The purpose of this study was to estimate the longitudinal and reciprocal predictive relations between children’s social skills, measured by an adaptation of the frequently used Social Skills Rating Scale, and their standardized academic achievement. A large nationally representative sample of elementary school students were assessed at least annually from kindergarten through fifth grade in the Early

The present study examined whether cultural differences in different dimensions of perfectionism exist and whether different dimensions of perfectionism (i.e., rigid and self-critical perfectionism) predicted different dimensions of test anxiety while controlling for depression in a sample of Canadian and Singapore higher education students. In addition, culture was examined to determine whether it

During the COVID pandemic, the sudden switch to online learning brought an unintended spotlight to this gradually expanding educational innovation. However, while numerous tools exist to assess student perceptions of or readiness for online learning quantitatively, a research gap exists regarding teachers' perceptions of online learning. To facilitate future research among teachers, the authors describe

Academic procrastination has a significant influence on students’ lives, being related to several relevant variables, such as lower self-esteem, higher levels of academic anxiety, and fear of failure. The development and adaptation of reliable instruments help to assure a more in-depth study of academic procrastination. The present research aimed to adapt and assess evidence of validity and reliability

This study investigated the utility of four WAIS-IV Digit Span (DS) indices (traditional Reliable Digit Span [RDS], RDS-Working Memory [RDS-WM], RDS-Revised [RDS-R], and DS Age-Corrected Scaled Score [ACSS]) as embedded performance validity tests (PVTs) among a sample of 342 consecutive adults referred for neuropsychological evaluation of ADHD. All DS indices had acceptable classification accuracy

The Abbreviated Math Anxiety Scale (AMAS) is commonly used to compare groups on math anxiety. Group comparisons should however be preceded by a demonstration of metric and scalar measurement invariance, which is currently only available for undergraduate students in the USA. This study tested for metric and scalar measurement invariance of AMAS scores across sexes and age groups and investigated reliability

Valid information on early social-emotional competence is essential to diagnose, treat, and prevent behavioral problems in children and adolescents. Particularly in young children, social-emotional competence is frequently measured using parent and teacher ratings that frequently exhibit low agreement. Therefore, the present study on n = 532 three-year-olds (47% girls) examined whether sibling status

Accumulating evidence of the impact of social and emotional learning (SEL) on student well-being as well as academic performance has led to an increased interest in understanding and measuring SEL in students. However, most existing measures have been developed in English and there is a paucity of culturally relevant measures in other languages. In this study, we present a short, culturally sensitive

The present study examined the metric properties of the Delaware School Climate Survey – Student (DSCS-S) using a sample of 1524 Serbian high school students. Of the total number of participants, 764 were male and 760 were female with age ranging from 16 to 20 years (M = 17.67, SD = 0.65). Confirmatory factor analysis (CFA) demonstrated that a seven-factor model of school climate has an adequate fit

This study described the development of a culturally adapted video version of Strange Stories test as a measure of advanced theory of mind for youths in an Asian country (i.e. Singapore), the Y-ToM, and to provide preliminary psychometric properties. Participants were 170 youths (82 male, 88 female) aged from 13 to 16 years old (M = 14.77, SD = 1.16) in Singapore. The youths completed the Y-ToM, an

Tele-assessments may enable specialist evaluation of students in schools and their progress following intervention. The aim of this project was to evaluate the feasibility of using videoconferencing technology to assess students with reading difficulties in the school setting and obtain the perspectives of teachers supporting the students during the assessment. Teachers (n = 57) of 71 primary school

Research on adults indicates other-oriented perfectionism (requiring perfection from others) is associated with various consequential outcomes independent of self-oriented perfectionism (requiring perfection of the self) and socially prescribed perfectionism (believing others require perfection of the self). However, historically, the most widely used and researched measure of trait perfectionism in

Collective leadership is increasingly important because collective teacher efficacy, a subset of this type of leadership, is a significant factor in student learning. The purpose of this study is to provide evidence for the structural validity of a collective leadership instrument across public and private school settings using the multigroup factor analysis invariance framework for categorical indicators

Maladaptive perfectionism has a documented association with mental health problems, yet the context of maladaptive perfectionism (i.e., the domain where individuals exhibit such a trait) is rarely considered. This study aimed to develop a measure for academic perfectionism among college students and assess its psychometric properties. Five hundred and thirty-two college students were recruited from

Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson–Doss and Hawley’s (2010) Attitudes Toward Standardized Assessment (ASA) scale was administered to 371 U.S. school psychologists. Examination of the modified ASA’s factor structure suggested that

Character strengths are a protective factor against psychological symptoms. However, there is a lack of research that has investigated the psychometric properties of abbreviated character strengths scales. The purpose of this study was to adapt and validate the Character Strengths Semantic Differential Scale (CS-SDS) with a sample of 235 college students. Using the back-translation method, the CS-SDS

This article is the first attempt to validate the Entrepreneurial Intention Questionnaire (EIQ) in secondary education students. It is based on the Theory of Planned Behavior (TPB) and includes its constructs: attitude towards entrepreneurship, subjective norm, entrepreneurial self-efficacy, and entrepreneurial intention. The promotion of entrepreneurship in early education requires valid and reliable

The aims of this reliability generalization study were to provide the overall alpha values of the California critical thinking disposition inventory (CCTDI) total score and subscales scores and investigate the characteristics of the studies that may be associated with the variability in the reliability values of the CCTDI total score and subscales scores. This study was carried out with 98 alpha values

The factor structure of the measure of school engagement ‘Engagement Versus Disaffection with Learning: Teacher Report’ was investigated in the sample of 360 Swedish 6th graders. Confirmatory factor analyses showed no support for the suggested four-factor structure including behavioural engagement, emotional engagement, behavioural disaffection and emotional disaffection. Exploratory analyses resulted

Evaluations of early screening tests for autism commonly rely on receiver operating characteristic (ROC) analysis and comparisons of area under the curve (AUC). Whether AUC differs significantly from chance or between test items is not always assessed. Two recent and independent evaluations of the Brief Autism Detection in Early Childhood (BADEC) constructed a short-form by selecting the five items

Teacher data-driven decision making (DDDM) is a professional practice of great prominence in the current K-12 education system. Moreover, teacher self-efficacy and anxiety around DDDM represent important measurement targets in both research and practice. This study consequently examined the validity, reliability, and invariance of data collected via the Data-Driven Decision-Making Efficacy and Anxiety

The Computer-based Orthographic Processing Assessment (COPA) is a newly developed assessment to measure orthographic processing skills, including rapid perception, access, differentiation, correction, and arrangement. In this study, cognitive diagnostic models were used to test if the dimensionality of the COPA conforms to theoretical expectation, evaluate individual items’ quality, and examine the

For decades, achievement goal theory has been extensively used, but empirical research still requires a clearer understanding of the underlying factors conceptualized and measured during secondary school periods. In light of the increasing use of longitudinal studies in motivation research, this study aims to investigate the longitudinal measurement invariance of the Achievement Goal Questionnaire

In this article, we report on the development of two latent soft skills progress variables using the Berkeley Evaluation and Assessment Research (BEAR) Assessment System (BAS). The Social Evaluative Reasoning in the Workplace (SER-W) instrument uses comic strip scenarios to depict interactions between employees and customers in entry-level workplace settings. We designed items to elicit evidence of

The Academic Resilience Scale (ARS) was developed to measure resilience factors in educational contexts. However, there is no clarity on whether the scale could be used as a measure of unidimensional academic resilience scores or just to obtain multidimensional academic resilience factors. How a scale is scored can affect the validity of inferences based on scores obtained by using the scale in research

This article reviews the administrative and psychometric properties of the MEZURE, an online-only (remote or in-person) measure of cognitive ability used to evaluate school-aged populations and adults.

Many students experience math anxiety, which can negatively affect their academic achievement and even their career choices. One of the most commonly used methods to assess math anxiety is the Abbreviated Math Anxiety Scale (AMAS). Despite the ubiquity of this measure, there is a lack of studies assessing its validity. Moreover, almost all studies have administered the AMAS to a predominantly (>75%)

Nonformal adult education (NFE) provides adults with the opportunity to obtain competences needed to adapt to today’s changing job market. Despite the well-documented positive effects of NFE, there remains a lack of valid research instruments to assess factors of nonparticipation. Specifically, defining the perspectives of social groups with the highest incidence of barriers and the lowest level of

