CONSTRUCTION AND PRELIMINARY VALIDATION QUESTIONNAIRE FOR SCHOOL READINESS

Abstract

Cilj ovog istraživanja bio je konstruirati Upitnik spremnosti za školu. Ispitali smo metrijske karakteristike Upitnika spremnosti za školu. Ispitali smo namjerni uzorak od 89 djece, koja pohađaju dječji vrtić u Zagrebu. Na temelju faktorske analize, reducirali smo broj čestica od 50 na 31. Rezultati indiciraju uglavnom nisku povezanost skala upitnika s Testom spremnosti za školu (TSŠ). Pouzdanost skala je zadovoljavajuća, a diskriminativna vrijednost niska, odnosno može se reći da su čestice upitnika prelagane za ovaj uzorak ispitanika. Usporedbom rezultata djevojčica i dječaka, pokazalo se da se djeca različitog spola ne razlikuju statistički značajno prema rezultatu u skalama Socio-emocionalni razvoj i Kognitivni razvoj, dok se kod skala Tjelesni razvoj i motorika i Pažnja i znatiželja pokazalo da su djevojčice statistički značajno uspješnije od dječaka. Ove nalaze smo protumačili rodnom pristranošću ove skale. Rezultati djece na skali Tjelesni razvoj i motorika te dvjema skalama kognitivnog razvoja statistički značajno se ne razlikuju, s obzirom na obrazovni status majke i oca. Na skali Socio-emocionalni razvoj, djeca očeva nižeg i srednjeg obrazovnog statusa postižu statistički značajno bolji rezultat u odnosu na djecu očeva višeg obrazovnog statusa. Korelacije međutim pokazuju da je povezanost između stručne spreme roditelja i svih područja razvoja djeteta procijenjenih upitnikom praktički nulta.The aim of this study was to construct a School-readiness Questionnaire. We examined the psychometric characteristics of the Questionnaire for school readiness. We investigated an intentional sample of 89 children who attend kindergarten in Zagreb. Based on the factor analysis, we have reduced the number of items from 50 to 31 items. The results indicate generally low correlation scales of the questionnaire with the Test of readiness for school (TSŠ). Reliability is satisfactory and acceptable, but the discriminative value is low, hence can be said that the items of the questionnaire were too easy for this sample of subjects. Comparing the results achieved by girls and boys, it is showed that children of different genders do not differ significantly on the scales of Socio-emotional development and Congitive development, while girls have significantly better results than boys in the scales of Physical development and motor skills and Attention and curiosity. We have interpreted these findings with a gender bias of this scale. Results at a scale Physical development and motor skills and two scales of cognitive development do not differ significantly, in relation to the educational status of mother and father. At the scale Socio-emotional development, children of fathers with lower and medium educational status, achieved significantly better results compared to children of fathers of higher educational status. However, the values of correlations show that the connection between parents and their educational status with all the areas of child development estimated with questionnaire is practically zero