The impact of teachers’ beliefs on the implementation and effectiveness of Social and Emotional Learning (SEL) programs underscores the essential need for reliable measures of these beliefs. This study aims to explore and validate the psychometric properties of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) within the Chinese educational context, utilizing the Partial Credit Model of the Rasch family models. Through the analysis of responses from 893 Chinese teachers, our findings confirm the reliability, validity, and robust psychometric properties of the TSELBS, making it a valuable instrument for assessing educators’ SEL beliefs. Additionally, our results indicate that the TSELBS demonstrates fairness across gender, educational levels, and areas. These outcomes emphasize the critical role of culturally sensitive methods in evaluating SEL beliefs and lay a foundational step for future cross-cultural research in this domain. This contribution advances the global conversation on SEL, facilitating further studies on similar validations across diverse cultural settings.
教师的信念对社会与情感学习（SEL）项目的实施和效果的影响，凸显了对这些信念进行可靠测量的基本需求。本研究旨在利用 Rasch 系列模型中的部分信用模型，在中国教育背景下探索和验证教师社会与情感学习信念量表（TSELBS）的心理测量特性。通过分析 893 名中国教师的回答，我们的研究结果证实了教师社会与情感学习信念量表的信度、效度和强大的心理测量特性，使其成为评估教育工作者社会与情感学习信念的重要工具。此外，我们的研究结果表明，TSELBS 在不同性别、不同教育水平和不同地区都表现出公平性。这些成果强调了文化敏感性方法在评估 SEL 信仰中的关键作用，并为该领域未来的跨文化研究奠定了基础。这一贡献推动了有关 SEL 的全球对话，促进了对不同文化背景下类似验证的进一步研究。
{"title":"A Rasch Analysis of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) in Chinese Context","authors":"Huaxia Xiong, Mingfeng Xue, Guan Di, Yaqing Mao, Enhui Qiao","doi":"10.1177/07342829241265158","DOIUrl":"https://doi.org/10.1177/07342829241265158","url":null,"abstract":"The impact of teachers’ beliefs on the implementation and effectiveness of Social and Emotional Learning (SEL) programs underscores the essential need for reliable measures of these beliefs. This study aims to explore and validate the psychometric properties of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) within the Chinese educational context, utilizing the Partial Credit Model of the Rasch family models. Through the analysis of responses from 893 Chinese teachers, our findings confirm the reliability, validity, and robust psychometric properties of the TSELBS, making it a valuable instrument for assessing educators’ SEL beliefs. Additionally, our results indicate that the TSELBS demonstrates fairness across gender, educational levels, and areas. These outcomes emphasize the critical role of culturally sensitive methods in evaluating SEL beliefs and lay a foundational step for future cross-cultural research in this domain. This contribution advances the global conversation on SEL, facilitating further studies on similar validations across diverse cultural settings.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810795","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}
Pub Date : 2024-05-17DOI: 10.1177/07342829241255527
Usama Ghayas Syed, Shikha Dixit
The Grit-short scale measures consistency and perseverance for long-term goals. In the present study, we translated and adapted the Grit-short scale into Hindi (Grit-SH) and examined its within-network and between-network construct validity among Indian adolescents. The participants were 534 senior secondary school students aged 14 – 18 years recruited from five schools across two samples. Grit-SH, along with the brief inventory of thriving and student satisfaction scale, was administered in sample 1 ( N 1 = 310), whereas in sample 2 ( N 2 = 224), the English version of the Grit-short scale was used. Regarding within-network construct validity, the two-dimensional structure of Grit-SH demonstrated an acceptable fit to the data, partially strict invariance against its English version, and good internal consistency reliability. In terms of between-network construct validity, grit demonstrated a significantly positive correlation with student satisfaction and well-being. Overall, findings indicated that the Grit-SH is a valid and reliable measure of grit that researchers and practitioners can use to assess grit among Indian adolescents.
