Pub Date : 2024-09-18DOI: 10.1177/07342829241283982
Sergio Dominguez-Lara, Mario A. Trógolo, Rodrigo Moreta-Herrera, Diego Vaca-Quintana, Manuel Fernández-Arata, Ana Paredes-Proaño
Academic engagement plays a crucial role in students’ learning and performance. One of the most popular measures for assessing this construct is the Utrecht Work Engagement Scale for Students (UWES-S), which is based on a tridimensional conceptualization consisting of dedication, vigor, and absorption. However, prior research on its factor structure has yielded inconsistent results, and the substantial correlations between dimensions raise doubts about their empirical distinctiveness. Thus, questions remain whether academic engagement is experienced as a global construct, or as its three components. The present study addressed this issue by examining the dimensionality of both UWES-S17 and UWES-S9 using a comprehensive factor-analytic framework. One- to four-factor CFA and ESEM models, along with corresponding bifactor-CFA and bifactor-ESEM models, were tested using data from 453 Ecuadorian university students. The results indicated that ESEM yielded superior fit indices and less correlated factors compared to CFA. However, discriminant validity test did not support the distinctiveness of UWES-S factors, and bifactor analyses consistently demonstrated a strong general factor and weak or collapsed specific factors. These findings were remarkably consistent across both UWES-S versions. Collectively, the results suggest that academic engagement, as currently operationalized by the UWES-S, can be considered as a unidimensional rather than a multidimensional construct. Implications for conceptualization, measurement, and research on academic engagement are discussed.
{"title":"Resolving Dimensionality Issues of the Utretch Work Engagement Scale for Students Using an Integrative Data-Analytic Framework","authors":"Sergio Dominguez-Lara, Mario A. Trógolo, Rodrigo Moreta-Herrera, Diego Vaca-Quintana, Manuel Fernández-Arata, Ana Paredes-Proaño","doi":"10.1177/07342829241283982","DOIUrl":"https://doi.org/10.1177/07342829241283982","url":null,"abstract":"Academic engagement plays a crucial role in students’ learning and performance. One of the most popular measures for assessing this construct is the Utrecht Work Engagement Scale for Students (UWES-S), which is based on a tridimensional conceptualization consisting of dedication, vigor, and absorption. However, prior research on its factor structure has yielded inconsistent results, and the substantial correlations between dimensions raise doubts about their empirical distinctiveness. Thus, questions remain whether academic engagement is experienced as a global construct, or as its three components. The present study addressed this issue by examining the dimensionality of both UWES-S17 and UWES-S9 using a comprehensive factor-analytic framework. One- to four-factor CFA and ESEM models, along with corresponding bifactor-CFA and bifactor-ESEM models, were tested using data from 453 Ecuadorian university students. The results indicated that ESEM yielded superior fit indices and less correlated factors compared to CFA. However, discriminant validity test did not support the distinctiveness of UWES-S factors, and bifactor analyses consistently demonstrated a strong general factor and weak or collapsed specific factors. These findings were remarkably consistent across both UWES-S versions. Collectively, the results suggest that academic engagement, as currently operationalized by the UWES-S, can be considered as a unidimensional rather than a multidimensional construct. Implications for conceptualization, measurement, and research on academic engagement are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142260533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-03DOI: 10.1177/07342829241279483
María Josefina Chuecas, Mariavictoria Benavente, Alejandra Galdames, Jaime Alfaro, Ana Loreto Ditzel
This study assesses the psychometric properties of the School Support Scale (SSS), part of the CHKS’s Resilience Youth Development Module (RYDM; Furlong et al., 2009 ), among 231 sixth- and seventh-grade students in urban public schools in Chile. Results indicated satisfactory psychometric properties, replicating a unifactorial structure observed in prior research ( Hanson & Kim, 2007 ), where items related to caring relationships and high expectations loaded onto a single factor, school support. Significant correlations were found with measures of life satisfaction and school-related affect. These findings underscore the scale’s utility in evaluating student perceptions of school support and highlight avenues for future research to enhance its applicability across diverse educational contexts.
