Journal of Psychoeducational Assessment最新文献

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Informant Screening Profiles of Social and Emotional Learning: Exploring Teacher and Student Agreement 社会和情感学习的信息员筛选概况：探索教师和学生的一致意见

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-12-26 DOI: 10.1177/07342829231223856

Kristy L. Brann, C. Anthony, Stephen N. Elliott, Ashley Flora, Courtney A. DiOrio

When conducting universal social and emotional learning (SEL) screening, schools need clear decision-making guidelines for selecting informants. The current study examined informant profiles for screening SEL functioning using latent profile analysis with the student and teacher forms of the SSIS SEL Brief Scales for 536 students in grades 3–7. Teacher and student models each had three profiles emerge with roughly similar meanings of the profiles (Developing, Competent, and Advanced profiles), although a larger percentage of students were identified in the developing profile for the student rater. Profile categories aligned for 42% of students, with the most disagreement according between the Competent and Advanced SEL categories. For the teacher and student combined model, five profiles emerged (Competent-Developing, Developing-Competent, Competent-High Competent, Competent-Competent, and Advanced-Competent), with one profile indicating informant agreement. We explore gender and grade setting covariates and discuss implications for multi-informant research and practice.

在进行普遍的社会和情感学习（SEL）筛查时，学校需要明确的决策指南来选择信息提供者。本研究通过对学生和教师形式的 SSIS SEL 简要量表进行潜特征分析，对 536 名三至七年级学生进行了 SEL 功能筛查的线人特征进行了研究。教师和学生模型各有三个特征，其含义大致相同（发展中特征、胜任特征和高级特征），但学生测评者在发展中特征中识别出的学生比例较大。有 42% 的学生的自我评价类别是一致的，其中 "胜任 "和 "高级 "自我评价类别之间的分歧最大。在教师和学生的综合模型中，出现了五种情况（胜任-发展中、发展中-胜任、胜任-高胜任、胜任-胜任和高级-胜任），其中一种情况表明信息提供者意见一致。我们探讨了性别和年级设置的协变量，并讨论了对多信息提供者研究和实践的影响。

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引用次数: 0

Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada 衡量加拿大青少年自我调节学习和学业挑战的复杂性

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-12-15 DOI: 10.1177/07342829231221851

Meng Qi Wu, Violet V. Cieslik, Safoura Askari, Allyson F. Hadwin, Moira Hood

Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents’ SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents’ SRL practices and academic challenges.

使用自我报告测量方法来研究青少年自我调节学习（SRL）的复杂性和学业挑战的研究十分有限。本研究考察了自我调节学习档案和自我诊断（SRL-PSD）工具的心理测量特性，并探讨了青少年自我调节学习和学业挑战的多重因素。参与者是来自加拿大一所中学的 358 名青少年。在为期两天、每次 25 分钟的教学过程中，通过 LimeSurvey 对学生进行了 SRL-PSD 的分量表测量。结果表明，SRL-PSD 是一种可靠有效的自我报告工具，可用于测量青少年的自学能力实践和学业挑战。同时，所有类型的自学能力实践和学业挑战都有明显的相互关联。此外，所有类型的自律学习实践与学校参与度呈正相关，而所有类型的学业挑战与学校参与度呈负相关。总之，本研究为教育工作者和研究人员提供了一种有效的自我报告测量方法，用于考察青少年的自律学习实践和学业挑战。

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引用次数: 0

Validation and Psychometric Properties of the Original Grit Scale (Grit-O) Among Cambodian Adolescents. 原始砂砾量表(砂砾- 0)在柬埔寨青少年中的验证和心理测量特性

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-12-01 Epub Date: 2023-07-06 DOI: 10.1177/07342829231187238

Hannah B Apsley, Kyler S Knapp, Sothy Eng, H H Cleveland

Background: Cambodian youth face many unique challenges, such as high instances of poverty and intergenerational trauma. Grit, a person-level trait defined as having "perseverance and passion for long-term goals", may be particularly important in helping Cambodian youth to succeed despite the extreme challenges they face. To date, the Original Grit Scale (Grit-O) has not been translated in Khmer or validated for a sample of Cambodian youth.

Purpose: This study aimed to assess the reliability and validity of a Khmer translation of the Original Grit Scale (Grit-O) among urban Cambodian youth.