{"title":"Evaluating Within-Network and Between-Network Construct Validity of the Hindi Version of the Grit-Short Scale Among Indian Adolescents","authors":"Usama Ghayas Syed, Shikha Dixit","doi":"10.1177/07342829241255527","DOIUrl":"https://doi.org/10.1177/07342829241255527","url":null,"abstract":"The Grit-short scale measures consistency and perseverance for long-term goals. In the present study, we translated and adapted the Grit-short scale into Hindi (Grit-SH) and examined its within-network and between-network construct validity among Indian adolescents. The participants were 534 senior secondary school students aged 14 – 18 years recruited from five schools across two samples. Grit-SH, along with the brief inventory of thriving and student satisfaction scale, was administered in sample 1 ( N 1 = 310), whereas in sample 2 ( N 2 = 224), the English version of the Grit-short scale was used. Regarding within-network construct validity, the two-dimensional structure of Grit-SH demonstrated an acceptable fit to the data, partially strict invariance against its English version, and good internal consistency reliability. In terms of between-network construct validity, grit demonstrated a significantly positive correlation with student satisfaction and well-being. Overall, findings indicated that the Grit-SH is a valid and reliable measure of grit that researchers and practitioners can use to assess grit among Indian adolescents.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140963997","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}
Pub Date : 2024-05-14DOI: 10.1177/07342829241252471
Jonie B. Welland, Emily L. Singell, Katherine A. Graves, Matthew K. Burns
Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment (CFOL) is an individually administered diagnostic assessment published by Acadience Learning for students in kindergarten through sixth grades. The measure purportedly provides diagnostic information in story coherence/text structure, listening and reading comprehension, vocabulary and oral language, and fluency with expository and narrative texts. The skills assessed with the CFOL are designed to provide information about skills related to students’ comprehension difficulties so educators can better target comprehension interventions to support students’ specific learning needs.
{"title":"Test Review of Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment","authors":"Jonie B. Welland, Emily L. Singell, Katherine A. Graves, Matthew K. Burns","doi":"10.1177/07342829241252471","DOIUrl":"https://doi.org/10.1177/07342829241252471","url":null,"abstract":"Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment (CFOL) is an individually administered diagnostic assessment published by Acadience Learning for students in kindergarten through sixth grades. The measure purportedly provides diagnostic information in story coherence/text structure, listening and reading comprehension, vocabulary and oral language, and fluency with expository and narrative texts. The skills assessed with the CFOL are designed to provide information about skills related to students’ comprehension difficulties so educators can better target comprehension interventions to support students’ specific learning needs.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980654","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}
Pub Date : 2024-05-11DOI: 10.1177/07342829241252464
B. M. Jack, Chi-Chen Chen, Thomas J. Smith, Hsin-Hui Wang
This study investigated the predictive effect of 11th grade Taiwanese students’ ( N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy.
本研究调查了 11 年级台湾学生（878 人）自我评估的批判性思维、小组参与自我效能感和主动学习对其社会科学问题（SSI）真正学习兴趣（GLI）的预测作用。结果表明，主动学习对 GLI 有直接影响，而批判性思维和小组参与自我效能感则通过主动学习对 GLI 有间接影响。批判性思维对主动学习有显著的直接影响，而小组参与自我效能感对主动学习有显著的间接影响。
{"title":"Predicting Students’ Genuine Learning Interest in Socio-Scientific Issues within an Engaged Learning Context","authors":"B. M. Jack, Chi-Chen Chen, Thomas J. Smith, Hsin-Hui Wang","doi":"10.1177/07342829241252464","DOIUrl":"https://doi.org/10.1177/07342829241252464","url":null,"abstract":"This study investigated the predictive effect of 11th grade Taiwanese students’ ( N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988174","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}
Pub Date : 2024-05-08DOI: 10.1177/07342829241252863
Xiao-Chun Wang, Meng Zhang, Jia-Xin Wang
Academic burnout seriously affects the academic performance and mental health of college students. This study developed a multi-mediation model to investigate the relationship between academic self-efficacy and academic burnout. A total of 1431 undergraduate students (51.85% female) were recruited to participate in this study. And we used SPSS PROCESS developed by Hayes to examine the mediating role of academic self-efficacy and academic burnout. The results indicated that academic self-efficacy can negatively predict academic burnout. Moreover, intrinsic motivation and learning engagement have a significant mediating effect between academic self-efficacy and academic burnout. Finally, we constructed a model comprising four variables and found that it explained 47.62% of the variance in academic burnout. These findings can be conducive to a suitable intervention path to reduce academic burnout of Chinese college students, so as to develop effective instructional strategies to improve their learning performance.