本研究评估了智利城市公立学校231名六、七年级学生的学校支持量表（SSS）的心理测量特性，该量表是CHKS抗逆力青少年发展模块（RYDM；Furlong等人，2009年）的一部分。结果表明，该问卷具有令人满意的心理测量特性，复制了之前研究中观察到的单因子结构（Hanson & Kim, 2007），其中与关爱关系和高期望值相关的项目被加载到一个因子--学校支持上。研究还发现，该量表与生活满意度和与学校相关的情感测量之间存在显著的相关性。这些发现强调了该量表在评估学生对学校支持的看法方面的实用性，并强调了未来研究的途径，以提高其在不同教育背景下的适用性。
{"title":"Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents","authors":"María Josefina Chuecas, Mariavictoria Benavente, Alejandra Galdames, Jaime Alfaro, Ana Loreto Ditzel","doi":"10.1177/07342829241279483","DOIUrl":"https://doi.org/10.1177/07342829241279483","url":null,"abstract":"This study assesses the psychometric properties of the School Support Scale (SSS), part of the CHKS’s Resilience Youth Development Module (RYDM; Furlong et al., 2009 ), among 231 sixth- and seventh-grade students in urban public schools in Chile. Results indicated satisfactory psychometric properties, replicating a unifactorial structure observed in prior research ( Hanson & Kim, 2007 ), where items related to caring relationships and high expectations loaded onto a single factor, school support. Significant correlations were found with measures of life satisfaction and school-related affect. These findings underscore the scale’s utility in evaluating student perceptions of school support and highlight avenues for future research to enhance its applicability across diverse educational contexts.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1177/07342829241280396
Gabrielle Francis, Nathaniel von der Embse, David Putwain, Eunsook Kim
Standardized testing is an integral part of the English and American education systems. However, the use of high-stakes testing has unintended consequences, one of which is test anxiety. Over the last 50 years, increased attention has been directed to developing tools to identify students experiencing test anxiety. However, many test anxiety instruments have been created for research purposes rather than use within school decision-making and lack evidence for interpretation. The purpose of the current study was to support the use of the Multidimensional Test Anxiety Scale (MTAS) in applied settings by using a latent profile analysis to identify respondent groups to support score interpretation. Participants included 918 secondary students in England.
{"title":"Interpretation Evidence for the Multidimensional Test Anxiety Scale: A Brief Report","authors":"Gabrielle Francis, Nathaniel von der Embse, David Putwain, Eunsook Kim","doi":"10.1177/07342829241280396","DOIUrl":"https://doi.org/10.1177/07342829241280396","url":null,"abstract":"Standardized testing is an integral part of the English and American education systems. However, the use of high-stakes testing has unintended consequences, one of which is test anxiety. Over the last 50 years, increased attention has been directed to developing tools to identify students experiencing test anxiety. However, many test anxiety instruments have been created for research purposes rather than use within school decision-making and lack evidence for interpretation. The purpose of the current study was to support the use of the Multidimensional Test Anxiety Scale (MTAS) in applied settings by using a latent profile analysis to identify respondent groups to support score interpretation. Participants included 918 secondary students in England.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1177/07342829241276564
Mark A. Ferro, Serafina Abbruzzese, Scott T. Leatherdale, Karen A. Patte
In a sample of youth aged 10–16 years with chronic physical illness, this study examined psychometric properties of a modified Psychological Sense of School Membership (m-PSSM) scale; described longitudinal trends in perceptions over 24 months; and, identified factors associated with school belonging. Youth were recruited from a pediatric hospital in Canada. A total of 105 youth attended school in the past year and provided self-reports. The four-item m-PSSM had a unidimensional structure which was measurement invariant between youth in elementary (10–13 years) versus secondary school (14–16 years). Internal consistency was (ω > .80). There was no evidence that m-PSSM scores changed significantly over time (η2 = 0.05). Predictors of lower perceived school belonging were being in secondary school, having psychopathology, reporting lower quality of life in the domains of social support and school environment, experiencing peer victimization, and living in a community with higher residential instability and lower material deprivation.
