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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
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Martin, Andrew J.; Martin, Tamica G.; Evans, Paul – Journal of Psychoeducational Assessment, 2018
This study explored motivation and engagement among 585 Jamaican middle and high school students. Motivation and engagement were assessed via students' responses to the Motivation and Engagement Scale. Confirmatory factor analysis (CFA) found satisfactory fit, and by most measures, multigroup CFA demonstrated comparable factor structure for males…
Descriptors: Learner Engagement, Middle School Students, High School Students, Foreign Countries
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Weber, Melissa R.; Lotyczewski, Bohdan S.; Montes, Guillermo; Hightower, A. Dirk; Allan, Marjorie – Journal of Psychoeducational Assessment, 2017
The factor structure of the Teacher-Child Rating Scale (T-CRS 2.1) was examined using confirmatory factor analysis (CFA). A cross-sectional study was carried out on 68,497 children in prekindergarten through Grade 10. Item reduction was carried out based on modification indices, standardized residual covariance, and standardized factor loadings. A…
Descriptors: Rating Scales, Factor Structure, Children, Test Items
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Moore, Stephanie A.; Dowdy, Erin; Furlong, Michael J. – Journal of Psychoeducational Assessment, 2017
As part of universal screening efforts in schools, validated measures that identify internalizing distress are needed. One promising available measure, the Depression, Anxiety, and Stress Scales-21 (DASS-21), has yet to be thoroughly investigated with adolescents in the United States. This study investigated the underlying factor structure of the…
Descriptors: Depression (Psychology), Anxiety, Stress Variables, Adolescents
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Cunha, Pedro; Lourenço, Abílio; Paiva, Maria Olímpia; Monteiro, Ana Paula – Journal of Psychoeducational Assessment, 2017
This research aimed to construct and validate the School Conflict Negotiation Effectiveness Questionnaire (SCNEQ). This objective is both based on the increasing relevance of the area of constructive conflict management in schools and also in the scarcity of instruments that try to measure these dimensions in the educational context. We used two…
Descriptors: Questionnaires, Foreign Countries, Correlation, Conflict Resolution
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Finch, W. Holmes; Cassady, Jerrell C.; Jones, James A. – Journal of Psychoeducational Assessment, 2016
The Learning and Study Strategies Inventory (LASSI) is a very popular tool for measuring the learning and study strategies of high school and college students. Prior research with the LASSI has supported the originally proposed model with three latent traits, with minor variations among the contributing subtests contributing to those traits.…
Descriptors: Learning Strategies, Measures (Individuals), Factor Analysis, Scores
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Potvin, Deborah C. H.; Keith, Timothy Z.; Caemmerer, Jacqueline M.; Trundt, Katherine M. – Journal of Psychoeducational Assessment, 2015
With an age range from 3 to 13 years, the Kaufman Assessment Battery for Children-Second Edition (KABC-II) offers an appealing option for the assessment of cognitive abilities for children. Although independent research has provided evidence of the construct validity of the KABC-II for school-age children, previous studies have rarely included an…
Descriptors: Intelligence Tests, Factor Structure, Preschool Children, Cognitive Ability
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McGoey, Kara E.; Schreiber, James; Venesky, Lindsey; Westwood, Wendy; McGuirk, Lindsay; Schaffner, Kristen – Journal of Psychoeducational Assessment, 2015
The diagnosis of attention deficit hyperactivity disorder (ADHD) distinguishes two dimensions of symptoms, inattention and hyperactivity-impulsivity for ages 3 to adulthood. Currently, no separate classification for preschool-age children exists, whereas preliminary research suggests that the two-factor structure of ADHD may not match the…
Descriptors: Attention Deficit Hyperactivity Disorder, Young Children, Factor Structure, Symptoms (Individual Disorders)
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Ruan, Jiening; Nie, Youyan; Hong, Ji; Monobe, Gumiko; Zheng, Guomin; Kambara, Hitomi; You, Sula – Journal of Psychoeducational Assessment, 2015
The purpose of this study is to validate the widely adopted Teachers' Sense of Efficacy Scale (TSES) for the East Asian context. The researchers seek to find out whether TSES holds validity and reliability and is appropriate for use to measure teacher efficacy in China, Korea, and Japan. 489 teachers from the three countries participated in the…
Descriptors: Measures (Individuals), Asians, Self Efficacy, Goodness of Fit
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Huang, Francis L. – Journal of Psychoeducational Assessment, 2014
The factor structure of the Phonological Awareness Literacy Screening for Grades 1 through 3 (PALS 1-3), a widely used early literacy screener in the Commonwealth of Virginia, was investigated using a large sample of public-school second-grade students (n = 14,993). Three alternative factor models (i.e., a one-factor, two-correlated factors, and a…
Descriptors: Factor Structure, Factor Analysis, Phonological Awareness, Literacy
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Taub, Gordon E.; McGrew, Kevin S. – Journal of Psychoeducational Assessment, 2014
The Woodcock-Johnson Tests of Cognitive Ability Third Edition is developed using the Cattell-Horn-Carroll (CHC) measurement-theory test design as the instrument's theoretical blueprint. The instrument provides users with cognitive scores based on the Cognitive Performance Model (CPM); however, the CPM is not a part of CHC theory. Within the…
Descriptors: Cognitive Tests, Theories, Cognitive Ability, Models
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King, Ronnel B.; Watkins, David A. – Journal of Psychoeducational Assessment, 2012
The aim of the present study was to test the cross-cultural validity of the five-factor structure of social goals that Dowson and McInerney proposed. Using both between-network and within-network approaches to construct validation, 1,147 Filipino high school students participated in the study. Confirmatory factor analysis indicated that the…
Descriptors: Factor Structure, Objectives, Social Attitudes, Filipino Americans
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Breidenbach, Daniel H.; French, Brian F. – Journal of Psychoeducational Assessment, 2012
The Brigance Comprehensive Inventory of Basic Skills-II (CIBS-II) is the newest version of a long-standing instrument that is useful for identifying student achievement, identifying and monitoring academic strengths and weaknesses, obtaining data to support referrals, and reporting progress for individual educational plans. Since the CIBS-II is…
Descriptors: Achievement Tests, Test Validity, Federal Legislation, Educational Legislation
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Uz Bas, Asli; Yurdabakan, Irfan – Journal of Psychoeducational Assessment, 2012
The present study aimed to evaluate the factor structure of the Reactive-Proactive Aggression Questionnaire (RPQ) with Turkish children, and to investigate gender, grade-level, and socioeconomic status (SES) differences in reactive and proactive aggression. Participants consisted of 1,081 Turkish children (544 boys and 537 girls) aged 9 to 14…
Descriptors: Factor Analysis, Females, Evidence, Measures (Individuals)
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Gotch, Chad M.; French, Brian F. – Journal of Psychoeducational Assessment, 2011
The Brigance Comprehensive Inventory of Basic Skills-II (CIBS-II)-Readiness form is a diagnostic battery intended for children aged 5 and 6 years. The CIBS-II-Readiness is a new version of the CIBS-Revised-Readiness and includes updated normative information on a larger representative sample in comparison to the CIBS-Revised-Readiness. Empirical…
Descriptors: Evidence, Construct Validity, Factor Structure, Factor Analysis
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