Abstract
AbstractChild routines have been recognized as positive contributors to children’s development. However, in Portugal there is still a lack of instruments available to assess school-age child routines. The purpose of this study was to present the translation, adaptation, and validation studies of the Portuguese version of the Child Routines Questionnaire (CRQ), a parent self-report measure developed to assess school-age child routines. A total of 460 parents of children aged between 6 and 12 years-old participated in the study. Two studies were conducted to define the CRQ-PT factor structure. In Study 1 (n = 204 children from 6 to 12 years-old), findings from the exploratory factor analysis provided evidence for a four-factor structure (for 32 items), which explained 43.53% of the total variance. In Study 2 (n = 256 children from 6 to 9 years-old), results from confirmatory factor analysis showed good model fit indices (CFI = 0.84, RMSEA = 0.06). The total scale of the CRQ-PT (α = 0.89) and its subscales showed good internal consistency. Further evidence of construct validity was shown by weak to moderate correlations with measures of parental sense of competence and family mealtime routines. Relevant contributions of the study are underscored, namely the availability and usefulness of a reliable and valid assessment tool to evaluate the routines of Portuguese school-age children for clinical practice and research purposes.
Publisher
Springer Science and Business Media LLC
Reference57 articles.
1. Cunha, A. I., Major, S., Alves, M. P., & Coroado, M. (2021). Assessing preschool child routines in the family: A preliminary study of the Portuguese version of the Child Routines Questionnaire - Preschool. Journal ofResearch in Childhood Education, 36(2), 310-326. https://doi.org/10.1080/02568543.2021.1955053
2. Jordan, S. S. (2003). Further validation of the Child Routines Inventory (CRI): Relationship to parenting practices, maternal distress and child externalizing behavior [Doctoral dissertation, Louisiana State University]. LSU Digital Commons. https://digitalcommons.lsu.edu/gradschool_dissertations/3308
3. Sytsma, S. E., Kelley, M. L., & Wymer, J. H. (2001). Development and initial validation of the child routines inventory. Journal of Psychopathology and Behavioral Assessment, 23(4), 241-251. https://doi.org/10.1023/A:1012727419873
4. Jordan, S. S., Arnau, R. C., Stoppelbein, L., Greening, L., & Henderson, J. (2006). Confirmatory factor analysis of the Child Routines Questionnaire. A poster presentation at the 40th Annual Meeting of the Association for Behavioral and Cognitive Therapies, Chicago, IL.
5. Bennett, D. A. (2001). How can i deal with missing data in my study? Australian and New Zealand Journal of Public Health, 5(25), 464–469. https://doi.org/10.1111/j.1467-842x.2001.tb00294.x.