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The Social Comparison Rumination Scale: Development, Psychometric Properties, and Associations With Perfectionism, Narcissism, Burnout, and Distress Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-09 Gordon L. Flett, Taryn Nepon, Paul L. Hewitt, Chang Su, Christa Yacyshyn, Kimberley Moore, Atieh Lahijanian
In the current article, we describe the development and validation of the Social Comparison Rumination Scale. This measured was developed as a supplement to existing social comparison measures and to enable us to determine its potential relevance to perfectionism and other personality constructs. The Social Comparison Rumination Scale (SCRS) is a six-item inventory assessing the extent to which an
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Perfectionism, Feelings of Not Mattering, and Suicide Ideation: An Integrated Test of the Perfectionism Social Disconnection Model and the Existential Model of Perfectionism Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-02 Marianne E. Etherson, Martin M. Smith, Andrew P. Hill, Simon B. Sherry, Thomas Curran, Gordon L. Flett, Paul L. Hewitt
The Perfectionism Social Disconnection Model (PSDM) and the Existential Model of Perfectionism and Depressive Symptoms (EMPDS) are promising models of perfectionism and psychopathology. However, research examining suicide ideation within the PSDM is scarce, and no research has examined suicide ideation as an outcome in the EMPDS. Moreover, tests of the PSDM and EMPDS have been conducted separately
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Criterion Validity of the Autism Spectrum Rating Scales Teacher Report Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-02-22 Amy Camodeca
There is a need to investigate the diagnostic utility of autism diagnostic questionnaires in school-age children, who are increasingly being referred for autism assessment. Aside from the standardization sample, little research has been conducted on the Autism Spectrum Rating Scales, particularly regarding teacher reports. This study investigated the criterion validity of the Autism Spectrum Rating
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Reliability Generalization Meta-Analysis of Seven Wisdom Self-Rating Scales From 2004 to 2023 Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-02-13 Hongyi Lin, Fengyan Wang
Accurate measurement of wisdom is the cornerstone of wisdom research. To provide a representative reference for the reliability level and moderating factors of various wisdom self-rating scales, we carried out a reliability generalization meta-analysis of Chinese and English references retrieved from 2004 to 2023. A total of 149 articles were included, as well as seven wisdom self-rating scales. The
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Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-02-05 Andrew P. Hill, Daniel J. Madigan, Thomas Curran, Gareth E. Jowett, James L Rumbold
Perfectionism is a multidimensional personality trait with two higher-order dimensions; perfectionistic strivings and perfectionistic concerns. The purpose of the present study was to explore and evaluate the two-factor model for the first time using three instruments developed to measure perfectionism in sport. In doing so, we (i) assessed the fit of two-factor models when including and excluding
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Perceived Pressure for Perfection Within Friendships Triggers Conflict Behaviors, Depressive Symptoms, and Problematic Drinking: A Longitudinal Actor–Partner Interdependence Model Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-01-29 Andy J. Kim, Simon B. Sherry, Sean P. Mackinnon, Ivy-Lee Kehayes, Martin M. Smith, Sherry H. Stewart
Friendships are important for the mental well-being of emerging adults. Socially prescribed perfectionism, where individuals feel pressured to be perfect by others, can be destructive, leading to conflict with others, depressive symptoms, and problematic drinking. However, its impact on friendships is not well-explored. This study examined 174 emerging adult friendship dyads using a 4-wave, 4-month
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Dependability and Usability of the DASS-21 as a Progress-Monitoring Tool for Youth Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-01-25 Aberdine R. Dwight, Amy M. Briesch, Jessica A. Hoffman, Christopher Rutt
Despite widespread evidence-based treatments for addressing internalizing concerns, many youth do not demonstrate reliable or clinically meaningful improvement. Regular progress monitoring, consisting of measurement and feedback, offers the opportunity to improve outcomes in real time. The 21-item Depression Anxiety and Stress Scales (DASS-21; Lovibond & Lovibond, 1995) has potential as a progress-monitoring