学业倦怠严重影响大学生的学习成绩和心理健康。本研究建立了一个多中介模型来探究学业自我效能感与学业倦怠之间的关系。本研究共招募了 1431 名本科生（女生占 51.85%）参与研究。我们使用 Hayes 开发的 SPSS PROCESS 检验了学业自我效能感与学业倦怠的中介作用。结果表明，学业自我效能感可以负向预测学业倦怠。此外，内在动机和学习参与在学业自我效能感和学业倦怠之间具有显著的中介作用。最后，我们构建了一个由四个变量组成的模型，发现该模型解释了学业倦怠47.62%的变异。这些发现有助于为降低中国大学生的学业倦怠找到合适的干预路径，从而制定有效的教学策略，提高他们的学习成绩。
{"title":"The Effect of University Students’ Academic Self-Efficacy on Academic Burnout: The Chain Mediating Role of Intrinsic Motivation and Learning Engagement","authors":"Xiao-Chun Wang, Meng Zhang, Jia-Xin Wang","doi":"10.1177/07342829241252863","DOIUrl":"https://doi.org/10.1177/07342829241252863","url":null,"abstract":"Academic burnout seriously affects the academic performance and mental health of college students. This study developed a multi-mediation model to investigate the relationship between academic self-efficacy and academic burnout. A total of 1431 undergraduate students (51.85% female) were recruited to participate in this study. And we used SPSS PROCESS developed by Hayes to examine the mediating role of academic self-efficacy and academic burnout. The results indicated that academic self-efficacy can negatively predict academic burnout. Moreover, intrinsic motivation and learning engagement have a significant mediating effect between academic self-efficacy and academic burnout. Finally, we constructed a model comprising four variables and found that it explained 47.62% of the variance in academic burnout. These findings can be conducive to a suitable intervention path to reduce academic burnout of Chinese college students, so as to develop effective instructional strategies to improve their learning performance.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140999701","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}
Pub Date : 2024-03-28DOI: 10.1177/07342829241242350
Demos Michael, N. Tsigilis, V. Michaelidou, A. Gregoriadis, Vicky Charalambous, Charalambos Vrasidas
The present study contributes to the development of effective measures to evaluate classroom climate, especially in elementary education where these remain limited. In addition, it addresses a typical “flaw” of several studies by approaching classroom climate as a group-level construct rather than an individual characteristic. Following a multilevel approach, we attempted to establish validity evidence for an adapted version of the Classroom Behavioral Climate (CBC) questionnaire and examine its equivalence across two contexts. The participants included 2963 students from 176 fourth and fifth grade classes. Multilevel Confirmatory Factor Analyses resulted in a shorter version of the CBC with three correlated factors in both countries. Two-level models performed better than the single-level models. Configural, metric, and partial scalar invariance was also achieved. The study highlights the need for researchers and practitioners to use appropriate methods and instruments to evaluate the classroom environment based on their research aims and intended use.
{"title":"Evaluating the Classroom Environment: Multilevel Validation and Measurement Invariance of Classroom Behavioral Climate","authors":"Demos Michael, N. Tsigilis, V. Michaelidou, A. Gregoriadis, Vicky Charalambous, Charalambos Vrasidas","doi":"10.1177/07342829241242350","DOIUrl":"https://doi.org/10.1177/07342829241242350","url":null,"abstract":"The present study contributes to the development of effective measures to evaluate classroom climate, especially in elementary education where these remain limited. In addition, it addresses a typical “flaw” of several studies by approaching classroom climate as a group-level construct rather than an individual characteristic. Following a multilevel approach, we attempted to establish validity evidence for an adapted version of the Classroom Behavioral Climate (CBC) questionnaire and examine its equivalence across two contexts. The participants included 2963 students from 176 fourth and fifth grade classes. Multilevel Confirmatory Factor Analyses resulted in a shorter version of the CBC with three correlated factors in both countries. Two-level models performed better than the single-level models. Configural, metric, and partial scalar invariance was also achieved. The study highlights the need for researchers and practitioners to use appropriate methods and instruments to evaluate the classroom environment based on their research aims and intended use.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140371982","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}
Pub Date : 2024-02-12DOI: 10.1177/07342829241233789
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 results showed that all seven wisdom self-rating scales had good internal consistency reliability. The reliability of the original scale was higher than that of the simplified version, and the reliability of the total of the original scale was higher than those of each dimension. Future research should avoid “reliability introduction,” and rather focus on cross-cultural translation of the wisdom scale, selecting the most appropriate measurement tool for the particular field of wisdom, and strengthen theoretical interpretations by connotation and structure of wisdom itself.
{"title":"Reliability Generalization Meta-Analysis of Seven Wisdom Self-Rating Scales From 2004 to 2023","authors":"Hongyi Lin, Fengyan Wang","doi":"10.1177/07342829241233789","DOIUrl":"https://doi.org/10.1177/07342829241233789","url":null,"abstract":"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 results showed that all seven wisdom self-rating scales had good internal consistency reliability. The reliability of the original scale was higher than that of the simplified version, and the reliability of the total of the original scale was higher than those of each dimension. Future research should avoid “reliability introduction,” and rather focus on cross-cultural translation of the wisdom scale, selecting the most appropriate measurement tool for the particular field of wisdom, and strengthen theoretical interpretations by connotation and structure of wisdom itself.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784736","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}
Pub Date : 2024-02-12DOI: 10.1177/07342829241233789
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 results showed that all seven wisdom self-rating scales had good internal consistency reliability. The reliability of the original scale was higher than that of the simplified version, and the reliability of the total of the original scale was higher than those of each dimension. Future research should avoid “reliability introduction,” and rather focus on cross-cultural translation of the wisdom scale, selecting the most appropriate measurement tool for the particular field of wisdom, and strengthen theoretical interpretations by connotation and structure of wisdom itself.
