The purposes of this study were 1) to develop a social behavior assessment system for adolescent - social competence scale; and 2) to evaluate the reliability and validity of this proposed scale. The social behavior assessment system for adolescent comprised three scales: the teacher rating scale (TRS), parent rating scale (PRS), and self-report scale (SRS). TRS, PRS, and SRS all included 110 items in two scales: social competence scale (SCS) and problem behavior scale (PBS). The social competence scale consisted of 48 items divided into seven subscales for measuring three theoretical dimensions: self-control, interpersonal interaction, and academic behavior. The development of social competence scale yielded the following results regarding validity: 1) evidence based on test content was established and supported by exploring literature and expert validity; 2) TRS-SCS, PRS-SCS, and SRS-SCS all have high internal consistency reliability and 4-week-interval re-test reliability. Besides, the inter-rater reliability between teachers, parents and students were lower to moderate; 3) the concurrent criterion related evidence of the TRS-SCS and PRS-SCS to the behavioral and emotional rating scale and the SRS-SCS to the Beck youth inventories were all significant; 4) the discriminant evidence of TRS-SCS was found to be considerably satisfactory in discriminating children with emotional and behavioral problems from those without; 5) evidence based on internal structure indicates that the results of confirmatory factory analysis were found considerably satisfactory in TRS-SCS, PRS-SCS, and SRS-SCS. In general, the reliability and validity of the study were satisfactory. Finally, the percentile rank and t-score norms were developed for 607 subjects in TRS-SCS, 1,168 subjects in PRS-SCS and 1,246 subjects in SRS-SCS.
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The Development of Social Competence Scale for Adolescent
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