
4. 助人: 13、14、15、16

Items in English

1. Self-control Dimension:
1. Self-regulation: 5, 6, 15
2. Persistence: 3, 7, 10, 11, 13, 14
3. Awareness: 1, 2, 8
4. Delay of gratification: 4, 9, 12, 16
2. Initiative Dimension:
1. Spontaneity: 1, 2, 3
2. Expressiveness: 4, 5, 6, 7
3. Proactivity: 8, 9, 10, 11, 12
4. Helping: 13, 14, 15, 16

References

孙圣涛. 家庭环境对幼儿社会技能的影响:作用与机制[D].