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Repurposing the K-10: The Factor Structure and Latent Profile of COVID-19 Pandemic-Anchored Psychological Distress Symptoms Among Filipino Teachers Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-01-24 Imelu G. Mordeno, Queeneh T. Piape, Art Guilleane R. Roño, Wendel Ann C. Abejar, Michelle Anne L. Ferolino, Norman B. Mendoza
The Kessler Psychological Distress Scale (K-10) is widely utilized to assess non-specific psychological distress. However, when applied to COVID-19 pandemic experiences, its psychometric properties have not been examined. This study investigated the factor structure, reliability, and latent profile of K-10 using data from 3032 Filipino teachers who reflected on their pandemic-related adversity prior
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The Big Three Perfectionism Scale: Validation of the Polish Version Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-01-13 Konrad Piotrowski, Aleksandra Nowicka, Kamil Janowicz, Martin M. Smith
The Big Three Perfectionism Scale (BTPS) was created to integrate different aspects of perfectionism, including the newly conceptualized concept of narcissistic perfectionism. The goal of our two studies ( N = 1341) was to examine the psychometric properties of the Polish adaptation of the BTPS, supporting the validity and portability of the measure. The studies were conducted among people who had
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Conformity in High School Adolescents: Development and Validation of the Informational and Normative Conformity Scale Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-25 Sylwia Opozda-Suder, Paweł Grygiel, Kinga Karteczka-Świętek
The present article describes the development and validation of the Informational and Normative Conformity Scale (SKI-N), a brief self-report tool capturing adolescents' general propensity to adopt...
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Development and Validation of a Cognitive Load Measure for General Educational Settings Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-19 Teresa M. Ober, Yikai Lu, Chessley B. Blacklock, Cheng Liu, Ying Cheng
We develop and validate a self-report measure of intrinsic and extrinsic cognitive load suitable for measuring the constructs in a variety of learning contexts. Data were collected from three indep...
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Social-Emotional and Behavioral Functioning Profiles and Demographic Factors: A Latent Profile Analysis in Elementary Students Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-11 Ning Jiang, Ruiqin Gao, Christine DiStefano, Jin Liu, Mark Weist, Joni Williams Splett, Colleen A Halliday-Boykins
A growing interest has been given to examining the heterogeneity of children’s health to provide for their particular needs. This study examined subgroups of elementary school children’s social, em...
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The Features of Plausible but Incorrect Options: Distractor Plausibility in Synonym-Based Vocabulary Tests Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-06 Ulrich Ludewig, Jakob Schwerter, Nele McElvany
A better understanding of how distractor features influence the plausibility of distractors is essential for an efficient multiple-choice (MC) item construction in educational assessment. The plaus...
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Administration and Scoring Errors on the Woodcock–Johnson IV Tests of Achievement: Before and During COVID-19 Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-05 Adam B. Lockwood, Kelsey Klatka, Brandon Parker, Nicholas Benson
Eighty Woodcock–Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical er...
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Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-03-29 Kenneth Stensen, Stian Lydersen, Ingunn Ranøyen, Christian A. Klöckner, Elisabet S. Buøen, Ratib Lekhal, May Britt Drugli
The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with ...
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Evaluating the Consequential Validity of the Research-Based Early Mathematics Assessment Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-03-22 Yixiao Dong, Denis Dumas, Douglas H. Clements, Crystal A. Day-Hess, Julie Sarama
Consequential validity (often referred to as “test fairness” in practice) is an essential aspect of educational measurement. This study evaluated the consequential validity of the Research-Based Ea...
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Measuring Behavior Problems in Children from Low-Income Families: A Rasch Analysis of the Child Behavior Checklist for Ages 1½–5 Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-03-20 Yu-Yu Hsiao, Cathy Huaqing Qi, Philip S. Dale, Rebecca Bulotsky-Shearer, Qing Wang
The Child Behavior Checklist for Ages 1.5–5 (CBCL/1½–5) has been widely used by researchers and clinicians in the field of special education and psychology. The purpose of this study was to examine...
