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Ball, Annahita; Bates, Samantha; Amorose, Anthony; Anderson-Butcher, Dawn – Journal of Psychoeducational Assessment, 2019
Parent engagement in schools is often precipitated by a thorough and genuine assessment of parents' needs, priorities, and perceptions of their children's schools. This study reports on the development and validation of the Parent Perceptions of Overall School Experiences Scale. Confirmatory factor analyses (CFAs) examined the factorial validity…
Descriptors: Parent Attitudes, Attitude Measures, Experience, Parent School Relationship
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Stassart, C.; Etienne, A.-M.; Luminet, O.; Kaïdi, I.; Lahaye, M. – Journal of Psychoeducational Assessment, 2019
The psychometric properties of the French version of the Trait Emotional Intelligence Questionnaire--Child Short Form (TEIQue-CSF) were investigated in a sample of 556 children 9 to 13 years of age. The internal consistency and temporal stability were satisfactory. A significant difference for gender, but not for age, was observed. With regard to…
Descriptors: Questionnaires, Emotional Intelligence, Children, French
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Tu, Yangjun; Wang, Juanjuan; Yao, Limin – Journal of Psychoeducational Assessment, 2019
This study details the development of the "Classroom Touch Concern Scale" (CTC), which was designed to measure individual differences among teachers regarding their feelings of concern when touching students in the classroom. The CTC incorporates two correlated dimensions: CTC associated with touching students of the same gender and CTC…
Descriptors: Likert Scales, Teacher Student Relationship, Nonverbal Communication, Tactual Perception
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Keller-Margulis, Milena A.; Ochs, Sarah; Reid, Erin K.; Faith, Erin L.; Schanding, G. Thomas, Jr. – Journal of Psychoeducational Assessment, 2019
Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the…
Descriptors: Test Validity, Accuracy, Screening Tests, Kindergarten
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Whitney, Brendan M.; Cheng, Ying; Brodersen, Alex S.; Hong, Maxwell R. – Journal of Psychoeducational Assessment, 2019
Student engagement has been a focal point of research, partly due to its efficacy in promoting long-term academic success. However, many scales are designed to measure engagement across the school setting rather than within specific classes. Though some accomplish the latter, there are even fewer designed to measure student engagement for…
Descriptors: Learner Engagement, Statistics, Measures (Individuals), High School Students
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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
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Saoji, Nikita; Baran, Julie; Gerhardt, Cynthia A.; Vannatta, Kathryn; Rotter, David; Trauth, Jeanette M.; Noll, Robert B. – Journal of Psychoeducational Assessment, 2019
The Children's Depression Inventory (CDI) is used to screen for depression in children aged 7 years to 16 years. The purpose of this study is to examine the psychometrics of the CDI in a sample of children who are chronically ill (N = 350) and in a sample of matched community comparison peers (N = 357), and determine if the psychometrics of the…
Descriptors: Children, Depression (Psychology), Measures (Individuals), Symptoms (Individual Disorders)
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Rigney, Alexander M. – Journal of Psychoeducational Assessment, 2019
This report reviews the "Social Skills Improvement System Social-Emotional Learning Edition" (SSIS SEL; Gresham & Elliott, 2017), a multicomponent rating scale that includes a criterion and norm-referenced measure of social-emotional and academic functioning--based on a reformulation of the "Social Skills Improvement…
Descriptors: Rating Scales, Interpersonal Competence, Social Development, Emotional Development
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Ganguly, Rahul; Perera, Harsha N. – Journal of Psychoeducational Assessment, 2019
The present article reports on research conducted to identify profiles of psychological resilience using factor mixture models. We also examine gender as a predictor of resilience profile membership and career optimism, academic satisfaction, and psychological well-being as outcomes of profile membership. Based on resilience data from university…
Descriptors: Resilience (Psychology), College Students, Students with Disabilities, Gender Differences
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Alivernini, Fabio; Manganelli, Sara; Cavicchiolo, Elisa; Chirico, Andrea; Lucidi, Fabio – Journal of Psychoeducational Assessment, 2019
Cognitive self-regulation is regarded as necessary for enhancing academic success and the possibility of lifelong learning. This study, based on 263,683 Italian 10th-grade students, examines the use of self-regulated cognitive strategies in immigrant and native students, as well as in boys and girls. Preliminarily, we examined the psychometric…
Descriptors: Self Management, Immigrants, Gender Differences, High School Students
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Park, Yujeong; Martin, Melissa; McCallum, R. Steve; Bell, Sherry M. – Journal of Psychoeducational Assessment, 2019
To preliminarily validate the Monitoring Instructional Responsiveness-Reading (MIR-R) for use in low-income settings, data were collected from 147 students from first through fifth grades who were primarily from low-income families. Data from three MIR-R components (Total Words Read, Ideas Attempted, Ideas Correct) and three related dependent…
Descriptors: Reading Tests, Test Validity, Test Reliability, Low Income Students
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Burns, Matthew K.; Young, Helen – Journal of Psychoeducational Assessment, 2019
Measures of Academic Progress (MAP) Skills is a web-based assessment system published by Northwest Evaluation Association (NWEA). The test publishers purport that MAP Skills provides information about essential K-8 building blocks in Language Usage, Mathematics, Reading Comprehension, and Vocabulary to quickly assess student progress toward…
Descriptors: Achievement Tests, Language Skills, Mathematics Skills, Reading Comprehension
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Månsson, Johanna; Stjernqvist, Karin; Serenius, Fredrik; Ådén, Ulrika; Källén, Karin – Journal of Psychoeducational Assessment, 2019
The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development--Third Edition (Bayley-III) and then at 6.5 years with the Wechsler…
Descriptors: Child Development, Infants, Intelligence Tests, Correlation
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McDermott, Elana R.; Umaña-Taylor, Adriana J.; Martinez-Fuentes, Stefanie – Journal of Psychoeducational Assessment, 2019
Few studies have examined coping strategies specific to ethnic-racial discrimination among Latino youth. The current study examined the psychometric properties of the Discrimination Coping Strategies Scale (DCSS) including its factor structure, validity, and longitudinal measurement invariance. Data came from four waves of a longitudinal study of…
Descriptors: Hispanic Americans, Adolescents, Coping, Racial Discrimination
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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
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