Farsi Version of Social Skills Rating System-Secondary Student Form: Cultural Adaptation, Reliability and Construct Validity

authors:

avatar Ahmad Ali Eslami 1 , * , avatar Maryam Amidi Mazaheri 1 , avatar Firoozeh Mostafavi 1 , avatar Mohamad Hadi Abbasi 1 , avatar Ensieh Noroozi 2

Department of Health Education and Health Promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
Department of Health Education and Health Promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Andorra
Iranian Journal of Psychiatry and Behavioral Sciences: Vol.8, issue 2; 97-104
published online: June 30, 2014
article type: Original Article
received: April 11, 2014
revised: March 13, 2014
accepted: July 06, 2014

how to cite: Eslami A A, Amidi Mazaheri M, Mostafavi F, Abbasi M H, Noroozi E. Farsi Version of Social Skills Rating System-Secondary Student Form: Cultural Adaptation, Reliability and Construct Validity. Iran J Psychiatry Behav Sci. 2014;8(2): 97-104. 

Abstract

Objective: Assessment of social skills is a necessary requirement to develop and evaluate the effectiveness of cognitive and behavioral interventions. This paper reports the cultural adaptation and psychometric properties of the Farsi version of the social skills rating system-secondary students form (SSRS-SS) questionnaire (Gresham and Elliot, 1990), in a normative sample of secondary school students.
Methods: A two-phase design was used that phase 1 consisted of the linguistic adaptation and in phase 2, using cross-sectional sample survey data, the construct validity and reliability of the Farsi version of the SSRSSS were examined in a sample of 724 adolescents aged from 13 to 19 years.
Results: Content validity index was excellent, and the floor/ceiling effects were low. After deleting five of the original SSRS-SS items, the findings gave support for the item convergent and divergent validity. Factor analysis revealed four subscales. Results showed good internal consistency (0.89) and temporal stability (0.91) for the total scale score.
Conclusion: Findings demonstrated support for the use of the 27-item Farsi version in the school setting. Directions for future research regarding the applicability of the scale in other settings and populations of adolescents are discussed.
Declaration of interest: None.
Citation: Eslami AA, Amidi Mazaheri M, Mostafavi F, Abbasi MH, Noroozi E. Farsi version of social skills rating system-secondary student form: Cultural adaptation, reliability and construct validity. Iran J Psychiatry Behav Sci 2014; 8(2): 97-104.

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