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Developing a Single-Item General Self-Efficacy Scale: An Initial Study Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-03-14 Weiwei Di, Youyan Nie, Bee Leng Chua, Stefanie Chye, Timothy Teo
General self-efficacy represents the global sense of personal capability across various situations and tasks. The aim of the present study was to develop and validate a single-item general self-eff...
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Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age? Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-23 Ryan J. McGill
This study aimed to evaluate the tenability of the proposed scoring/interpretive structure for the Woodcock-Johnson IV Test of Cognitive Abilities (WJ IV COG) Standard Battery configuration of subt...
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Factorial Invariance of the Anadolu Sak Intelligence Scale Across Gender Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-22 Deniz Arslan, Ugur Sak
The purpose of this study was to examine the factorial invariance of the ASIS (Anadolu Sak Intelligence Scale) across gender. Raw scores from the ASIS standardization study (N = 4641) were used in ...
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Validation of the Child Observation Record Advantage 1.5 Assessment Tool for Preschool Children: A Multilevel Bifactor Modeling Approach Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-21 Hope O. Akaeze, Jamie Heng-Chieh Wu, Frank R. Lawrence, Everett P. Weber
This paper reports an investigation into the psychometric properties of the COR-Advantage1.5 (COR-Adv1.5) assessment tool, a criterion-referenced observation-based instrument designed to assess the...
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Social, Emotional and Behavioral Screening Profiles Among Students in a Large Urban School District Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-17 Patrick Robinson-Link, Danielle Fowler, Brian Daniels, Jill Battal
Social, emotional, and behavioral (SEB) screening frequently employs a variable-based approach wherein individual scale scores indicate risk. However, a person-centered approach wherein risk is ind...
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Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-07 Julie Goulet, Isabelle Archambault, Julien Morizot, Elizabeth Olivier, Kristel Tardif-Grenier
Studies highlighting the importance of parental involvement in schooling have multiplied over the past years. However, well-validated tools assessing the different dimensions of parental involvemen...
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Cross-Cultural Validation of the Short Form of the Life Skills Scale for Adolescents and Adults in Adolescents in Four Countries Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-05 Takayoshi Kase, Shintaro Endo
This study aimed to translate the Japanese version of the Life Skills Scale for Adolescents and Adults (LSSAA) into Chinese, English, and Korean, simplify it, and assess its reliability and validit...
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Validation and Psychometric Properties of the Turkish Version of the Riverside Eudaimonia Scale Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-20 Murat Yıldırım, Zafer Güney Çağış
The Riverside Eudaimonia Scale (RES) has been recently developed to measure psychological measures of eudaimonia. Currently, there is no evidence regarding its psychometric properties in Turkish. T...
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The Validity of WISC-V Profiles of Strengths and Weaknesses Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-11 Peter F. de Jong
The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014) provides a general intelligence score, representing g, and five index scores, reflecting underlying broad factors...
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A PROACTIVE Coping Scale for U.S. College Students: Initial Evidence and Implications Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-10 Lu Tian, Chia-lin Tsai, Gurusewak Khalsa, Morgan Condie, Nicholas Kopystynsky, Kaitlin Ohde, Adam Zhao
The present studies report the development of a PROACTIVE coping scale to evaluate actions used by U.S. college students to prevent or prepare for potential future stressors. Results of EFA and CFA...
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Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-08 Dirk Lubbe, Pascale Stephanie Petri
Competition among individuals is a natural mode of determining who is fittest. While in nature, economics, and sports, it is common to infer ability or aptitude from the outcome of competitions, ou...
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The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-03 Gagan Shergill, Hailey Camozzi, Meagan D. O’Malley, Arlene Ortiz
The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for re...