Research design: A cross-section survey battery -including Grit-O and other relevant covariates -was administered to Cambodian youth.

Study sample: Data were collected from 580 Cambodian adolescents (M_age = 15.85 years, SD_age = 2.05, 63.7% female).

Data collection and analysis: Paper and pencil surveys were sent home from school with each participant and returned to the study team the next day. Analyses included calculating Cronbach's alphas, interitem correlations, correlations with relevant covariates and both a confirmatory and exploratory factor analysis.

Results: Cronbach's alphas and interitem correlations indicated that the full scale was not reliable for this sample, and that reliability improved when two items (I become interested in new pursuits every few months -reverse-scored and I finish whatever I begin) were excluded. The subscales Consistency of Interests and Perseverance of Effort were more reliable than the full scale. Correlations with relevant covariates indicated that the full scale was moderately valid. Factor analyses suggested that items 6 and 7 did not load well onto either identified factor.

Conclusions: Investigators measuring grit in a sample of Cambodian youth should consider excluding items 6 and 7 of Grit-O, and assessing the two subscales on their own, rather than treating them as indicators of a single higher-order construct.

柬埔寨青年面临许多独特的挑战，例如贫困和代际创伤。毅力是一种个人特质，被定义为“对长期目标有毅力和激情”，它可能对帮助柬埔寨年轻人在面临极端挑战的情况下取得成功尤为重要。迄今为止，原始砂砾量表(砂砾- 0)还没有翻译成高棉语，也没有在柬埔寨青年样本中得到验证。本研究旨在评估原始砂砾量表(砂砾- 0)的高棉语翻译在柬埔寨城市青年中的信度和效度。对柬埔寨青年进行了横断面调查，包括Grit-O和其他相关协变量。数据来自580名柬埔寨青少年(年龄= 15.85岁，年龄= 2.05岁，63.7%为女性)。纸和笔的调查问卷被从学校寄给每个参与者，并在第二天返回给研究小组。分析包括计算Cronbach 's alpha、项目间相关性、与相关协变量的相关性以及验证性和探索性因素分析。Cronbach 's alpha和项目间相关性表明，对于这个样本来说，完整的量表是不可靠的，当排除两个项目(我每隔几个月就会对新的追求感兴趣——反向得分，我完成我开始的任何事情)时，可靠性得到了提高。兴趣一致性和努力毅力分量表比完整量表更可靠。与相关协变量的相关性表明，完整量表具有中等效度。因子分析表明，项目6和7没有很好地加载到任何确定的因素。调查人员在测量柬埔寨青年样本中的勇气时，应该考虑排除grit -o的项目6和7，并单独评估这两个子量表，而不是将它们作为单一高阶结构的指标。

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引用次数: 0

Stage Fright Scale – Children & Youth: Development and Validation of a New Questionnaire 舞台恐惧量表--儿童与青少年：新问卷的开发与验证

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-12-01 DOI: 10.1177/07342829231219785

Kamil Jaros, Aleksandra Gajda

Stage fright is a natural and very common phenomenon that affects everyone who must present themselves in public. However, it has a negative impact on the health and voice emission of children and adolescents, which is why it is important to study and measure it. Unfortunately, there are no appropriate tools for examining public presentation anxiety intended for children and adolescents, and that would also include the context of voice production. The main aim of this study was to describe stage fright and to present the stages of creating a tool based on the three-factor theory of stage fright constructs. The text describes the steps of developing the questionnaire, Confirmatory Factor Analysis, reliability, and convergent and discriminant validity. The results of the conducted analyses confirmed the three-factor structure of the tool and suggest that the Stage Fright Scale – Children & Youth is a reliable and consistent questionnaire for measuring stage fright in children and adolescents.

