Table 3.
Factor loadings and theory-based explanations resulting from exploratory factor analysis with the development dataset
| Variable | Would you say that this child… | Factor1 | Factor2 | Factor3 | Uniqueness | Theory based explanation |
|---|---|---|---|---|---|---|
| qc10 | Demonstrates respect for children | 0.7440 | 0.4707 | Requires to inhibit emotions and behavior | ||
| qc9 | Demonstrates respect for adults | 0.6693 | 0.4933 | Requires to inhibit emotions and behavior | ||
| qc37 | Gets into physical fights | 0.6625 | 0.6026 | Requires to regulate emotions and needs a certain motivation to regulate behavior | ||
| qc47 | Is impulsive, acts without thinking | 0.6237 | 0.5022 | Impulsivity is the inability to regulate emotions and behavior. If someone is planned, then he can regulate his emotions and act in a self-controlled manner | ||
| qc5 | Follows rules and instructions | 0.5344 | 0.6048 | Requires the ability to motivate oneself to adapt and to inhibit "rebellious" emotions and behave accordingly | ||
| qc11 | Accepts responsibility for actions | 0.4134 | 0.4878 | Requires the ability stand up for own mistakes to resist the impulse to be offended and "run away". This requires to regulate emotions and behavior by being honest and not offended | ||
| qc7a | Demonstrates self-control | < 0.4 | 0.6445 | Can mean anything and does not separate well. The item is not worded accurately enough | ||
| qc46a | Has temper tantrums | < 0.4 | 0.8090 | You can throw tantrums for very different reasons. However, this does not necessarily mean that one has a bad SR | ||
| qc15 | Works independently | 0.7598 | 0.4631 | to be able to work independently, I have to be able to remember things and stay on task | ||
| qc17 | Works neatly and carefully | 0.7359 | 0.3816 | to be neat and careful, I need to be able to structure myself and my thoughts | ||
| qc14 | Completes work on time | 0.7344 | 0.4662 | To stay on schedule, I also need to be able to stay on task and focus my thoughts on what I'm doing | ||
| qc24 | Is able to follow class routines without reminders | 0.5504 | 0.6140 | Requires the ability to remember things and also be able to recall it again | ||
| qc12 | Listens attentively | 0.5315 | 0.4751 | Requires the ability to block out disturbing thoughts and memories | ||
| qc16 | Takes care of school materials | 0.5002 | 0.4667 | Requires to be careful and not destroy anything on purpose. Requires the ability to suppress the impulse to destroy, which is sometimes perceptible, and behave appropriately and in a controlled manner | ||
| qc2a | Has the ability to get along with peers | < 0.4 | 0.7658 | Too many things in one item. Doesn't have to be SR ability if someone can get along with another kid | ||
| qc44 | Fidgets | 0.7379 | 0.4575 | Fidgeting and being restless and physically active doesn't necessarily mean that a child is not able to concentrate, but certainly often goes hand in hand with it | ||
| qc43 | Is distractible, has trouble sticking to any activity | 0.7372 | 0.4048 | Requires the ability to concentrate and focus attention | ||
| qc42 | Can’t sit still, is restless | 0.7171 | 0.4387 | These children have difficulties to focus their attention | ||
| qc50 | Is inattentive | 0.6705 | 0.4803 | These children can't concentrate and selectively focus their attention | ||
| qc48a | Has difficulty awaiting turn in games or groups | < 0.4 | 0.6657 | Awaiting turn requires patience and waiting is different from attention and concentration |
Note: aItem excluded from subsequent analysis (structured equation modeling and BA-Plots)
Item numbers in bold: Items corresponding with VSK-SR items: Waits for his or her turn (qc5), Performs activities he or she does not like (qc11), Wants things immediately (qc48), Considers the consequences of his or her own actions (qc11, qc47), Finishes tasks (qc14, qc43)