Multitrait–Multimethod Analysis of the Strengths and Difficulties Questionnaire in Young Asian American Children

Yu, Jing; Sun, Shuyan; Cheah, Charissa S. L.

doi:10.1177/1073191115586459

Cited by 14 publications

(19 citation statements)

References 49 publications

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“…Nevertheless, our findings highlight the importance of using multiple methods or informants (see also Yu et al, 2016). MTMM designs are favored for several reasons.…”

Section: Discussionmentioning

confidence: 69%

“…Taken together, for all items and scales, the method-specificity was larger than the consistency between students’ self-reports and teachers’ reports. As noted by Yu et al (2016), method effects tend to be strong for psychological measures, particularly for self-reports of well-being (Eid, 2018). In our study, the high correlations between the trait-specific method factors suggested generalizability of the method effects, meaning that teachers either over- or underestimated students’ emotional and social inclusion and their academic self-concept in a similar manner.…”

Section: Discussionmentioning

confidence: 99%

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What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings

2019

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The aim of this study was to investigate the consistency between the self-reports and teacher ratings of students’ emotional and social inclusion at school as well as for their academic self-concept. The German version of the Perceptions of Inclusion Questionnaire (PIQ) was administered to 329 grade 8 students (50.8% female, M age = 14.5 years, SD age = 0.5 years) and their teachers. First, the three-dimensional structure of both PIQ versions was confirmed by confirmatory item factor analysis. The α and ω coefficients demonstrated good reliability for all scales. Second, a correlated trait-correlated method minus one model provided evidence that the method-specificity of teacher ratings was larger than the consistency between the self-reports and teacher ratings. Third, the results of a latent difference model indicated that general method effects can partly be explained by a student’s gender or special educational needs. Finally, the low consistency between self-reports and teacher rating is discussed.

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“…Nevertheless, our findings highlight the importance of using multiple methods or informants (see also Yu et al, 2016). MTMM designs are favored for several reasons.…”

Section: Discussionmentioning

confidence: 69%

Section: Discussionmentioning

confidence: 99%

What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings

2019

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show abstract

“…Measurement equivalence (i.e., metric invariance) of the variables was then tested by comparing the models assuming equal factor loadings across waves to the freely estimated models based on χ 2 difference tests. Regarding reliability of the measurement, we calculated ω coefficient, which is considered a better alternative to coefficient α (Revelle & Zinbarg, 2009; Yu, Sun, & Cheah, 2016). Finally, full structural equation modeling was conducted by estimating structural paths among parenting and child bullying constructs in a cross-lagged analysis.…”

Section: Methodsmentioning

confidence: 99%

Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers’ bullying aggressive behavior

Cheah

Hart

et al. 2019

Dev Psychopathol

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Bullying has been understudied among preschool children, especially those from Chinese American families. Previous research has also neglected the dimensional effects of psychological control on child bullying development. This study examined two psychological control dimensions, love withdrawal and guilt induction, and their effects on children's bullying aggressive behavior using a longitudinal design. Participants were first-generation Chinese American mothers (N = 133; mean age [Mage] = 37.82) and their preschool children (Mage = 4.48). Chinese immigrant mothers reported their psychologically controlling parenting and teachers rated children's bullying aggressive behaviors in the school setting. Confirmatory factor analyses were conducted to establish the psychometric properties and cross-wave measurement equivalence of the study constructs. Cross-lagged structural equation modeling analysis indicated that maternal love withdrawal prospectively predicted more bullying aggressive behavior, whereas guilt induction predicted less bullying aggressive behavior in children 6 months later. These results held after controlling for the initial level of children's problem behaviors and demographic variables (child age, gender, and maternal education). For child effects, child bullying aggressive behavior predicted more maternal guilt induction over time but not love withdrawal. Our findings highlight the importance of construct specificity and cultural context in understanding associations between parenting and child development.

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“…All measures were available in the English and Chinese language and have been used with Chinese or Chinese American samples with acceptable psychometric properties (Nelson et al, 2006; Olsen et al, 2002: Wu et al, 2002; Yu et al, 2015; Yu, Sun, & Cheah, 2016).…”

Section: Methodsmentioning

confidence: 99%

Child inhibitory control and maternal acculturation moderate effects of maternal parenting on Chinese American children’s adjustment.

Yu¹,

Cheah²,

Hart³

et al. 2018

Developmental Psychology

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The goals of this study were to examine: (a) bidirectional associations between maternal parenting (physical punishment and guilt induction) and Chinese American preschool children's psychosocial adjustment and (b) the role of maternal cultural orientation and child temperament in moderating parenting effects. Participants were Chinese American mothers and children (N = 163, M = 4.56, 53% boys). Mothers reported on their parenting practices at both Wave 1 (W1) and Wave 2 (W2) and their cultural orientations and children's inhibitory control at W1. Teachers rated children's prosocial, internalizing, and externalizing behaviors at both W1 and W2. A Bayesian approach to path analysis was utilized to investigate how parenting, child inhibitory control, and maternal cultural orientations work together to predict the development of children's prosociality and psychosocial problems. Results showed that for Chinese immigrant mothers who were highly acculturated toward the American culture and for children with low levels of inhibitory control, maternal use of physical punishment predicted more externalizing problems in children. Child inhibitory control and maternal enculturation were directly associated with less W2 child internalizing and externalizing behaviors. Moreover, physical punishment predicted more internalizing behavior, whereas guilt induction predicted less child internalizing behavior. Maternal guilt induction also prospectively predicted more prosocial behavior but only for children with low levels of inhibitory control. Finally, only one child effect was significant: More W1 internalizing behavior predicted less W2 physical punishment. These effects held after controlling for temporal stabilities of the constructs and demographic covariates. Findings are discussed within the cultural context of the study. (PsycINFO Database Record

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Multitrait–Multimethod Analysis of the Strengths and Difficulties Questionnaire in Young Asian American Children

Cited by 14 publications

References 49 publications

What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings

What Do Teachers Think About Their Students’ Inclusion? Consistency of Students’ Self-Reports and Teacher Ratings

Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers’ bullying aggressive behavior

Child inhibitory control and maternal acculturation moderate effects of maternal parenting on Chinese American children’s adjustment.

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