Greek Validation of the Factor Structure and Longitudinal Measurement Invariance of the Strengths and Difficulties Quest
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ORIGINAL ARTICLE
Greek Validation of the Factor Structure and Longitudinal Measurement Invariance of the Strengths and Difficulties Questionnaire‑Self Report (SDQ‑SR): Exploratory Structural Equation Modelling Rapson Gomez1 · Frosso Motti‑Stefanidi2 · Scott Jordan3 · Vasileios Stavropoulos2,3 Accepted: 15 September 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The study examined the factor structure and longitudinal measurement invariance over three time points (1-year apart) of the Strengths and Difficulties Questionnaire-Self Report (SDQ-SR) for ratings provided by adolescents in Greece. It used exploratory structural equation modelling (ESEM) to achieve these two goals. At time point one, a total of 968 adolescents (males = 508, and females = 460) between 12 and 17.9 years completed the SDQ-SR. In relation to factor structure, ESEM tested the fit of one- to five-factor models. The findings were interpreted as indicating most support for the ESEM model with three factors (the factors being dysregulation, peer problems, and prosocial behaviour). This model showed support for configural invariance and full metric invariance across the three time points. Except for two thresholds, all other thresholds were also invariant across the three time points. Thus, there was good support for longitudinal measurement invariance. The implications of the findings for use of the SDQ-SR are discussed. Keywords Strengths and difficulties questionnaire-self report (SDQ-SR) · Factor structure · longitudinal measurement invariance · Exploratory structural equation modelling (ESEM)
Introduction Worldwide, the Strengths and Difficulties Questionnaire [1, SDQ R2] is one of the most often used measures for screening emotional and behavioral problems of children, aged 4 to 16 years [1]. Identical versions of the SDQ exist for parent and teacher completion, and there is also a near-identical version for self-completion by adolescents between 11 and
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s10578-020-01065-7) contains supplementary material, which is available to authorized users. * Vasileios Stavropoulos [email protected] 1
Federation University, Victoria, Australia
2
National & Kapodistrian University of Athens, Athens, Greece
3
College of Health and Biomedicine, Victoria University, Footscray Nicholson Campus, Room N108c, Victoria, Melbourne, Australia
16 years of age [2]. All three versions have 25 items and are freely available in more than 80 languages [3]. They all have five scales, with five items in each scale. The scales are emotional symptoms (ES), conduct problems (CP), hyperactivity/inattention (HI), peer problems (PP), and prosocial behavior [PS; 1, 2]. The organization of the 25 items into these scales concurs with nosological models (as in Diagnostic and Statistical Manual of Mental Disorders–Fourth edition). Given such qualities, all versions of the SDQ have been offered as useful screening instru
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