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Program Outcomes for
Youth
Social
Competencies
Social Responsibility
Measures
Social responsibility is a highly complex construct and seems to defy
the development of one overarching measurement. Additionally, the literature
does not suggest that one can measure social responsibility in and of
itself. Rather, most researchers and practitioners measure the individual
components they believe contribute to an individual developing into a
socially responsible person. Social responsibility has been conceptualized
and linked to diversity, ethnicity, tolerance, and gender issues. A variety
of instruments have been used to measure the underlying dimensions of
social responsibility. These include the Adolescent Interpersonal Competence
Questionnaire, The Helping Dispositions Scale (Middleton & Kelly, 1996),
the Social Goal Questionnaire, and the Beliefs About the Causes of Social
Success (Jarvinen & Nicholls, 1996). None of these instruments however,
attempt to directly measure the entire scope of social responsibility.
It is possible that often overlooked qualitative measures such as portfolios,
diaries or journals, and personal interviews can be valuable and useful
alternative sources of data gathering in the investigation of social responsibility.
| Name: |
Adolescent Interpersonal Competence
Questionnaire (AICQ) |
| Author: |
Buhrmester, Furman, Wittenberg, & Reis |
| Date: |
1988 |
| Instrument
Description: |
A questionnaire
was developed to investigate the utility of distinguishing among different
domains of interpersonal competence. It was used across three subsequent
studies. The measurement contains five subscales: Relationship Initiation,
Self-Disclosure, Negative Assertion, Offering Emotional Support, and
Conflict Management. Each scale consists of 8 items set up in a way
that allows adolescents to respond to questions regarding common interpersonal
situations by means of a 5-item Likert-type scale ranging from "poor
at this" to "good at this." Scale scores are determined by averaging
the responses for each of the five scales. Higher scores indicate
higher functioning in each area. |
| Where
Available: |
Duanne Buhrmester,
Dept. of Psychology, University of California, Los Angeles, CA 90024 |
| Literature Reference: |
Buhrmester, D., Furman, W.,
Wittenberg, M. T., & Reis, H. T. (1988). Five Domains of Interpersonal
Competence in Peer Relations. Journal of Personality and Social Psychology,
55(6), 991-1008. |
| Cost: |
Not available |
| Intended Audience: |
College students but has been
used on adolescents ages 15-18 (See Middleton, E.B. & Kelly, K. R.
(1996). Effects of community service on adolescent personality development.
Counseling & Values, 40, 132-142) |
| Subtests: |
None indicated. |
| Psychometrics: |
Internal consistency coefficients
were found to be between .77 and .87 with a mean of .83. A 4-week
test-retest reliability estimate were between .69 and .89 for the
five scales. The validity of the independence of the five scales was
tested by factor analysis. |
| Advantages/Disadvantages |
None noted. |
| Name: |
Beliefs about the Causes of
Social Success Questionnaire |
| Author: |
Dennis W. Jarvinen and John G. Nicholls |
| Date: |
1996 |
| Instrument Description:
|
Designed to measure adolescents
level of agreement with statements about what peers who get along
well with others must do to succeed socially. Factor analysis revealed
six factors accounting for 64% of the variance. The belief factors
were be sincere, status, be responsible, pretend to care, entertain,
and be tough. |
| Where Available: |
Denis W. Jarvin, MetriTech Incorporated,
4106 Fieldstone Dr., Champaign, IL 61821 |
| Literature Reference: |
Jarvinen, D. W. & Nicholls,
J. G. (1996). Adolescent's social goals, beliefs about the causes
of social success and satisfaction in peer relations. Developmental
Psychology, 32(1), 435-441 |
| Cost: |
Not Available |
| Intended Audience: |
Adolescents |
| Subtests: |
Sincere, status, be responsible, pretend
to care, entertain, and be tough. |
| Psychometrics: |
Coefficient alphas were sincere
(.88), status (.87), be responsible (.82), pretend to care (.82),
entertain (.67), and be tough (.75). |
| Advantages/Disadvantages |
Lack of other psychometrics such as test-retest
reliability. Instrument testing to date has been confined to only
one group. |
| Name: |
Social Goals Questionnaire |
| Author: |
Dennis W. Jarvinen and John G. Nicholls |
| Date: |
1996 |
| Instrument Description:
|
This instrument is designed
to assess adolescent's preferences for different types of peer social
interactions. Factor analysis revealed six dimensions accounting for
62% of the variance: dominance, intimacy, nurturance, leadership,
popularity, and avoidance. |
| Where Available: |
Denis W. Jarvin, MetriTech Incorporated,
4106 Fieldstone Dr., Champaign, IL 61821 |
| Literature Reference: |
Jarvinen, D. W. & Nicholls,
J. G. (1996). Adolescent's social goals, beliefs about the causes
of social success and satisfaction in peer relations. Developmental
Psychology, 32(1), 435-441 |
| Cost: |
Not available |
| Intended Audience: |
Adolescents |
| Subtests: |
Dominance, intimacy, nurturance,
leadership, popularity, and avoidance. |
| Psychometrics: |
Alpha coefficients for the
scales were dominance (.85), intimacy (.84), nurturance(.83), leadership
(.81), popularity (.78), and avoidance (.80). |
| Advantages/Disadvantages |
Lack of other psychometrics
such as test-retest reliability. Testing to date confined to only
the one group. |
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