怯场是一种自然而又普遍的现象，它影响着每一个必须在公共场合露面的人。然而，它对儿童和青少年的健康和声音排放有负面影响，这就是为什么研究和测量它很重要的原因。不幸的是，没有合适的工具来检查儿童和青少年的公共演讲焦虑，这也包括声音制作的背景。本研究的主要目的是描述怯场，并提出基于怯场结构的三因素理论创建工具的阶段。本文描述了开发问卷的步骤，验证性因素分析，信度，收敛和判别效度。所进行的分析结果证实了该工具的三因素结构，并表明怯场量表-儿童和青少年是一份可靠和一致的调查问卷，用于测量儿童和青少年的怯场。

引用次数: 0

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context 入学时的自我调节评估：现有筛查工具的文献综述及是否适合新西兰本土情况

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-11-30 DOI: 10.1177/07342829231219291

Ashleigh Barrett-Young, Rachel Martin, A. E. Clifford, Elizabeth Schaughency, Jimmy McLauchlan, Dione Healey

This literature review investigates tools used to assess self-regulation at school entry and to inform recommendations for use in Aotearoa New Zealand. We were particularly interested in identifying self-regulation screening tools that had been developed from Indigenous frameworks to enhance likelihood of culturally empowering assessment. APA PsycInfo and Clarivate Web of Science databases were searched for articles on self-regulation screening at school entry. Screening tools were included if they met the following criteria: available in English or te reo Māori (the two predominant written languages of Aotearoa New Zealand); appropriate for children aged 5–6 years; and focus on self-regulation or contain a component assessing self-regulation. 39 screening tools which met the criteria were identified. Overall, most tools were developed from a Euro-American perspective and many were deficit- and/or clinically-focused. Issues with translating screening tools to other cultures are discussed, specifically in the context of Aotearoa New Zealand.

本文献综述调查了用于评估入学时自我调节能力的工具，并为在新西兰奥特亚罗瓦使用这些工具提供建议。我们特别感兴趣的是确定根据土著框架开发的自我调节筛选工具，以提高文化赋权评估的可能性。我们在 APA PsycInfo 和 Clarivate Web of Science 数据库中搜索了有关入学自律筛查的文章。符合以下标准的筛查工具均被纳入其中：有英语或毛利语（新西兰奥特亚罗瓦的两种主要书面语言）版本；适合 5-6 岁儿童使用；侧重于自我调节或包含评估自我调节的内容。符合标准的筛查工具共有 39 种。总体而言，大多数工具都是从欧美国家的角度开发的，许多工具都以缺陷和/或临床为重点。本文讨论了将筛查工具翻译成其他文化的问题，特别是在新西兰奥特亚罗瓦的背景下。

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引用次数: 0

A Validity Study of the Digitized Version of the Rapid Automatized Naming Test 快速自动命名测验数字化版本的有效性研究

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-11-28 DOI: 10.1177/07342829231218582

Sohyun An Kim, Rebecca Gotlieb, Laura V. Rhinehart, Veronica Pedroza, Maryanne Wolf

Rapid automatized naming (RAN) is a powerful predictor of reading fluency, and many digitized dyslexia screeners include RAN as an essential component. However, the validity of digitized RAN has not been established. Using a sample of 174 second-graders, this study tested (1) the comparability between paper and digitized versions of RAN and (2) the validity of the digitized version. We found that paper and digital versions were highly correlated, and such correlation was consistent across students’ reading levels. Further, the digital RAN predicted children’s word reading proficiency as well as the paper version. Moreover, the constructs measured by paper and digital versions of RAN were comparable. We conclude that the digitized RAN is a valid alternative to the traditional paper version for this age group.

快速自动命名（RAN）是预测阅读流畅性的有力指标，许多数字化诵读困难筛查工具都将 RAN 作为一个重要组成部分。然而，数字化 RAN 的有效性尚未得到证实。本研究以 174 名二年级学生为样本，测试了（1）纸质版和数字化版 RAN 的可比性；（2）数字化版 RAN 的有效性。我们发现，纸质版和数字版的相关性很高，而且这种相关性在不同阅读水平的学生之间是一致的。此外，数字版 RAN 对儿童单词阅读能力的预测与纸质版相同。此外，纸质版和数字版 RAN 所测量的结构具有可比性。我们的结论是，对于这个年龄段的学生来说，数字化 RAN 是传统纸质版 RAN 的有效替代品。

引用次数: 0

Psychometric Properties and Factor Structure of the Aggressive Student Culture Scale Administered to the Age 8 Growing Up in NZ Cohort 在新西兰 8 岁学生群体中使用的 "学生攻击性文化量表 "的心理测量特性和因子结构

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-11-24 DOI: 10.1177/07342829231218036

