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Skala Spontaniczność-Reaktywność (S-RS): podstawowe założenia i badania

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Smykowski B., Kleka P.

Polskie Forum Psychologiczne

2017

vol. XXII

issue 1

116-138

The main goal of the article is to present the current stage of work on the Spontaneity - Reactivity Scale (S-RS). The Scale serves as an assessment of the extent to which children in preschool and younger school age are ready to learn under the guidance of a teacher. The increase in reactivity of the child and the decline of his spontaneity is regarded as an indicator of readiness. In the course of work on Scale it turned out that its positions are grouped around two non-orthogonal factors: the level of socialization of the will and the level of operating in the field of attention. Theoretical and psychometric analysis confirmed both the validity and reliability of the tool. Validity was estimated by confirmation analysis with good model fit to the data (CFI = 0.932; TLI = 0.920; RMSEA = 0.074 [0,069-0,079]; SRMR = 0.054; AGFI = 0.894) and on the basis of relations with contextual variables (positive correlation with age r = 0.47, p <0.001; higher scores of girls: F (1, 917) = 34.51, p <0.001). The reliability with the Cronbach’s coefficient also reached a satisfactory level: full scale alpha = 0.92 [0,91-0,94], for subscales, respectively 0.86 and 0.92. The tool allows to diagnose children at an older age than in the group of 6-year olds, due to the lack of ceiling effect - the average results oldest children which we tested were at a level of 75% of full scale. In opinions of teachers and educators the Scale gained is a simple to use tool with easy to interpret the results.

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1 Polskie Forum Psychologiczne

1 2017

1 Kleka P.

1 Smykowski B.

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Skala Spontaniczność-Reaktywność (S-RS): podstawowe założenia i badania