NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
What Works Clearinghouse Rating
Showing 1 to 15 of 253 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Shukla, Kathan D.; Waasdorp, Tracy E.; Lindstrom Johnson, Sarah; Orozco Solis, Mercedes Gabriela; Nguyen, Amanda J.; Rodríguez, Cecilia Colunga; Bradshaw, Catherine P. – Journal of Psychoeducational Assessment, 2019
School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive…
Descriptors: Educational Environment, Violence, Factor Analysis, Error of Measurement
Peer reviewed Peer reviewed
Direct linkDirect link
Doromal, Justin B.; Cottone, Elizabeth A.; Kim, Helyn – Journal of Psychoeducational Assessment, 2019
This study investigated the measurement of social emotional competence in low-income youth by assessing the validity of responses derived from the widely used, teacher-rated Devereux Student Strengths Assessment (DESSA). Based on the five-component social emotional learning model proposed by the Collaborative for Academic, Social, and Emotional…
Descriptors: Low Income, Kindergarten, Factor Analysis, Social Development
Peer reviewed Peer reviewed
Direct linkDirect link
Wilson, Claire A.; Plouffe, Rachel A.; Saklofske, Donald H.; Di Fabio, Annamaria; Prince-Embury, Sandra; Babcock, Sarah E. – Journal of Psychoeducational Assessment, 2019
This study presents a cross-cultural validation of the recently developed Resiliency Scale for Young Adults (RSYA) with a sample of 289 Canadian university students and 259 Italian university students. The RSYA demonstrated good internal consistency across the two samples and acceptable retest reliability for the Canadian sample. Confirmatory…
Descriptors: Resilience (Psychology), Cross Cultural Studies, College Students, Measures (Individuals)
Peer reviewed Peer reviewed
Direct linkDirect link
Dombrowski, Stefan C.; McGill, Ryan J.; Canivez, Gary L.; Peterson, Christina H. – Journal of Psychoeducational Assessment, 2019
When the Differential Ability Scales--Second Edition (DAS-II) was developed, the instrument's content, structure, and theoretical orientation were amended. Despite these changes, the "Technical Handbook" did not report results from exploratory factor analytic investigations, and confirmatory factor analyses were implemented using…
Descriptors: Cognitive Tests, Cognitive Ability, Factor Structure, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Nitkowski, Dennis; Fern, Julia; Petermann, Ulrike; Petermann, Franz; Zeman, Janice L. – Journal of Psychoeducational Assessment, 2019
In Germany, there are no self-report questionnaires assessing emotion awareness in youth under the age of 16 years or simultaneously with emotion suppression. The "Emotion Expression Scale for Children" (EESC) measuring lack of emotion awareness and reluctance to express emotions in 10- to 15-year-olds can fill this gap. Goal of this…
Descriptors: Foreign Countries, Early Adolescents, Emotional Response, Self Control
Peer reviewed Peer reviewed
Direct linkDirect link
Ning, Hoi Kwan – Journal of Psychoeducational Assessment, 2019
Elliot, Murayama, Kobeisy, and Lichtenfeld recently developed a measure to assess students' self-based potential-approach and potential-avoidance achievement goals. The purpose of this study was to investigate the factor structure and criterion validity of this measure based on data obtained from a sample of Hong Kong university students. Results…
Descriptors: Factor Structure, Goal Orientation, Models, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Ng, Zi Jia; Huebner, E. Scott; Maydeu-Olivares, Alberto; Hills, Kimberly J. – Journal of Psychoeducational Assessment, 2019
While adolescence is a critical stage of development marked by heightened bottom-up emotional reactivity and immature top-down regulatory control, research on emotion regulation has relatively neglected middle childhood to adolescence years. This may be attributed to the limited number and scope of age-appropriate, reliable, and valid measures of…
Descriptors: Questionnaires, Children, Adolescents, Longitudinal Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Camodeca, Amy; Hosack, Alexandra; Todd, Kylie Q. – Journal of Psychoeducational Assessment, 2019
