tom XXII / numer 1Błażej Smykowski, Paweł Kleka, Skala Spontaniczność-Reaktywność (S-RS): podstawowe założenia i badania

powrót do archiwum

Cytowanie

DOI: 10.14656/PFP20170107

Abstrakt

The main goal of the article is to present the current stage of work on
the Spontaneity - Reactivity Scale (S-RS). The Scale serves as an assessment of the extent
to which children in preschool and younger school age are ready to learn under
the guidance of a teacher. The increase in reactivity of the child and the decline of
his spontaneity is regarded as an indicator of readiness. In the course of work on
Scale it turned out that its positions are grouped around two non-orthogonal factors:
the level of socialization of the will and the level of operating in the field of attention.
Theoretical and psychometric analysis confirmed both the validity and reliability
of the tool. Validity was estimated by confirmation analysis with good model fit to
the data (CFI = 0.932; TLI = 0.920; RMSEA = 0.074 [0,069-0,079]; SRMR = 0.054; AGFI
= 0.894) and on the basis of relations with contextual variables (positive correlation
with age r = 0.47, p <0.001; higher scores of girls: F (1, 917) = 34.51, p <0.001). The reliability
with the Cronbach’s coefficient also reached a satisfactory level: full scale
alpha = 0.92 [0,91-0,94], for subscales, respectively 0.86 and 0.92.
The tool allows to diagnose children at an older age than in the group of 6-year
olds, due to the lack of ceiling effect - the average results oldest children which we
tested were at a level of 75% of full scale.
In opinions of teachers and educators the Scale gained is a simple to use tool with
easy to interpret the results.
Key words: spontaneity, reactivity, learning under the guidance of a teacher, psychometric
properites