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Educational and Psychological Measurement
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The Relationship of Performance on Standardized Tests in Mathematics and Reading to Two Measures of Social Intelligence and One of Academic Self-Esteem for Two Samples of Primary School Children

Sharyne D. Snyder

Culver City Unified School District

William B. Michael

University of Southern California

For a target sample of 74 pupils in grades 1, 2, and 3 who had participated in a two-month training program to develop social skills and for a parallel comparison sample of 69 pupils who had not taken part in the program, the purpose of this study was to provide evidence of the short-term (two-month) predictive and concurrent validity of each of two measures of social intelligence and of a single academic self-esteem scale relative to each of two standardized tests in mathematics and reading (criterion measures) with and without holding grade level (age) constant. Despite the questionable levels of reliability, the two measures of social intelligence showed modest degrees of concurrent and predictive validity for pupils in both the target and comparison samples. One may hypothesize that in view of the comparable validity coefficients realized in both samples for these two social intelligence measures the outcomes could have been as much a function of the types of verbal and reasoning abilities that are required in comprehending the directions of the predictor and criterion measures and in responding to the intricacies of their items as of any contribution of improved attitudes or favorable motivational patterns in test taking arising from the acquisition of prosocial behaviors and social awareness. The academic self-esteem measure failed to demonstrate its validity as a predictor of academic performance.

Educational and Psychological Measurement, Vol. 43, No. 4, 1141-1148 (1983)
DOI: 10.1177/001316448304300424
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