Social value orientation refers to a pattern of behavior individuals exhibit based on their preferences and interests. The Social Value Orientation (SVO) questionnaire categorizes respondents into four groups: egoists, altruists, competitors, and undetermined. This study aimed to identify variables that may affect the stability of the SVO questionnaire and lead to variations in behavioral patterns. Data collection was conducted using a Google questionnaire on a sample of Czech adults (N = 183; 114 women, 69 men). The translated version of the SVO questionnaire demonstrated high reliability, with a Cronbach’s alpha value of 0.95. Content validity was confirmed through expert evaluation of the research tool. Significant effects were observed for variables such as status (student/non-student), perceived attractiveness, and self-perception of power on respondents’ social value orientation. These findings are discussed in detail in the conclusion section of the study.
Keyword(s) : psychometric properties
Measuring Motivation in Preschool Children: Validation of the Russian Version of the Child Behaviour Motivation Scale
The aim of this study was to validate of the Russian version of the Child Behaviour Motivation Scale (CBeMO). The tool is designed to assess learning motivation in preschool and primary school children. Fifty-nine educators participated in the study and completed the CBeMO scales individually for each child in the older groups with whom they had worked for at least 4 months. The total sample consisted of 754 children aged 5-6 years. An internal consistency analysis of the scales indicated a high level of unidimensionality across all scales of the instrument (“Task Orientation”, “Task Avoidance”, and “Social Orientation”). Confirmatory analysis confirmed the consistency of the empirical data with the theoretical model of the questionnaire. The actual structure of the data obtained on the Russian sample, as determined by factor analysis, except for one item, is identical to the original configuration of the scales. Therefore, no additional procedures are required to improve the Russian version of the questionnaire and no measures of cultural adaptation are required for the further use of the Russian version of the questionnaire. In addition to the assessment of psychometric properties, an analysis was carried out to determine the role of age, gender, intelligence and language environment in children’s learning motivation. The article presents the results of the analysis, suggestions for their interpretation, and promising directions for further research.