Previous work has focused on positive feelings of mattering, which pertain to the human need to feel significant. In the current article, we examine a complementary yet distinct construct involving feelings of not mattering that may arise from being marginalized and experiences that heighten a sense of being insignificant to others. We also describe the development, validation, and research applications

We summarize qualitative research conducted on the mattering construct and then describe a qualitative investigation focused on mattering as a key aspect of the relational factors which influence the learning and development of students. Semi-structured interviews were conducted with 12 professors recognized for their teaching excellence. Specifically, we assessed professors’ attitudes towards student

We present the development and validation of the Digital Addiction Scale for Teenagers (DAST), describing the pilot study (N = 40 students) and main study (N = 4493) with Estonian students aged 11–19, in spring 2020. Our aim was to create a scale suitable for psychoeducational assessment of teenagers’ behaviour and feelings towards digital devices. We used the mixed research framework . Half of the

We examined the dynamic interplay of depression symptoms, mattering (i.e., self-evaluation of importance or significance to others), and anti-mattering across four years of development in young adulthood (age 20–23; N = 452) using a cross-lagged panel model (CLPM). Support for a transactional model between anti-mattering and depression symptoms was found. Specifically, anti-mattering positively predicted

While the importance of having self-esteem is widely recognized and has been studied extensively, another core component of the self-concept has been relatively neglected—a sense of mattering to other people. In the current article, it is argued that mattering is an entirely unique and complex psychological construct with great public appeal and applied significance. The various ways of assessing mattering

The current study examined the feasibility of adapting an existing measure to create a brief mattering measure suitable for use with adolescents. We then evaluated this brief measure by testing the hypothesis that mattering in adolescents is associated broadly with positive achievement outcomes and associated motivational orientations and behavioral tendencies. A sample of 206 high school students

The present study has two main purposes. The first is to create a short form of the BTPS and to evaluate the psychometric properties of the short form. The second is to evaluate the performance of the ant colony optimization procedure and discuss the applicability of the ant colony optimization procedure in creating a short form. Results revealed that the 30-item short form of the BTPS can be applied

The current study focused primarily on the associations that feelings of not mattering have with life satisfaction, stress, and distress among students trying to cope with the uncertain and novel circumstances brought about by the COVID-19 pandemic. A sample of 350 University students from Italy completed measures that included the General Mattering Scale and the Anti-Mattering Scale, as well as measures

We evaluated the usefulness of scores from two transdiagnostic scales—the 8-item version of the Avoidance and Fusion Questionnaire for Youth and the second edition of the Avoidance and Action Questionnaire—for estimating symptom severity on two measures of depression and anxiety. Responses from 797 college students, who mostly identified as White and female, to both measures of psychological inflexibility

We examined students’ perceptions of mattering during the pandemic in relation to in-person versus online learning in a sample of 6578 Canadian students in Grades 4–12. We found that elementary school students who attended school in-person reported mattering the most, followed by secondary school students who learned part-time in-person and the rest of the time online (blended learning group). The

This study aimed to explore the effects of mattering, social media addiction, online activity, school connectedness, age, and gender on anxiety/depressive symptomatology among U.S. adolescents. A nationally representative Qualtrics panel sample consisting of 441 adolescents (Mage = 17.3; SDage = 1.67) participated in this study. The results of a three-step hierarchical multiple regression analysis

Although life satisfaction has been associated with maladjustment and adverse experiences among adolescents, few validated measures of life satisfaction have been evaluated for use with diverse populations. The Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) is a promising measure that has been validated in samples of White and Black adolescents. This study used an item response theory

Are feelings of not mattering an antecedent of depressive symptoms, a consequence, or both? Most investigations focus exclusively on feelings of not mattering as an antecedent of depressive symptoms. Our current study examines a vulnerability model, a complication model, and a reciprocal relations model according to a cross-lagged panel model (CLPM) and a random-intercept cross-lagged panel model (RI-CLPM)

Today, emoji have become a popular option for anchoring the categories of Likert-type scales applied to not only adults but also children. The aim of this study was to investigate the effects of category labeling with emoji by comparing the psychometric properties of the emoji- and verbal-anchored versions of the mathematics motivation scale applied to students aged 8–11 years (grades 3, 4, and 5)