The extant literature regarding psychometric properties of measures of subclinical adult autism traits is sparse. The current study investigated the validity and internal consistency reliability of the 26-item Autism Quotient (AQ-26), a self-report measure of autism traits, in a nonclinical young adult sample. Results indicated significantly…
Descriptors: Autism, Pervasive Developmental Disorders, Genetics, Symptoms (Individual Disorders)
Peer reviewed Peer reviewed
Direct linkDirect link
Gygi, Jasmin T.; Ledermann, Thomas; Grob, Alexander; Rudaz, Myriam; Hagmann-von Arx, Priska – Journal of Psychoeducational Assessment, 2019
The Reynolds Intellectual Assessment Scales (RIAS) measures general intelligence and its two main components, verbal and nonverbal intelligence, each comprising of two subtests. The RIAS has been recently standardized in Denmark, Germany, Switzerland, and Spain. Using the standardization samples of the U.S. (n = 2,438), Danish (n = 983), German (n…
Descriptors: Factor Analysis, Factor Structure, Intelligence Tests, Verbal Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Lohbeck, Annette; Petermann, Franz – Journal of Psychoeducational Assessment, 2019
The present study with 2,273 students aimed to examine the factorial validity of the "Anxiety Questionnaire for Students" (AFS) by using the bifactor modeling framework, that is, contrasting a confirmatory factor analysis (CFA) model to an exploratory structural equation model (ESEM) and two bifactor models (B-CFA and B-ESEM). In…
Descriptors: Anxiety, Questionnaires, Test Validity, Factor Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Ahn, Inok; Patrick, Helen; Chiu, Ming Ming; Levesque-Bristol, Chantal – Journal of Psychoeducational Assessment, 2019
We used multilevel factor analyses to investigate the structure of the Teacher as Social Context Questionnaire (TASCQ)-short form--a prominent measure of teacher practices that promote student motivation to learn. Based on Self-Determination Theory (SDT), the TASCQ contains three scales: Autonomy Support, Structure, and Involvement. Few studies…
Descriptors: Questionnaires, Factor Structure, Factor Analysis, Student Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
McGeown, Sarah; St. Clair-Thompson, Helen; Putwain, David W. – Journal of Psychoeducational Assessment, 2018
The present study examined the validity of a newly developed instrument, the Mental Toughness Scale for Adolescents, which examines the attributes of challenge, commitment, confidence (abilities and interpersonal), and control (life and emotion). The six-factor model was supported using exploratory factor analysis (n = 373) and confirmatory factor…
Descriptors: Measures (Individuals), Adolescents, Resilience (Psychology), Test Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Ho, Esther Sui Chu; Sum, Kwok Wing – Journal of Psychoeducational Assessment, 2018
This study aims to construct and validate the Career and Educational Decision Self-Efficacy Inventory for Secondary Students (CEDSIS) by using a sample of 2,631 students in Hong Kong. Principal component analysis yielded a three-factor structure, which demonstrated good model fit in confirmatory factor analysis. High reliability was found for the…
Descriptors: Self Efficacy, Self Concept Measures, Test Construction, Test Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Gong, Xiaopeng; Paulson, Sharon E. – Journal of Psychoeducational Assessment, 2018
The current study examined the factor structure of the Schutte Self-Report Emotional Intelligence (SSREI) scale with an American college sample (n = 404, 322 females, 88.9% Whites). Data were collected through an online survey, and confirmatory factor analyses were conducted to test several proposed factor models from previous studies. The results…
Descriptors: Emotional Intelligence, North Americans, Factor Structure, Online Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
Jensen, Bryant; Whiting, Erin Feinauer; Chapman, Sara – Journal of Psychoeducational Assessment, 2018
Claims abound in the research literature regarding multicultural teacher dispositions, including how to foster them in teacher preparation programs. However, measures of multicultural dispositions of teachers that (a) capture the range of conceptually rich constructs and (b) demonstrate strong psychometric properties are not represented in the…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Multicultural Education, Psychometrics
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  17