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Examination of Psychometric Evidence for Criterion-Referenced Scores from the SSIS SEL Brief Scales Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-12-13 Pui-Wa Lei, Hui Zhao, Susan Crandall Hart, Xinyue Li, James C DiPerna
Efficient and intuitive interpretive frameworks for social-emotional learning (SEL) measures are necessary for identifying student needs and informing programming decisions across multitiered syste...
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Contribution to the Validation of the Expectancy-Value Scale for Primary School Students Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-12-13 Francisco Peixoto, Jelena Radišić, Ksenija Krstić, Kajsa Yang Hansen, Anu Laine, Aleksandar Baucal, Maarja Sõrmus, Lourdes Mata
Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-,...
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Advancing Educational Research on Children’s Self-Regulation With Observational Measures Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-12-08 Janina Eberhart, Andrew E. Koepp, Steven J. Howard, Rianne Kok, Dana C. McCoy, Sara T. Baker
Self-regulation is crucial for children’s development and learning. Almost by convention, it is assumed that self-regulation is a relatively stable skill, and little is known about its dynamic natu...
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Psychometric Properties of a Preschool Language, Literacy, and Behavior Screener Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-12-06 Yagmur Seven, Robert F. Dedrick, Keri M. Madsen, Trina D. Spencer, Elizabeth Kelley, Howard Goldstein
This study investigated the psychometric properties of the Preschool Language, Literacy, and Behavior Screener (PLLB-S). We examined and tested the factor structure of the PLLB-S using exploratory ...
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Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-25 Dena A. Pastor, Chris R. Patterson, Sara J. Finney
In low-stakes testing contexts, there are minimal personal consequences associated with examinee performance. Examples include assessments administered for research, program evaluation, test develo...
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Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-24 Jorge J. Varela, Roberto Melipillán, Amy L. Reschly, Ana Maria Squicciarini Navarro, Felipe Peña Quintanilla, Paola Sánchez Campos
Student engagement is associated with various aspects of students’ school experiences, including student achievement, high school completion, and post-secondary success. As measurement of student e...
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How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-23 Hyo Jin Lim, Sora Lee
This study investigates how sensitively the current grit measure (Grit-S) is able to reflect the differences between individuals (i.e. item discrimination) and change within individuals (i.e. sensi...
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Comparing AimswebPlus to the Benchmark Assessment System for Universal Screening in Upper Elementary Grades Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-22 David A. Klingbeil, Ethan R. Van Norman, David J. Osman, Kimberly Berry-Corie, Caroline K. Carberry, Jessica S. Kim
Early identification of students needing additional support is a foundational component of Multi-Tiered Systems of Support (MTSS). Due to the resource-intensive nature of implementing MTSS, it is c...
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The Effects of Changing Negatively Worded Items to Positively Worded Items on the Reliability and the Factor Structure of Psychological Scales Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-23 Hamzeh Dodeen
In survey measurement, acquiescence bias is a response effect that occurs when respondents agree to the item or the question in the scale regardless of its content. It is assumed that negative item...
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The Anti-Mattering Scale Versus the General Mattering Scale in Pathological Narcissism: How an Excessive Need to Matter Informs the Narcissism and Mattering Constructs Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-10-27 Gordon L. Flett, Taryn Nepon, Xena Scott
The current study uniquely examines mattering and narcissism and reflects our contention that pathological narcissism involves an excessive need to matter and a hypersensitivity to being devalued a...
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The Italian Version of the Teacher Self Efficacy Scale (TSES-Ita): Dimensionality, Internal Consistency and Validity Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-10-19 Renato Pisanti, Paolo Soraci, Ralf Schwarzer
The present study aimed to adapt the Teacher Self-Efficacy Scale (TSES) developed by Schwarzer et al. (1999) into Italian and to test its validity and reliability. In a group of teachers (N = 683; ...
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Validating the Structure of Proximal and Distal Factors within the Sexual Minority Adolescent Stress Inventory Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-10-18 Sean N. Weeks, Tyler L. Renshaw, Sarfaraz Serang
Minority stress theory is a model for understanding health disparities among sexual minorities, defined as those who experience a level of same-sex attraction, identity, or behavior. Methods for as...
