The social conflict inventory (SCI): A measure of beliefs about classroom peer conflicts |
| |
| Authors: | Dora W Chen Kenneth E Smith |
| |
| Institution: | 1. Teacher Education Department , University of Nebraska at Omaha , 522C Kayser Hall, 6001 Dodge Street, Omaha , NE , 68182–0163 , USA Phone: +1–402–554–3457 E-mail: dorachen@mail.unomaha.edu;2. Teacher Education Department , University of Nebraska at Omaha , 522C Kayser Hall, 6001 Dodge Street, Omaha , NE , 68182–0163 , USA |
| |
| Abstract: | Abstract This study describes the development of the Social Conflict Inventory (SCI), a self‐report teacher belief scale for assessing beliefs about young children's classroom peer conflicts. Three phases were involved in the construction of the SCI: item development, initial testing with one sample (n = 218), and follow‐up field test with a second sample (n = 395) that also addressed the convergent and concurrent validity of the instrument. Reliability and factor analyses conducted during the initial field test resulted in a reduction to 20 items (Cronbach’ s α = .87) with three subscales: General Orientation to Peer Conflict (α = .81), Cessation (α = .84), and Facilitation (α = .65). Similar patterns of factor loadings and reliabilities resulted from analyses of the follow‐up field test data. Overall, the SCI proved to be a reliable instrument for assessing the beliefs concerning the role of classroom conflicts in children's development and for differentiating among groups of teachers. Further use of the SCI in conjunction with other measures of teacher beliefs will contribute to a better understanding of its concurrent validity. Finally, the potential for its use in future studies to clarify the relationship between beliefs and actual classroom practices and as an instrument for assessing the effectiveness of specific classroom management training programs is discussed. |
| |
| Keywords: | |
|
|
