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Oak, Erika; Viezel, Kathleen D.; Dumont, Ron; Willis, John – Journal of Psychoeducational Assessment, 2019
Individuals trained in the use of cognitive tests should be able to complete an assessment without making administrative, scoring, or recording errors. However, an examination of 295 Wechsler protocols completed by graduate students and practicing school psychologists revealed that errors are the norm, not the exception. The most common errors…
Descriptors: Intelligence Tests, Children, Adults, Testing
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Woods, Isaac L., Jr.; Floyd, Randy G.; Singh, Leah J.; Layton, Haley K.; Norfolk, Philip A.; Farmer, Ryan L. – Journal of Psychoeducational Assessment, 2019
Labels for scores stemming from intelligence tests have been employed since their inception in the United States. The purpose of this study was to systematically identify and document score labels for IQs used during the past 102 years. Using pairs of reviewers, score labels from 40 tests were reviewed, and 61 unique labels were identified.…
Descriptors: Intelligence Tests, Scores, Intelligence Quotient, Labeling (of Persons)
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Wang, Yang; Su, Qin; Wen, Zhonglin – Journal of Psychoeducational Assessment, 2019
In view of the shortcomings of previous research on empathy (e.g., no dimensional differentiation, predominantly variable-centered approaches, and a lack of sample diversity), we adopted a person-centered approach to identify distinct profiles of empathy among Chinese preschool teachers, and we examined how these profiles relate to certain…
Descriptors: Empathy, Preschool Teachers, Profiles, Foreign Countries
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Kong, Siu-Cheung; Wang, Yi-Qing – Journal of Psychoeducational Assessment, 2019
This study aims to establish a robust measurement to obtain a comprehensive understanding of perceptions of programming education (POPE) of teacher and principal groups. In this study, the POPE scale contains three dimensions: (a) understanding in programming (UP), (b) support for programming (SP), and (c) expectation of programming (EP).…
Descriptors: Teacher Attitudes, Administrator Attitudes, Attitude Measures, Computer Science Education
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Brewer, Neil; Zoanetti, Jordana; Young, Robyn L. – Journal of Psychoeducational Assessment, 2019
Brewer, Young, and Barnett reported a comprehensive psychometric evaluation of a new adult theory of mind measure (A-ToM) with a sample of high-functioning autism spectrum disorder (ASD) adults. Although correlations with existing theory of mind (ToM) instruments (i.e., the Strange Stories; the Frith- Happé animations) were reported, relationships…
Descriptors: Test Validity, Theory of Mind, Adults, Autism
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Kern, Margaret L.; Zeng, Guang; Hou, Hanchao; Peng, Kaiping – Journal of Psychoeducational Assessment, 2019
Recent decades have brought growing interest in understanding and measuring psychological well-being. Although multiple measures of well-being exist, most were developed with Western populations. The current study tested the factor structure of a Chinese translation of the engagement, perseverance, optimism, connectedness and happiness (EPOCH)…
Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Well Being
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Villarreal, Victor – Journal of Psychoeducational Assessment, 2019
The "Rating Scale of Impairment" (RSI; Goldstein & Naglieri, 2016b) is a norm-referenced measure of functional impairment. The RSI measures impairment in six domains, as well as overall impairment, based in part on the International Classification of Functioning, Disability, and Health. Functional impairment, as defined by the ICF…
Descriptors: Rating Scales, Norm Referenced Tests, Disabilities, Test Construction
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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
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Gonçalves, Teresa; Lemos, Marina S.; Canário, Catarina – Journal of Psychoeducational Assessment, 2019
Little research has, to date, explored students' coping in the academic domain. Yet, children and adolescents frequently refer daily academic difficulties as a common source of stress. The ways children respond to academic demands have the potential to make a difference in their learning and achievement. Therefore, the availability of a measure of…
Descriptors: Measures (Individuals), Coping, Test Validity, Media Adaptation
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Renshaw, Tyler L.; Chenier, Jeffrey S. – Journal of Psychoeducational Assessment, 2019
This brief report presents a secondary analysis of responses to the Student Subjective Wellbeing Questionnaire (SSWQ) with a sample of urban middle-schoolers. Relative classification validity evidence was evaluated for two screening models derived from responses to the SSWQ: one based on the Overall Wellbeing Scale (OWS) and the other based solely…
Descriptors: Well Being, Questionnaires, Middle School Students, Validity
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Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra – Journal of Psychoeducational Assessment, 2018
Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…
Descriptors: Standardized Tests, Screening Tests, Young Children, Usability
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Kennerley, Stephanie; Jaquiery, Ben; Hatch, Burt; Healey, Matthew; Wheeler, Benjamin J.; Healey, Dione – Journal of Psychoeducational Assessment, 2018
An attention-deficit/hyperactivity disorder (ADHD) diagnosis requires symptoms to be present across two or more settings, thus requiring information from multiple informants. Research consistently shows low to moderate agreement between parents and teachers; however, the mechanisms underlying these discrepancies remain unclear. This study examined…
Descriptors: Attention Deficit Hyperactivity Disorder, Rating Scales, Correlation, Foreign Countries
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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
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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
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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
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