Abstract
The structure and construct validity of the Cali fornia Preschool Social Competency Scale as used with disadvantaged children ( N = 1,723) in New York State was investigated through factor analysis. Five factors were extracted and interpreted as (1) Considerateness; (2) Extraversion; (3) Task Orienta tion; (4) Verbal Facility; and (5) Response to the Unfamiliar. The first three of these were found to be empirically similar to the three dimensions of the Classroom Behavior Inventory. These three fac tors plus the fourth, Verbal Facility, appeared to be conceptually similar to factors isolated in a number of other research-based social competency scales.
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