Michigan State UniversityEarly childhood socialemotional assessment has traditionally focused on risk factorsor psychopathology, and has less frequently examined protective factors that may serveto promote positive developmental outcomes for children. To advance conceptualmodels that include protective factors as key explanatory constructs, there is a need forquantitative measures of protective factors that are psychometrically sound and func-tion similarly across different subgroups, including gender. This study examined thefactor structure and factorial invariance across gender of the Devereux Early ChildhoodAssessment (DECA), one of the few measures to focus on protective behaviors. A totalof 1,344 parents completed the DECA for a group of developmentally and economi-cally at-risk children ages 2 to 5 years. Results of the con rmatory factor analysis, the rst to be conducted on the DECA, revealed that the factor structure proposed by theauthors of the DECA was adequate with some modi cations. Multigroup comparisonsby gender supported the invariance of the factor pattern coef cients and 26 of the 27item intercepts, indicating that the items were functioning similarly across boys andgirls. Suggestions for improving problematic item pairs and content are provided. Thisstudy can be viewed as part of the ongoing validation of the DECA and an importantcontribution to the strength-based assessment literature.Keywords:
{"title":"Factor Structure and Invariance across Gender of the Devereux Early Childhood Assessment Protective Factor Scale.","authors":"Julia A. Ogg, T. Brinkman, R. Dedrick, J. Carlson","doi":"10.1037/A0020251","DOIUrl":"https://doi.org/10.1037/A0020251","url":null,"abstract":"Michigan State UniversityEarly childhood socialemotional assessment has traditionally focused on risk factorsor psychopathology, and has less frequently examined protective factors that may serveto promote positive developmental outcomes for children. To advance conceptualmodels that include protective factors as key explanatory constructs, there is a need forquantitative measures of protective factors that are psychometrically sound and func-tion similarly across different subgroups, including gender. This study examined thefactor structure and factorial invariance across gender of the Devereux Early ChildhoodAssessment (DECA), one of the few measures to focus on protective behaviors. A totalof 1,344 parents completed the DECA for a group of developmentally and economi-cally at-risk children ages 2 to 5 years. Results of the con\u001ermatory factor analysis, the\u001erst to be conducted on the DECA, revealed that the factor structure proposed by theauthors of the DECA was adequate with some modi\u001ecations. Multigroup comparisonsby gender supported the invariance of the factor pattern coef\u001ecients and 26 of the 27item intercepts, indicating that the items were functioning similarly across boys andgirls. Suggestions for improving problematic item pairs and content are provided. Thisstudy can be viewed as part of the ongoing validation of the DECA and an importantcontribution to the strength-based assessment literature.Keywords:","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"107-118"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020251","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57306275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement.
{"title":"A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students","authors":"Joseph Betts, Amy L. Reschly","doi":"10.1037/A0020259","DOIUrl":"https://doi.org/10.1037/A0020259","url":null,"abstract":"The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"84-93"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57306332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rebecca G. Lieberman, P. Yoder, B. Reichow, M. Wolery
A within-subjects group experimental design was used to test whether three manipulated characteristics of multiple baseline across participants (MBL-P) data showing at least a month delayed change in slope affected experts’ inference of a functional relation and agreement on this judgment. Thirty-six experts completed a survey composed of 16 MBL-P graphs. Graphs with steep slopes, once change began, were far more likely to be judged as showing a functional relation. Generally, experts disagreed with each other regarding functional relation judgments. Implications for the types of dependent variables that fit the requirements of MBL-P are discussed.
{"title":"Visual analysis of multiple baseline across participants graphs when change is delayed.","authors":"Rebecca G. Lieberman, P. Yoder, B. Reichow, M. Wolery","doi":"10.1037/A0018600","DOIUrl":"https://doi.org/10.1037/A0018600","url":null,"abstract":"A within-subjects group experimental design was used to test whether three manipulated characteristics of multiple baseline across participants (MBL-P) data showing at least a month delayed change in slope affected experts’ inference of a functional relation and agreement on this judgment. Thirty-six experts completed a survey composed of 16 MBL-P graphs. Graphs with steep slopes, once change began, were far more likely to be judged as showing a functional relation. Generally, experts disagreed with each other regarding functional relation judgments. Implications for the types of dependent variables that fit the requirements of MBL-P are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"28-44"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57282564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Hooper, J. Roberts, Lauren Nelson, Susan A. Zeisel, D. Fannin
{"title":"Preschool Predictors of Narrative Writing Skills in Elementary School Children.","authors":"S. Hooper, J. Roberts, Lauren Nelson, Susan A. Zeisel, D. Fannin","doi":"10.1037/A0018329","DOIUrl":"https://doi.org/10.1037/A0018329","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018329","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57277909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elise T. Pas, Catherine P. Bradshaw, Patricia A. Hershfeldt, P. Leaf
{"title":"A Multilevel Exploration of the Influence of Teacher Efficacy and Burnout on Response to Student Problem Behavior and School-Based Service Use.","authors":"Elise T. Pas, Catherine P. Bradshaw, Patricia A. Hershfeldt, P. Leaf","doi":"10.1037/A0018576","DOIUrl":"https://doi.org/10.1037/A0018576","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"13-27"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57281403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Is aggression the same for boys and girls? Assessing measurement invariance with confirmatory factor analysis and item response theory.","authors":"Sangwon Kim, Seock-Ho Kim, R. Kamphaus","doi":"10.1037/A0018768","DOIUrl":"https://doi.org/10.1037/A0018768","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"45-61"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57286439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Clayton R. Cook, K. Williams, N. Guerra, Tia E. Kim, S. Sadek
Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted since 1970 (when research on bullying increased significantly), 153 studies were identified that met criteria for inclusion. A number of common and unique predictors were found for the bully status groups. The implications of the meta-analytic findings for future research on bullying and victimization prevention and intervention are discussed.
