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A self‐report play skills questionnaire: Technical development
Author(s) -
Sturgess Jennifer,
Ziviani Jenny
Publication year - 1996
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1111/j.1440-1630.1996.tb01850.x
Subject(s) - psychology , developmental psychology , significant difference , clinical psychology , perception , internal consistency , medicine , pediatrics , psychometrics , neuroscience
A play skills self‐report questionnaire in game form was administered to 72 children aged between 4 years 10 months and 7 years 6 months. The same questions were answered by a parent and teacher of each child. The aim was to establish how children's perceptions of their play skills differed from those of their parents and teachers. Twenty‐two children were retested after 1 month to examine test‐retest reliability. The influence of age and gender on play self‐report and on parent and teacher report, and the effect of position in the family, were also examined. Results indicated that children's views of their play skills were different from adults. Child and parent absolute agreement was significant to P = 0.05 on 6 questions, and child and teacher on 1. There was a significant positive correlation between means of parent and teacher responses ( r = 0.42, P = 0.0025) but not betweeen child and parent or child and teacher. Some consistency over time in the children's own view was found (7 questions showed significant agreement to P = 0.05). There was no significant interaction between age, gender and total score, but a significant gender difference for teacher mean score ( z =‐2.31, P = 0.02) was identified. Means of parents with only one child and those with the subject and one younger child were significantly different ( t = 3.48, d.f. = 23, P = 0.002). These results suggest that further investigation of methods for children to self‐report their play skills is warranted.