Description of the Questionnaire

The questionnaire “Children’s Self-Efficacy for Peer Interaction Scale” is a self-report scale consisting of 20 items. Students are asked to indicate how easy or difficult it is for them to engage in specific social situations at school, using a four-point scale: 1 = Very difficult, 2 = Difficult, 3 = Easy, 4 = Very easy. The items are categorized into two subscales: verbal persuasion strategies, which include 8 items, and conflict situations, which include 12 items.

Data Analysis and Use

The analysis of the Greek adaptation of the tool demonstrated the existence of two factors: non-conflict situations, with a mean score of 3.08 and internal reliability of 0.46, and conflict situations, with a mean score of 2.96 and internal reliability of 0.51. These two factors are significantly differentiated and refer to different types of social conditions. The correlation between the two is 0.44. Additionally, correlations with other variables, such as loneliness and social dissatisfaction, support the conceptual validity of the scale. The Pearson correlation coefficient between non-conflict and conflict situations is 0.64.

Purpose

The scale was developed to assess the perception of school-aged children, particularly elementary school students, regarding their effectiveness in interactions with peers within the school environment.

Scoring

The total score is obtained by summing the responses to all items. The higher the total score, the greater the child’s perceived ability to interact effectively with peers. The internal consistency reliability (Cronbach’s alpha) of the Greek adaptation is 0.84 overall, 0.85 for 4th grade, 0.83 for 6th grade, 0.84 for boys, 0.84 for girls, 0.80 for non-conflict situations, and 0.69 for conflict situations.

References

Galanaki, E. P., & Kalantzi-Azizi, A. (1999). Loneliness and social dissatisfaction: Its relation with children’s self-efficacy for peer interaction. Child Study Journal, 29, 1–22. Wheeler, V. A., & Ladd, G. W. (1982). Assessment of children’s self-efficacy for social interaction with peers. Developmental Psychology, 18, 795–805.