Culturally bounded in nature, adaptive behavior is the degree to which a person meets the requirements of personal independence and social responsibilities. This study aimed to develop a computerized adaptive test (CAT) of a culturally appropriate adaptive behavior measure (i.e., the Activities and Participation Rating Scale [APRS]) in the Singapore context for children aged 7 to 12 years, that is

We analyzed data from the WASI–II manual to determine discrepancy score reliabilities of the Verbal Comprehension (VCI) and Perceptual Reasoning (PRI) indexes and the four subtests in the child and adult standardization samples. Reliabilities of the VCI–PRI discrepancy scores range from .78 to .86 for children and .82 to .89 for adults and generally are large enough to justify hypothesis generation

The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale; Pianta, 2001). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher

The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between students with school-identified emotional disturbance

Psychometric work with young children faces the particular challenge that children’s attention spans are relatively short, and therefore, shorter assessments are required while retaining comprehensive coverage. This article reports on three empirical studies that encompass the development and validation of the research-based early mathematics assessment-short form (REMA-SF), an instrument that measures

Students’ ability to effectively allocate time toward educational tasks and reduction of maladaptive behaviors such as procrastination are important predictors of successful educational outcomes. The Academic Time Management and Procrastination Measure (ATMPM) purports to measure the extent to which students engage in such behaviors; however, the psychometric properties of the ATMPM have only been

The Adult ADHD Self-Report Scale screener is commonly used to determine if further evaluation of ADHD is required. However, despite use in college settings, the ASRS was not developed for this population, and limited relevant psychometric data exist. In this study, 190 college students completed the ASRS screener as well as a lengthier measure of the 18 DSM symptoms of ADHD. A subgroup (n = 141) completed

School climate can have a notable impact on student academic, social, emotional, and behavioral outcomes. It is also a critical component of school improvement efforts, as demonstrated by recent federal and state initiatives to provide resources and supports for increased school climate measurement, accountability, and improvement. The primary purpose of the current study was to establish measurement

A cross-national study was conducted on a new test anxiety measure, the Test Anxiety Measure for College Students-Short Form (TAMC-SF) in a sample of 1,023 Singapore and U.S. students, aged 18-26. The TAMC-SF consists of one facilitating anxiety scale and five test anxiety (Worry, Cognitive Interference, Social Concerns, Physiological Hyperarousal, and Task Irrelevant Behaviors) scales. The measure

This article develops and validates the Positive and Negative Adolescent Life Experiences (PANALE) scale, a 11-item tool that enables researchers to measure adolescent stressors in a more valid and efficient manner than existing adolescent stressors scales. The PANALE presents good psychometric qualities, in terms of construct validity (factorial structure, measurement invariance, and composite reliability)

This study evaluated the psychometric quality of a computerized adaptive testing (CAT) version of the general cognitive ability test (GCAT), using a simulation study protocol put forth by Han, K. T. (2018a). For the needs of the analysis, three different sets of items were generated, providing an item pool of 165 items. Before evaluating the efficiency of the GCAT, all items in the final item pool

The Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers’ cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item functioning (DIF) in ACCReS items and the magnitude of DIF, if detected

The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression

The present work describes the development of a new measure of school counselors’ perceived self-efficacy regarding their knowledge of information and processes necessary to effectively guide their students through the college transition process. Researchers developed the School Counselor Efficacy for College Knowledge Questionnaire and examined data from a national sample of 600 school counselors

This study examined the factorial validity and measurement invariance of the Student–Teacher Relationship Scale–Short Form (STRS-SF), modified by Whitaker et al. (2015), in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE

This work reports a preliminary validation of the Peer Conflict Scale (PCS) for Portuguese young adults (ages 18–30 years). This instrument assesses aggression considering two of its forms (overt and relational aggression) and its two functions (reactive and proactive aggression). The initially proposed 4-factor model provided the best fit for our data and was partially invariant by sex. All subscales

This investigation provides internal consistency reliabilities for the Wechsler Memory Scale–Fourth Edition (WMS–IV) subtest and index discrepancy scores using the standardization samples of the Adult and Older Adult batteries. Subtest reliabilities ranged from .00 to .93 for Adults and .25 to .94 for Older Adults. Three of 91 Adult coefficients and three of 24 Older Adult coefficients reached the