{"title":"Perceived School Belonging Among Youth with Chronic Physical Illness","authors":"Mark A. Ferro, Serafina Abbruzzese, Scott T. Leatherdale, Karen A. Patte","doi":"10.1177/07342829241276564","DOIUrl":"https://doi.org/10.1177/07342829241276564","url":null,"abstract":"In a sample of youth aged 10–16 years with chronic physical illness, this study examined psychometric properties of a modified Psychological Sense of School Membership (m-PSSM) scale; described longitudinal trends in perceptions over 24 months; and, identified factors associated with school belonging. Youth were recruited from a pediatric hospital in Canada. A total of 105 youth attended school in the past year and provided self-reports. The four-item m-PSSM had a unidimensional structure which was measurement invariant between youth in elementary (10–13 years) versus secondary school (14–16 years). Internal consistency was (ω > .80). There was no evidence that m-PSSM scores changed significantly over time (η<jats:sup>2</jats:sup> = 0.05). Predictors of lower perceived school belonging were being in secondary school, having psychopathology, reporting lower quality of life in the domains of social support and school environment, experiencing peer victimization, and living in a community with higher residential instability and lower material deprivation.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-23DOI: 10.1177/07342829241275719
Adam Klocek, Lenka Kollerová, Jan Netík, Egle Havrdová
This study provides a thorough psychometric evaluation of construct and criterion validity and measurement invariance of the promising Florence Bullying-Victimization Scales (FBVS). A special focus was devoted to the concurrent criterion validity of the victimization scale with regard to well-being and social self-efficacy. Exploratory and confirmatory multidimensional item response theory and structural equation modeling were applied to cross-sectional data retrieved from 3rd to 6th-grade Czech primary school students ( N = 1795; 49% female; M age = 10.42, SD = 1.25). The results supported the use of unidimensional factor structure that demonstrated acceptable model fit and measurement invariance across genders and grades. Moderate to high correlations of the FBVS scores with bullying and victimization measured by the Olweus Bully/Victim Questionnaire and other instruments indicated very good convergent validity. Regarding criterion validity, higher victimization was associated with lower levels of well-being and social self-efficacy.
{"title":"Florence Bullying-Victimization Scales: Validation Study and Victimization Associations With Well-Being and Social Self-Efficacy","authors":"Adam Klocek, Lenka Kollerová, Jan Netík, Egle Havrdová","doi":"10.1177/07342829241275719","DOIUrl":"https://doi.org/10.1177/07342829241275719","url":null,"abstract":"This study provides a thorough psychometric evaluation of construct and criterion validity and measurement invariance of the promising Florence Bullying-Victimization Scales (FBVS). A special focus was devoted to the concurrent criterion validity of the victimization scale with regard to well-being and social self-efficacy. Exploratory and confirmatory multidimensional item response theory and structural equation modeling were applied to cross-sectional data retrieved from 3<jats:sup>rd</jats:sup> to 6<jats:sup>th</jats:sup>-grade Czech primary school students ( N = 1795; 49% female; M<jats:sub> age</jats:sub> = 10.42, SD = 1.25). The results supported the use of unidimensional factor structure that demonstrated acceptable model fit and measurement invariance across genders and grades. Moderate to high correlations of the FBVS scores with bullying and victimization measured by the Olweus Bully/Victim Questionnaire and other instruments indicated very good convergent validity. Regarding criterion validity, higher victimization was associated with lower levels of well-being and social self-efficacy.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21DOI: 10.1177/07342829241276226
R. Brandon Conaway, Ara J. Schmitt, Elizabeth McCallum, Laura M. Crothers, James B. Schreiber
Reading disorders, including reading comprehension disorders, are among the most common referrals for evaluation in schools. If that evaluation involves individually administered tests of reading, the examiner is faced with selecting at least one reading comprehension subtest that is inherently associated with specific task demands, such as a cloze procedure or a story retell procedure. This study explored the correlates of performance of these two types of reading comprehension measures in lower grades (i.e., grades 1–5) and upper grades (i.e., grades 6–12). Results revealed a moderate correlation between these two tasks and evidence that students with reading disorders may perform poorer on cloze reading comprehension measures than story retell measures in both grade groupings. Regression analyses revealed that variance in each reading comprehension task is associated with a unique grouping of predictor variables that are associated with the Big Five of Reading and short-term/working memory. Discussion focuses on the implications of these findings for the evaluation of students with suspected disabilities and research.
{"title":"Cognitive Predictors of Two Distinct Reading Comprehension Tasks in Lower and Upper Grades","authors":"R. Brandon Conaway, Ara J. Schmitt, Elizabeth McCallum, Laura M. Crothers, James B. Schreiber","doi":"10.1177/07342829241276226","DOIUrl":"https://doi.org/10.1177/07342829241276226","url":null,"abstract":"Reading disorders, including reading comprehension disorders, are among the most common referrals for evaluation in schools. If that evaluation involves individually administered tests of reading, the examiner is faced with selecting at least one reading comprehension subtest that is inherently associated with specific task demands, such as a cloze procedure or a story retell procedure. This study explored the correlates of performance of these two types of reading comprehension measures in lower grades (i.e., grades 1–5) and upper grades (i.e., grades 6–12). Results revealed a moderate correlation between these two tasks and evidence that students with reading disorders may perform poorer on cloze reading comprehension measures than story retell measures in both grade groupings. Regression analyses revealed that variance in each reading comprehension task is associated with a unique grouping of predictor variables that are associated with the Big Five of Reading and short-term/working memory. Discussion focuses on the implications of these findings for the evaluation of students with suspected disabilities and research.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/07342829241273227
Laura M. Peña, Victor Villarreal
This article reviews the administrative and psychometric properties of the Tests of Dyslexia–Comprehensive (TOD-C). The TOD-C is part of the multi-battery Tests of Dyslexia (TOD), which also includes a screener and separate test for young children. The TOD-C measures reading, spelling, and linguistic characteristics of dyslexia. The TOD-C also includes tests of vocabulary and reasoning.