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Extended Time Accommodations on the 2017 NAEP Grade 8 Mathematics Test: Eligibility, Use, and Benefit Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-29 Sara E. Witmer, Benjamin J. Lovett, Heather M. Buzick
Extended testing time is a common accommodation given to students with disabilities. However, little is known about whether students who are eligible for the accommodation actually use it, and with...
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Validating the Chinese Version of the Academic Grit Scale in Selected Adolescents Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-28 Hui Tang, Shujing Zhou, Xiaoqing Du, Qiyun Mo, Qiang Xing
This study evaluated the factor structure, measurement invariance, criterion-related and incremental validity of the Chinese version of the Academic Grit Scale (AGS) among 723 adolescents from main...
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Measurement Invariance of the Emotion Regulation Questionnaire for Children and Adolescents in Chinese and American Adolescents Samples Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-28 Yuling Chen, Sisi Wang, Yu Ling
To establish the factor structure of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) in Chinese and American adolescent samples; to assess measurement invariance of the E...
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Psychometric Properties of the Portuguese Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS) and Evidence of Differential Associations With Indicators of Subjective Wellbeing Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-14 Richard A. Inman, Pedro J. C. Costa, Paulo A. S. Moreira
The study aimed to test the psychometric properties of a Portuguese adaptation of the Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS). For this, we used data from a sample ...
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Construct and Structural Equivalence of the English and Spanish versions of the Authoritative School Climate Survey Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-06 Kelvin T. Afolabi, Timothy R. Konold, Jennifer Maeng
This study evaluated the construct and structural equivalence of the English and Spanish versions of the authoritative school climate survey (ASCS). Measurement invariance was evaluated through inc...
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Development of Two Scales Measuring Task Value of Peer Feedback Provision and Reception for Pre-Service Teachers Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-05 Ecenaz Alemdag
This research aimed to develop two scales measuring pre-service teachers’ task value towards peer feedback provision and peer feedback reception (PFR) based on expectancy-value theory. Two studies ...
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School Psychology Trainees’ Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-02 Adam B. Lockwood, Kelsey Klatka, Kelli Freeman, Ryan L. Farmer, Nicholas Benson
Sixty-three Woodcock–Johnson IV Tests of Achievement protocols, administered by 26 school psychology trainees, were examined to determine the frequency of examiner errors. Errors were noted on all ...
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Validating the MUSIC Model of Academic Motivation Inventory: Evidence for the Short Forms of the College Student Version Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-08-18 Brett D. Jones, Jesse L. M. Wilkins
The purpose of this study was to investigate the validity evidence for the use of the 19-item and 20-item short forms of the MUSIC Model of Academic Motivation Inventory (College Student version) w...
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WISC-IV and Rey Auditory Verbal Learning Test Indicators of Specific Learning Disorder and Discrepant Academic Achievement Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-08-15 Malini R, Immanuel Thomas
Though several studies have been undertaken to explore the correlates of academic achievement, there is a dearth of studies relating to the cognitive profiles of children who show marked discrepanc...
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Evidence of the Internal Structure and Measurement Invariance of the BASC-3 Behavioral and Emotional Screening System Teacher Form Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-08-14 Katie Eklund, Stephen P. Kilgus, Jessica B. Willenbrink, Bri’Anna Collins, Noah Gill, Madison M. Weist, Julia Porter, Timothy J. Lewis, Barbara Mitchell, Howard Wills
The Behavior Assessment System for Children, Third Edition (BASC-3) Behavioral and Emotional Screening System Teacher Form (BESS) is a universal screening measure designed to identify social, emoti...
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Differences in Discrimination with Respect to Latent Trait and Test-Taking Speed Across Items Measuring Sub-Domains of Cognitive Ability Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-08-09 Alvin Vista, Maisaa Taleb Alahmadi
The relationship between latent trait and test-taking speed is an important area of study in assessment research. In addition to contributions of such studies to psychometrics, the factors that aff...
