The Preschool Behaviour Questionnaire has been used widely to assess children's aggressive, anxious, and hyperactive behaviour. Items from the Prosocial Behaviour Questionnaire were added to create a prosocial scale. The resulting questionnaire was administered to teachers of three large samples of kindergarten children and shown to have three stable, orthogonal components disruptive (13 items): anxious (6 items); and prosocial (10 items). Mother and peer assessments of children were used to investigate concurrent and predictive validity. Concurrent data showed that the disruptive component was highly correlated with peer assessments and moderately correlated with mother assessments; the prosocial component was moderately correlated with peer assessments but marginally correlated with mother assessments, whereas the anxious component was marginally correlated with peer assessments and moderately correlated with mother assessments. From a predictive perspective it was shown that highly disruptive boys in kindergarten who were prosocial, were assessed by mothers and teachers at age 9 to be better adjusted than highly disruptive boys in kindergarten who were non-prosocial.
The aim of the study was to investigate the relationship between professional isolation of teachers and their occupational stress. A systematic random sample of 1,110 teachers in Quebec were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Stress Inventory. Analysis gave, as expected, a positive and significant correlation between isolation and occupational stress. This highlights the importance of looking for ways to reduce professional isolation of teachers.
Validation de la version frangaise du questionnaire Coping with Children's Negative Emotions Scale-CCNES S. COUTU et D. DUBEAU, Universit6 du Qu6bec a Hull M. A. PROVOST et N. ROYER, Universit6 du Qu6bec a Trois-Rivi6res S. LAVIGUEUR, Universit6 du Qu6bec a Hull Validation of the French Version of the Coping with Children's Negative Emotions Scale -CCNES R6sum6 Le but de l'6tude est d'6valuer les qualit6s psy-chom6triques de la traduction frangaise du Coping with Children's Negative Emotions Scale-CCNES (Fabes, Eisenberg, & Bernzweig, 1990). Uinstrument pr6sente 12 situations hypoth6tiques d6crivant un enfant qui exprime une 6motion n6gative. Pour chacune de ces situations, six r6actions parentales sont propos6es : exprimer de la d6tresse, punir le comportement, minimiser l'importance de l'6motion, encourager l'expression de l'6motion, r6conforter et rechercher des solutions. Le parent doit indiquer (sur une 6chelle en 7 points) la probabilit6 qu'il r6agisse selon chacune des r6actions d6crites. Au total, 220 m6res et 154 p6res ayant un enfant d'age pr6scolaire ont rempli le CCNES-vf. Les mesures de coh6rence interne, de stabilit6 temporelle et de validit6 de convergence indiquent que les qualit6s psychom6triques du CCNES-vf sont satisfaisantes et comparables h celles de l'instrument original.
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