本文回顾了阅读障碍综合测试（Tests of Dyslexia-Comprehensive，TOD-C）的管理和心理测量特性。TOD-C 是多电池阅读障碍测试 (TOD) 的一部分，该测试还包括筛选器和针对幼儿的单独测试。TOD-C 测验阅读障碍的阅读、拼写和语言特点。TOD-C 还包括词汇和推理测试。
{"title":"Test Review: Tests of Dyslexia–Comprehensive (TOD-C)","authors":"Laura M. Peña, Victor Villarreal","doi":"10.1177/07342829241273227","DOIUrl":"https://doi.org/10.1177/07342829241273227","url":null,"abstract":"This article reviews the administrative and psychometric properties of the Tests of Dyslexia–Comprehensive (TOD-C). The TOD-C is part of the multi-battery Tests of Dyslexia (TOD), which also includes a screener and separate test for young children. The TOD-C measures reading, spelling, and linguistic characteristics of dyslexia. The TOD-C also includes tests of vocabulary and reasoning.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-14DOI: 10.1177/07342829241273257
Fayez Mahamid, Gordon L. Flett, Masood Zangeneh, Dana Bdier
The current study examined the psychometric properties and correlates of three measures assessing individual differences in mattering among people from Palestine assessed in January, 2024. This study uniquely considers mattering as a resource and feelings of not mattering as a risk factor among people experiencing traumatizing life circumstances. Our sample consisted of 950 Palestinian adults (305 men and 645 women). They completed the General Mattering Scale, the Anti-Mattering Scale, the Fear of Not Mattering Inventory, and the Depression Anxiety Stress Scales-21 (DASS-21). Extensive psychometric tests supported these measures as each having one factor with adequate reliability and validity. Examination of means indicated significantly elevated levels of fear of not mattering, anxiety, depression, and stress. Regression analyses further established that each measure predicted significant unique variance in anxiety, depression, and stress. The findings attest to the further use of these measures and how feelings of mattering can be vital resource as the need for resilience and adaptability escalates due to traumatizing events.
{"title":"Psychometric Properties and Factorial Structure of General Mattering Scale, Anti-Mattering Scale, and Fear of Not Mattering Inventory Within the Palestinian Context","authors":"Fayez Mahamid, Gordon L. Flett, Masood Zangeneh, Dana Bdier","doi":"10.1177/07342829241273257","DOIUrl":"https://doi.org/10.1177/07342829241273257","url":null,"abstract":"The current study examined the psychometric properties and correlates of three measures assessing individual differences in mattering among people from Palestine assessed in January, 2024. This study uniquely considers mattering as a resource and feelings of not mattering as a risk factor among people experiencing traumatizing life circumstances. Our sample consisted of 950 Palestinian adults (305 men and 645 women). They completed the General Mattering Scale, the Anti-Mattering Scale, the Fear of Not Mattering Inventory, and the Depression Anxiety Stress Scales-21 (DASS-21). Extensive psychometric tests supported these measures as each having one factor with adequate reliability and validity. Examination of means indicated significantly elevated levels of fear of not mattering, anxiety, depression, and stress. Regression analyses further established that each measure predicted significant unique variance in anxiety, depression, and stress. The findings attest to the further use of these measures and how feelings of mattering can be vital resource as the need for resilience and adaptability escalates due to traumatizing events.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-12DOI: 10.1177/07342829241273166
Nicolle Cai, Silvain S. Dang, Simone Cheli, Veronica Cavalletti, Gordon L. Flett, Paul L. Hewit
Perfectionism measures developed in English-speaking populations have become frequently used in many non-English contexts, including in Italy. Establishing structural and measurement equivalence of instruments between Canadian and Italian samples is therefore important in establishing the validity of these concepts and instruments in Italian contexts, and to allow for direct cross-cultural comparisons. The current study investigated the measurement equivalence between a Canadian and an Italian sample for the commonly used measures of perfectionism constructs based on the Comprehensive Model of Perfectionistic Behavior. The Hewitt & Flett Multidimensional Perfectionism Scale, the Perfectionistic Self-Presentation Scale, and the Perfectionism Cognitions Inventory were examined for configural, metric, and scalar invariance via equivalence testing of multigroup confirmatory factor analysis models. The results showed some evidence for configural and metric equivalence for the three measures, thus facilitating cross-cultural interpretation of pattern of associations. However, there was no consistent evidence for scalar invariance, thus suggesting that direct comparisons of perfectionism levels between the two contexts cannot be meaningfully interpreted. This highlights the need for research in both Canadian and Italian contexts to understand cross-cultural differences and similarities in perfectionism.