Qiongxi Zhang, Lisa Underwood, Elizabeth R. Peterson, J. Fenaughty, K. Waldie

The Aggressive Student Culture Scale (ASCS) is a survey designed to measure the extent to which New Zealand (NZ) students experience aggressive behaviours within the school environment. The aim of this study is to assess the psychometric properties of the ASCS in the multidisciplinary Growing Up in NZ longitudinal study. We used data from 4938 children from the Growing Up in NZ study to examine the psychometric properties of ASCS for 8-year-old children. Confirmatory factor analysis was conducted, and measurement invariance was tested across sex, ethnicity, and deprivation levels. The ASCS tool comprises a single latent factor: aggressive student behaviour. The ASCS provides an adequate and satisfactory measure for student aggression experiences. Full measurement invariance was supported for child’s sex, but only configural invariance was confirmed across ethnicity and area-level deprivation. Males reported higher levels of aggressive experiences than females. The one-factor model structure offers an excellent fit to our data with good internal consistency. Comparisons across sex are valid; however, direct comparisons across ethnicity and deprivation levels should be approached with caution. We recommend replication studies and encourage further research involving participants from different age groups to better understand the factor structure across diverse demographic variables.

学生攻击性文化量表（ASCS）是一项调查，旨在测量新西兰（NZ）学生在学校环境中出现攻击性行为的程度。本研究的目的是在 "新西兰成长 "多学科纵向研究中评估 "攻击性学生文化量表 "的心理测量特性。我们利用 "新西兰成长 "研究中 4938 名儿童的数据，对 8 岁儿童的 ASCS 心理测量特性进行了检验。我们进行了确认性因子分析，并测试了不同性别、种族和贫困水平的测量不变性。ASCS 工具包括一个潜在因子：学生攻击性行为。ASCS 为学生的攻击行为体验提供了一个充分且令人满意的测量工具。儿童性别的完全测量不变性得到了支持，但只有配置不变性在种族和地区贫困程度方面得到了证实。与女性相比，男性报告的攻击性经历水平更高。单因素模型结构非常符合我们的数据，具有良好的内部一致性。不同性别之间的比较是有效的；但是，不同种族和贫困水平之间的直接比较应谨慎对待。我们建议进行重复研究，并鼓励进一步研究不同年龄组的参与者，以更好地了解不同人口变量的因子结构。

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引用次数: 0

Measurement Invariance of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale 社会、学业和情绪行为风险筛选器--教师评分量表的测量不变量

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-11-23 DOI: 10.1177/07342829231217771

Annie Goerdt, Faith Miller, Danielle Dupuis, Meg Olson

School-based universal screening in the social, emotional, and behavioral (SEB) domains allows for the early identification of students in need of SEB support. Importantly, equitable assessment in universal screening for the SEB domains is critical to engage in accurate and ethical data-based decision-making. Measurement invariance is one method for examining potential inequities in assessment tools, permitting the ability to evaluate which assessments or assessment items perform differently across groups. As such, this study utilized multi-group confirmatory factor analysis to evaluate the extent of measurement invariance for a commonly used universal screening tool for the SEB domains: the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS). The sample consisted of 1949 students in kindergarten through fourth grade in a Midwest, suburban school district. Examination of factor structures indicated the bifactor model yielded adequate fit and was utilized for measurement invariance testing. Multi-group confirmatory factor analysis results provided preliminary evidence that the SAEBRS-TRS displays invariance across a variety of student characteristics. Specifically, results supported configural and metric/scalar invariance of the bifactor model across the student characteristics of racial or ethnic identity, sex assigned at birth, and eligibility for free or reduced-price lunch. Yet, future research is needed to corroborate these findings. Limitations, implications for practice, and directions for future research are discussed.

通过社会、情感和行为（SEB）领域的校本普及筛查，可以及早发现需要社会、情感和行为支持的学生。重要的是，在社会、情感和行为（SEB）领域的普遍筛查中进行公平评估，对于基于数据做出准确和合乎道德的决策至关重要。测量不变性是检查评估工具中潜在不公平现象的一种方法，它允许评估哪些评估或评估项目在不同群体中表现不同。因此，本研究利用多组确证因子分析来评估一种常用的 SEB 领域通用筛查工具--社会、学业和情绪行为风险筛查器--教师评分量表（SAEBRS-TRS）的测量不变性程度。样本包括中西部郊区校区的 1949 名幼儿园至四年级学生。对因子结构的研究表明，双因子模型具有足够的拟合度，并被用于测量不变性测试。多组确认性因子分析的结果初步证明，SAEBRS-TRS 在各种学生特征上都表现出了不变性。具体来说，结果支持了双因素模型在学生的种族或民族身份、出生时的性别分配、免费或减价午餐资格等特征上的构型和度量/尺度不变性。然而，还需要未来的研究来证实这些发现。本文讨论了研究的局限性、对实践的影响以及未来研究的方向。