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Test Review: Wechsler Individual Achievement Test, Fourth Edition (WIAT-4) Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-08-03 Stefan C. Dombrowski, Corinne Casey
This article reviews the administrative, scoring, and psychometric properties of the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4, NCS Pearson, 2020). The WIAT-4 is one of the more ...
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The Ego Resiliency Scale-Revised: Confirmatory Factor Analysis and Rasch Models Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-07-15 Andrew Denovan, Neil Dagnall, Ken Drinkwater
This study examined the psychometric properties of the Ego Resiliency Scale-Revised (ER89-R). Though support exists for a multidimensional conceptualisation using classical test theory approaches (i.e., a higher-order model comprising Openness to Life Experiences and Optimal Regulation factors), this measure has not been subjected to Rasch analysis. Accordingly, this paper evaluated the higher-order
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Psychometric Properties of the Turkish Adaptation of Teacher Emotions Scale Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-07-13 Basak Calik, Yesim Capa‐Aydin
The current research investigated the psychometric characteristics of the Turkish adaptation of the Teacher Emotions Scale (TES). Study I included a sample of 164 Turkish middle school teachers, and Study II included a sample of 222 mathematics teachers. The three-emotion factor model was confirmed in both studies with satisfactory reliability estimates. This model was invariant across gender. In addition
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Beyond Simple Mean Differences: Analysis of Sex Similarities and Differences in Academic Achievement With the Kaufman Tests of Educational Achievement, Third Edition Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-06-30 Matthew R. Reynolds, James R. Izzo, Regan C. Schultz
Simple mean differences summarized in meta-analyses do not always adequately describe sex similarities and differences. We investigated sex similarities and differences in academic achievement test scores during childhood and adolescence multiple ways based on composite and subtest scores from the Kaufman Test of Educational Achievement (Third edition) norming sample. Sex differences in means were
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Evidence for Transition-Related Behaviors as an Explicit Criterion for Extended School Year Services Eligibility Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-06-22 Lucy Barnard-Brak, Marissa J. Filderman, Adam T. Brewer, Carolina Kudesey
We examined the association of students’ ability to transition on a daily basis (horizontal transitions) as reported by teachers with academic achievement as mediated by the summer Extended School Year (ESY) services received. Transitions from summer break to re-entry in the fall are referred to as a vertical transition. We examined these relationships via structural equation modeling techniques using
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An Independent Evaluation of the Diagnostic Accuracy of a Computer Adaptive Test to Predict Proficiency on an End of Year High-Stakes Assessment Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-06-21 Megan I. Turner, Ethan R. Van Norman, Robin L. Hojnoski
Star Math (SM) is a popular computer adaptive test (CAT) schools use to screen students for academic risk. Despite its popularity, few independent investigations of its diagnostic accuracy have been conducted. We evaluated the diagnostic accuracy of SM based upon vendor provided cut-scores (25th and 40th percentiles nationally) in predicting proficiency on an end of year state test in a sample of highly
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Explaining Performance in Word Reading and Comprehension Across Ages: An Analysis of Multiple Hypotheses with the Wechsler Individual Achievement Test, Fourth Edition Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-06-11 Jason R. Parkin, Lily Robins Deville
Like all psychoeducational batteries, the Wechsler Individual Achievement Test, fourth Edition (WIAT-4) requires independent investigation and analysis. The publisher provides multiple theories to support interpretation of its reading measures. At the word reading level, the battery includes a new Phonemic Proficiency subtest that the publisher reported correlated relatively higher with word reading
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Psychometric Properties and Measurement Invariance of the Academic Procrastination Scale-Short Form in Spanish Children and Adolescents Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-06-09 M. Eva Martín-Puga, Santiago Pelegrina, M. Mar Gómez-Pérez, M. José Justicia-Galiano
The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor