Independence Training Questionnaire

Abstract

The Independence Training Questionnaire (ITQ), developed by June E. Chance in 1961, serves as a specialized psychological scale designed to assess parental attitudes, specifically focusing on mothers’ age expectations for the achievement of independent behaviors in their children. This instrument is an adaptation and expansion of the original questionnaire created by Winterbottom (1958). The ITQ consists of 28 items in total: 20 items retained from Winterbottom’s initial work, complemented by 8 additional items introduced by Chance. Respondents (mothers) are required to indicate the approximate age at which they expect their child to successfully perform each listed behavior, and they are also prompted to mark items they deem particularly important in their personal child-rearing practices.

Keywords

Independence Training Questionnaire, Childhood Development, Mothers’ Age Expectations, Parental Attitudes, Independence (Psychology), Test Construction, Mother-Child Relations, Achievement.

Authors

Chance, June Elizabeth

Purpose

The primary purpose of the Independence Training Questionnaire is to quantitatively assess mothers’ specific age expectations concerning the development and achievement of a predefined set of independent behaviors in their children. By recording the expected age for developmental milestones, the scale aims to provide an index of maternal pressure or encouragement towards early autonomy. This instrument is crucial for research exploring the relationship between early parental expectations and later child outcomes, such as academic and social achievement.

Construct

The central construct measured by the ITQ is Independence, viewed specifically through the lens of maternal expectation and training. The scale operationalizes independence not as a single trait but as a progression of developmental milestones across various domains, including self-care, social assertiveness, responsibility, and cognitive readiness. The instrument indirectly captures the mother’s standard of independence training by asking when she expects these independent behaviors to be mastered, thus reflecting her underlying parental expectations.

Validity

The original source material for the Independence Training Questionnaire does not explicitly indicate any formal studies or documentation regarding the scale’s validity. Specific psychometric data concerning construct validity (e.g., correlation with other established measures of independence or autonomy) or predictive validity (e.g., predicting later child competence) were not reported in the initial publication. Researchers utilizing the ITQ are advised to conduct appropriate validation studies relevant to their specific population and research goals to ensure the instrument is measuring the intended construct effectively.

Reliability

Specific psychometric data concerning the reliability of the Independence Training Questionnaire (ITQ) were not reported in the 1961 article by Chance. Measures such as internal consistency (e.g., Cronbach’s alpha) or test-retest reliability, which quantify the stability and consistency of the scale’s scores, were not provided. Although the ITQ is an adaptation of a previously used measure (Winterbottom, 1958), the inclusion of 8 new items necessitates independent reliability assessment, which appears to be absent in the foundational documentation.

Factor Analysis

No formal factor analysis was indicated or reported for the 28-item Independence Training Questionnaire in the original documentation. The instrument’s structure and item selection appear to be derived primarily from a theoretical framework established by Winterbottom regarding achievement motivation and independence training, supplemented by Chance’s additions designed to broaden the scope of assessed independent behaviors relevant to children entering grade school.

Instrument

Test Type: Inventory/Questionnaire

Format: Paper-based questionnaire (Self-report by mothers)

Language Available: English (Inferred from US sample and publication)

Population Group: Human; Male; Female (Assessing expectations regarding children of both sexes)

Age Group: Measures expectations for children across early and middle childhood stages.

Population Details: Sample consisted of Mothers residing in the United States.

Test Methodology: The methodology requires mothers to report two key pieces of information for each item: 1) the approximate age at which they expect their child to achieve the specified independent behavior, and 2) a mark indicating whether they consider that specific item particularly important in their child psychology approach.

Keywords

Psychological scale, Child-rearing practices, Parental expectations, Independence Training Questionnaire, Developmental psychology, Inventory, Mother-Child Relations.

Authors

Author ORCID Identifier: Not Indicated

Affiliation Email addresses: Not Indicated

Correspondence Address: Not Indicated (Original publication year: 1961)

Permissions & Fee and Test Year

The scale was developed and published in 1961. Permissions documentation suggests that the instrument may be used for Research and Teaching purposes. There is no information provided regarding associated usage fees or licensing costs.

Reference’s

Chance, J. E. (1961). Independence training and first graders’ achievement. Journal of Consulting Psychology, 25(2), 149–154. DOI: https://doi.org/10.1037/h0048055

Items of the Independence Training Questionnaire

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. To stand up for his own rights with other children
2. To know his way around his part of the community so he can play where he wants without getting lost
3. To go outside to play when he wants to be noisy or boisterous
4. To be willing to try new things on his own without depending on his mother for help
5. To be active and energetic in climbing, jumping, and sports
6. To show pride in his own ability to do things well
7. To take part in his parents’ interests and conversations
8. To try hard things for himself without asking for help
9. To be able to eat alone without help in cutting and handling food
10. To be able to lead other children and to be able to assert himself in children’s groups
11. To make his own friends among children of his age
12. To hang up his own clothes and to look after his own possessions
13. To do well in school on his own
14. To be able to undress and to go to bed by himself
15. To have interests and hobbies of his own—be able to entertain himself
16. To earn his own spending money
17. To do some regular tasks around the house
18. To be able to stay at home during the day alone
19. To make for himself decisions like choosing his clothes or how to spend money for toys, hobbies, recreations, etc.
20. To do well in competition with other children—to try hard to come out on top in games and sports
21. To be satisfied to stay with someone he knows well when parents must be away for a few days
22. To decide upon and to purchase small gifts with his own money for family members and close friends
23. To hold short conversations with grown-up friends who come to visit the family
24. To visit and to stay overnight with a playmate
25. To straighten out most of his difficulties with other children without adult intervention
26. To be interested in obtaining good grades in school
27. To take part in group activities such as clubs, scouts, etc.
28. To read a simple story or comics by himself