{"title":"Reliability Generalization Meta-Analysis of Seven Wisdom Self-Rating Scales From 2004 to 2023","authors":"Hongyi Lin, Fengyan Wang","doi":"10.1177/07342829241233789","DOIUrl":"https://doi.org/10.1177/07342829241233789","url":null,"abstract":"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 results showed that all seven wisdom self-rating scales had good internal consistency reliability. The reliability of the original scale was higher than that of the simplified version, and the reliability of the total of the original scale was higher than those of each dimension. Future research should avoid “reliability introduction,” and rather focus on cross-cultural translation of the wisdom scale, selecting the most appropriate measurement tool for the particular field of wisdom, and strengthen theoretical interpretations by connotation and structure of wisdom itself.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139844672","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}
Pub Date : 2024-02-05DOI: 10.1177/07342829241231149
Andrew P. Hill, D. Madigan, T. 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 various contentious subscales (other-oriented perfectionism, parental pressure, coach pressure, organisation, and negative reactions to imperfection) and (ii) compared two-factor models to alternative one-factor (or unidimensional) models. Participants were recruited from community and university sports clubs in the UK ( N = 527; M age = 18.07 years, SD = 0.49) and completed the Sport-Multidimensional Perfectionism Scale-2, the Multidimensional Inventory of Perfectionism in Sport, and the Performance Perfectionism Scale-Sport. Support was found for the two-factor model, with superior fit displayed each time the aforementioned subscales were excluded and, in all cases, when compared to a unidimensional model. The findings suggest that the two-factor model is an adequate representation of the underlying structure of instruments designed to measure perfectionism in sport with better fit and conceptual clarity offered by more parsimonious models.
{"title":"Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport","authors":"Andrew P. Hill, D. Madigan, T. Curran, Gareth E. Jowett, James L Rumbold","doi":"10.1177/07342829241231149","DOIUrl":"https://doi.org/10.1177/07342829241231149","url":null,"abstract":"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 various contentious subscales (other-oriented perfectionism, parental pressure, coach pressure, organisation, and negative reactions to imperfection) and (ii) compared two-factor models to alternative one-factor (or unidimensional) models. Participants were recruited from community and university sports clubs in the UK ( N = 527; M age = 18.07 years, SD = 0.49) and completed the Sport-Multidimensional Perfectionism Scale-2, the Multidimensional Inventory of Perfectionism in Sport, and the Performance Perfectionism Scale-Sport. Support was found for the two-factor model, with superior fit displayed each time the aforementioned subscales were excluded and, in all cases, when compared to a unidimensional model. The findings suggest that the two-factor model is an adequate representation of the underlying structure of instruments designed to measure perfectionism in sport with better fit and conceptual clarity offered by more parsimonious models.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803554","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}
Pub Date : 2024-02-05DOI: 10.1177/07342829241231149
Andrew P. Hill, D. Madigan, T. 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 various contentious subscales (other-oriented perfectionism, parental pressure, coach pressure, organisation, and negative reactions to imperfection) and (ii) compared two-factor models to alternative one-factor (or unidimensional) models. Participants were recruited from community and university sports clubs in the UK ( N = 527; M age = 18.07 years, SD = 0.49) and completed the Sport-Multidimensional Perfectionism Scale-2, the Multidimensional Inventory of Perfectionism in Sport, and the Performance Perfectionism Scale-Sport. Support was found for the two-factor model, with superior fit displayed each time the aforementioned subscales were excluded and, in all cases, when compared to a unidimensional model. The findings suggest that the two-factor model is an adequate representation of the underlying structure of instruments designed to measure perfectionism in sport with better fit and conceptual clarity offered by more parsimonious models.
{"title":"Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport","authors":"Andrew P. Hill, D. Madigan, T. Curran, Gareth E. Jowett, James L Rumbold","doi":"10.1177/07342829241231149","DOIUrl":"https://doi.org/10.1177/07342829241231149","url":null,"abstract":"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 various contentious subscales (other-oriented perfectionism, parental pressure, coach pressure, organisation, and negative reactions to imperfection) and (ii) compared two-factor models to alternative one-factor (or unidimensional) models. Participants were recruited from community and university sports clubs in the UK ( N = 527; M age = 18.07 years, SD = 0.49) and completed the Sport-Multidimensional Perfectionism Scale-2, the Multidimensional Inventory of Perfectionism in Sport, and the Performance Perfectionism Scale-Sport. Support was found for the two-factor model, with superior fit displayed each time the aforementioned subscales were excluded and, in all cases, when compared to a unidimensional model. The findings suggest that the two-factor model is an adequate representation of the underlying structure of instruments designed to measure perfectionism in sport with better fit and conceptual clarity offered by more parsimonious models.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863344","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}
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