With increasing attention to examining cognitive strengths and achievements related to social and emotional variables, it is imperative that instruments developed and used to assess change be valid and reliable for measuring underlying constructs. This study examines instruments identified and/or developed to measure four noncognitive constructs (i.e., student engagement, self-efficacy, growth mindset, and stereotype threat) as outcome variables in a study with elementary-aged students in high-poverty rural communities. The process of creating and examining the psychometric properties of these instruments is a necessary step in documenting the usefulness of the instruments not just in our study but also in other studies with elementary students. We note in our descriptions of the development and assessment of measures that underlying factors may or may not parallel those identified in the general population or in older students and that measurement of noncognitive variables in the population of young gifted students requires considerable attention.

中文翻译：

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用于测量天才教育情感成果的工具的验证

随着人们越来越关注检查与社会和情感变量相关的认知优势和成就，开发和用于评估变化的工具必须有效和可靠，以衡量潜在的构念。本研究在一项针对高贫困农村社区的小学生的研究中，检查确定和/或开发的工具，以测量四种非认知结构（即，学生参与、自我效能、成长心态和刻板印象威胁）作为结果变量。创建和检查这些工具的心理测量特性的过程是记录工具的有用性的必要步骤，不仅在我们的研究中，而且在小学生的其他研究中也是如此。