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引用次数: 0

Preliminary Psychometric Assessment of STEM Attitude Measure for U.S. High School Students With Disabilities 美国残疾高中生 STEM 态度测量的初步心理测量学评估

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-11-23 DOI: 10.1177/07342829231218767

Scott H. Yamamoto

This was the first study in which a psychometrically validated STEM measure, the “Student STEM” (S-STEM), was studied for HSSWD. This study also represented the first time a psychometrically validated STEM measure, the “Student STEM” (S-STEM), was studied for HSSWD. Data were collected from 229 HSSWD in a western state and analyzed using Cronbach’s Alpha, McDonald’s Omega, and exploratory factor analysis (EFA). The Alpha and Omega results showed less internal consistency in HSSWD attitudes toward mathematics than their attitudes toward the other three S-STEM subscales. The EFA results showed preliminary indications of construct validity for the engineering and technology subscale. Limitations of the study are its modest sample size and some measurement imprecision. Implications of the study are further psychometric analyses of the S-STEM for HSSWD and educators focusing on increasing STEM opportunities for HSSWD.

这是首次针对高三学生进行的研究，研究对象是经过心理测量验证的 STEM 测量方法--"学生 STEM"（S-STEM）。本研究也是首次针对高三残疾学生研究经过心理测量验证的 STEM 测量方法--"学生 STEM"（S-STEM）。数据收集自西部某州的 229 名高三残疾学生，并使用 Cronbach's Alpha、McDonald's Omega 和探索性因子分析 (EFA) 进行了分析。Alpha和Omega结果显示，与对其他三个S-STEM子量表的态度相比，高三学生对数学的态度内部一致性较差。EFA 结果表明，工程与技术分量表具有初步的建构有效性。这项研究的局限性在于其样本量有限，且存在一些测量不精确的问题。本研究的意义在于为高三残疾学生和教育工作者进一步进行 S-STEM 心理测量分析，以增加高三残疾学生的 STEM 机会。

引用次数: 0

Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure 以学生的声音为中心，为教师的实践和研究提供信息：验证基于资产的身份衡量标准

IF 1.7 4区心理学 Q2 Social Sciences

Journal of Psychoeducational Assessment

Pub Date : 2023-11-17 DOI: 10.1177/07342829231216778

Francesca López, DeLeon Gray, Mildred Boveda, Dynah Oviedo, Nilam Ram, Lorenzo López

Collectively, measures created for research use—whether self-report or observational—have contributed to evidence underscoring the importance of ensuring teachers develop knowledge and skills to engage in asset-based pedagogy. Teachers who wish to enhance their practice, however, do not have a way to elicit students’ perspectives of their instruction with a validated instrument designed to do so. Given that student identity is a robust predictor of minoritized students’ academic and non-academic outcomes, this study reflects the development and validation of Asset-Based Identities Measure that centers student voice to formatively inform teacher practice. The iterative design of the study included expert educators, students, and a larger validation sample of N = 860 students. Cognitive interviews and focus groups contributed to the refinement of the pilot measure across three identity domains. Factor structures were examined through confirmatory factor analyses resulting in a robust measure. Use of the measure is discussed.

总之，为研究目的而设计的测量方法--无论是自我报告法还是观察法--都有助于提供证据，强调确保教师发展知识和技能以从事基于资产的教学法的重要性。然而，那些希望提高自身教学实践水平的教师，却没有办法通过有效的工具来了解学生对其教学的看法。鉴于学生身份是少数族裔学生学业和非学业成绩的有力预测因素，本研究反映了 "基于资产的身份测量 "的开发和验证，该测量以学生的声音为中心，为教师的实践提供形成性信息。该研究的迭代设计包括专家教育者、学生和更大的验证样本 N = 860 名学生。认知访谈和焦点小组有助于完善三个身份领域的试点测量。通过确认性因子分析对因子结构进行了研究，最终形成了一个稳健的测量方法。本文讨论了该测量方法的使用。

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