{"title":"Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation","authors":"Clayton R. Cook, K. Williams, N. Guerra, Tia E. Kim, S. Sadek","doi":"10.1037/A0020149","DOIUrl":"https://doi.org/10.1037/A0020149","url":null,"abstract":"Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted since 1970 (when research on bullying increased significantly), 153 studies were identified that met criteria for inclusion. A number of common and unique predictors were found for the bully status groups. The implications of the meta-analytic findings for future research on bullying and victimization prevention and intervention are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"65-83"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020149","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57303334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence.","authors":"Ming-Te Wang","doi":"10.1037/A0017999","DOIUrl":"https://doi.org/10.1037/A0017999","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"240-251"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0017999","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57270821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study directly compared the academic gains of reciprocal peer tutoring, nonreciprocal peer tutoring, and a waiting-list control group. Participants included 59 elementary students from second-, third-, and fourth-grade classrooms who performed below average on curriculum-based measurement (CBM) math probes. Students involved in peer tutoring were trained to tutor basic math facts using a constant time delay procedure. Results indicated that the two types of peer tutoring produced comparable gains in basic math facts. Furthermore, both types of peer tutoring produced substantially larger academic gains than the waiting-list control group, demonstrating at-risk students can successfully tutor each other.
{"title":"Relative Efficacy of Reciprocal and Nonreciprocal Peer Tutoring for Students At-Risk for Academic Failure.","authors":"Keri F. Menesses, F. Gresham","doi":"10.1037/A0018174","DOIUrl":"https://doi.org/10.1037/A0018174","url":null,"abstract":"This study directly compared the academic gains of reciprocal peer tutoring, nonreciprocal peer tutoring, and a waiting-list control group. Participants included 59 elementary students from second-, third-, and fourth-grade classrooms who performed below average on curriculum-based measurement (CBM) math probes. Students involved in peer tutoring were trained to tutor basic math facts using a constant time delay procedure. Results indicated that the two types of peer tutoring produced comparable gains in basic math facts. Furthermore, both types of peer tutoring produced substantially larger academic gains than the waiting-list control group, demonstrating at-risk students can successfully tutor each other.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"266-275"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57275567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Elliott, T. Kratochwill, Brian C. McKevitt, Christine K. Malecki
Northern Illinois UniversityThe present study examined the effect accommodations have on test results of studentswith and without disabilities and documented experts judgments about the appropri-ateness of testing accommodations. Test score data were collected from 218 fourth-grade students with and without disabilities on mathematics and science performancetasks and from eight testing experts who evaluated the fairness and validity of a sampleof testing accommodations used with these students. Results indicated that, for moststudents with disabilities and some students without disabilities, packages of testingaccommodations had a moderate to large effect on performance task scores. Expertreviewers rated most accommodations for a student with disabilities as being both validand fair, and they gave accommodations listed on a students individualized educationprogram (IEP) signi cantly higher validity and fairness ratings than accommodationsthat were not listed on the students IEP. Interpretations of these data are provided andimplications for practice and future research are discussed.Keywords:
{"title":"The effects and perceived consequences of testing accommodations on math and science performance assessments.","authors":"S. Elliott, T. Kratochwill, Brian C. McKevitt, Christine K. Malecki","doi":"10.1037/A0018000","DOIUrl":"https://doi.org/10.1037/A0018000","url":null,"abstract":"Northern Illinois UniversityThe present study examined the effect accommodations have on test results of studentswith and without disabilities and documented experts judgments about the appropri-ateness of testing accommodations. Test score data were collected from 218 fourth-grade students with and without disabilities on mathematics and science performancetasks and from eight testing experts who evaluated the fairness and validity of a sampleof testing accommodations used with these students. Results indicated that, for moststudents with disabilities and some students without disabilities, packages of testingaccommodations had a moderate to large effect on performance task scores. Expertreviewers rated most accommodations for a student with disabilities as being both validand fair, and they gave accommodations listed on a students individualized educationprogram (IEP) signi\u001ecantly higher validity and fairness ratings than accommodationsthat were not listed on the students IEP. Interpretations of these data are provided andimplications for practice and future research are discussed.Keywords:","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"224-239"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57271942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：