{"title":"Examination of Measures of Perfectionism for Structural and Measurement Invariance in an Italian and a Canadian Sample","authors":"Nicolle Cai, Silvain S. Dang, Simone Cheli, Veronica Cavalletti, Gordon L. Flett, Paul L. Hewit","doi":"10.1177/07342829241273166","DOIUrl":"https://doi.org/10.1177/07342829241273166","url":null,"abstract":"Perfectionism measures developed in English-speaking populations have become frequently used in many non-English contexts, including in Italy. Establishing structural and measurement equivalence of instruments between Canadian and Italian samples is therefore important in establishing the validity of these concepts and instruments in Italian contexts, and to allow for direct cross-cultural comparisons. The current study investigated the measurement equivalence between a Canadian and an Italian sample for the commonly used measures of perfectionism constructs based on the Comprehensive Model of Perfectionistic Behavior. The Hewitt & Flett Multidimensional Perfectionism Scale, the Perfectionistic Self-Presentation Scale, and the Perfectionism Cognitions Inventory were examined for configural, metric, and scalar invariance via equivalence testing of multigroup confirmatory factor analysis models. The results showed some evidence for configural and metric equivalence for the three measures, thus facilitating cross-cultural interpretation of pattern of associations. However, there was no consistent evidence for scalar invariance, thus suggesting that direct comparisons of perfectionism levels between the two contexts cannot be meaningfully interpreted. This highlights the need for research in both Canadian and Italian contexts to understand cross-cultural differences and similarities in perfectionism.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-25DOI: 10.1177/07342829241256804
Seyda Aydin-Karaca, Mustafa Serdar Köksal, Bilkay Bi
This study aimed to develop a parent rating scale (PRSG) for screening children for further identification process in terms of giftedness. The participants of the study were 255 parents of gifted and non-gifted students. The PRSG, consisting of 30 items, was created by consulting parents and reviewing instruments existent in the literature. As part of the validity testing, the content, construct, and criterion-related validities were examined. Expert opinion was sought for content validity. Construct validity was achieved as the findings of the confirmatory factor analysis confirmed the three-factor model in the 27-item instrument. The parents rated their own children after the researchers showed them how to rate their children. One hundred and sixty parents had a gifted child. Finally, the scores given by the parents of gifted children and those of the non-gifted were compared, which yielded a statistically significant difference between the mean scores in favor of the scores given by the parents of the gifted. The Cronbach alpha value was found to be .95 for the whole instrument.
{"title":"Adaptation and Development of Parent Rating Scale for Giftedness","authors":"Seyda Aydin-Karaca, Mustafa Serdar Köksal, Bilkay Bi","doi":"10.1177/07342829241256804","DOIUrl":"https://doi.org/10.1177/07342829241256804","url":null,"abstract":"This study aimed to develop a parent rating scale (PRSG) for screening children for further identification process in terms of giftedness. The participants of the study were 255 parents of gifted and non-gifted students. The PRSG, consisting of 30 items, was created by consulting parents and reviewing instruments existent in the literature. As part of the validity testing, the content, construct, and criterion-related validities were examined. Expert opinion was sought for content validity. Construct validity was achieved as the findings of the confirmatory factor analysis confirmed the three-factor model in the 27-item instrument. The parents rated their own children after the researchers showed them how to rate their children. One hundred and sixty parents had a gifted child. Finally, the scores given by the parents of gifted children and those of the non-gifted were compared, which yielded a statistically significant difference between the mean scores in favor of the scores given by the parents of the gifted. The Cronbach alpha value was found to be .95 for the whole instrument.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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