Pub Date : 2023-11-13DOI: 10.1177/07342829231213791
Kristína Czekóová, Tomáš Urbánek
An accurate assessment of cognitive abilities in populations that differ from the majority in cultural and linguistic characteristics is one of the main challenges in cognitive testing. Previously developed methods for assessment of the validity of cognitive scores in individuals with diverse backgrounds, such as the Culture-Language Interpretative Matrix (C-LIM), have not been empirically substantiated. We tested the applicability of the C-LIM in the European context, by comparing selected test scores from the Woodcock-Johnson-IV Test of Cognitive Abilities (WJ-IV) between Roma children aged 7–11 years ( n = 399) and their counterparts from the normative population ( n = 131). The largest differences were detected in WJ-IV tests requiring abstract reasoning and manipulation with complex signs. Furthermore, the C-LIM did not reliably discriminate between our groups and its use appears to be inappropriate for making diagnostic decisions about children from populations that do not traditionally rely on processes such as categorical thinking, abstract reasoning, and generalization.
{"title":"Validity of Intelligence Assessment Among the Roma Minority Population","authors":"Kristína Czekóová, Tomáš Urbánek","doi":"10.1177/07342829231213791","DOIUrl":"https://doi.org/10.1177/07342829231213791","url":null,"abstract":"An accurate assessment of cognitive abilities in populations that differ from the majority in cultural and linguistic characteristics is one of the main challenges in cognitive testing. Previously developed methods for assessment of the validity of cognitive scores in individuals with diverse backgrounds, such as the Culture-Language Interpretative Matrix (C-LIM), have not been empirically substantiated. We tested the applicability of the C-LIM in the European context, by comparing selected test scores from the Woodcock-Johnson-IV Test of Cognitive Abilities (WJ-IV) between Roma children aged 7–11 years ( n = 399) and their counterparts from the normative population ( n = 131). The largest differences were detected in WJ-IV tests requiring abstract reasoning and manipulation with complex signs. Furthermore, the C-LIM did not reliably discriminate between our groups and its use appears to be inappropriate for making diagnostic decisions about children from populations that do not traditionally rely on processes such as categorical thinking, abstract reasoning, and generalization.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347524","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 : 2023-11-05DOI: 10.1177/07342829231212320
Annamaria Di Fabio, Andrea Svicher
The Eco-Generativity Scale (EGS) is a recently developed 28-item scale derived from a 4-factor higher-order model (ecological generativity, social generativity, environmental identity, and agency/pathways). The aim of this study was to develop a short-scale version of the EGS to facilitate its use with university students ( N = 779) who will determine the future of our world’s ecosystem. Data analyses included removing misfitting items and assessing the psychometric properties of the EGS short form. The Eco-Generativity Scale-Short Form (EGS-SF) showed a good fit for a higher-order model composed of four factors and sixteen items (four items for each factor).
{"title":"The Eco-Generativity Scale-Short Form: A Multidimensional Item Response Theory Analysis in University Students","authors":"Annamaria Di Fabio, Andrea Svicher","doi":"10.1177/07342829231212320","DOIUrl":"https://doi.org/10.1177/07342829231212320","url":null,"abstract":"The Eco-Generativity Scale (EGS) is a recently developed 28-item scale derived from a 4-factor higher-order model (ecological generativity, social generativity, environmental identity, and agency/pathways). The aim of this study was to develop a short-scale version of the EGS to facilitate its use with university students ( N = 779) who will determine the future of our world’s ecosystem. Data analyses included removing misfitting items and assessing the psychometric properties of the EGS short form. The Eco-Generativity Scale-Short Form (EGS-SF) showed a good fit for a higher-order model composed of four factors and sixteen items (four items for each factor).","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725935","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 : 2023-11-03DOI: 10.1177/07342829231210032
Angela F. Y. Siu, Chrysa P. C. KEUNG, Alastair H. K. TO
This study analyzed the psychometric properties of a Chinese version of the teacher-reported Devereux Early Childhood Assessment, Second Edition (DECA-P2) using a sample of 246 children aged between 2 and 6 years old. Confirmatory factor analysis was used to examine its construct validity. Reliability was evaluated based on the internal consistency of the scale items, as well as discriminant and convergent validities were assessed using the Strengths and Difficulties Questionnaire. The findings provide emerging evidence of a four-factor structure (i.e., attachment, initiative, self-regulation, and behavioral concern) and support the use of this Chinese DECA-P2 as a screening instrument to identify social-emotional strengths and behavioral problems among Chinese preschool children. The limitations of this study and its implications concerning the dimensionality of the Chinese DECA-P2 for future research are discussed.
{"title":"Construction and Validation of a Chinese Translation of the Devereux Early Childhood Assessment, Second Edition (DECA-P2)","authors":"Angela F. Y. Siu, Chrysa P. C. KEUNG, Alastair H. K. TO","doi":"10.1177/07342829231210032","DOIUrl":"https://doi.org/10.1177/07342829231210032","url":null,"abstract":"This study analyzed the psychometric properties of a Chinese version of the teacher-reported Devereux Early Childhood Assessment, Second Edition (DECA-P2) using a sample of 246 children aged between 2 and 6 years old. Confirmatory factor analysis was used to examine its construct validity. Reliability was evaluated based on the internal consistency of the scale items, as well as discriminant and convergent validities were assessed using the Strengths and Difficulties Questionnaire. The findings provide emerging evidence of a four-factor structure (i.e., attachment, initiative, self-regulation, and behavioral concern) and support the use of this Chinese DECA-P2 as a screening instrument to identify social-emotional strengths and behavioral problems among Chinese preschool children. The limitations of this study and its implications concerning the dimensionality of the Chinese DECA-P2 for future research are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135873690","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 : 2023-11-02DOI: 10.1177/07342829231211965
Michael Matta
Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are struggling writers. Yet no comprehensive model has been validated to explain their poor writing outcomes. This study aims to test whether an extended version of the Not-So-Simple View of Writing (NSVW) model can describe the effects of key abilities on writing performance in students with ADHD. The sample included students with and without ADHD who completed cognitive and academic measures in the Colorado Twin Project. A Multi-Group Structural Equation Model approach revealed that multiple broad cognitive abilities predicted student writing performance and basic writing skills predicted more advanced writing skills. Model fit was excellent both for a model with writing as a single latent variable (fully latent) and as interrelated manifest variables (partially latent). Furthermore, students with and without ADHD demonstrated comparable patterns of relationships among the variables in the model. Implications for the assessment of writing difficulties in students with ADHD are discussed.
{"title":"Assessing an Extended Version of the Not-So-Simple View of Writing Model in School-Aged Students With Attention-Deficit/Hyperactivity Disorder","authors":"Michael Matta","doi":"10.1177/07342829231211965","DOIUrl":"https://doi.org/10.1177/07342829231211965","url":null,"abstract":"Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are struggling writers. Yet no comprehensive model has been validated to explain their poor writing outcomes. This study aims to test whether an extended version of the Not-So-Simple View of Writing (NSVW) model can describe the effects of key abilities on writing performance in students with ADHD. The sample included students with and without ADHD who completed cognitive and academic measures in the Colorado Twin Project. A Multi-Group Structural Equation Model approach revealed that multiple broad cognitive abilities predicted student writing performance and basic writing skills predicted more advanced writing skills. Model fit was excellent both for a model with writing as a single latent variable (fully latent) and as interrelated manifest variables (partially latent). Furthermore, students with and without ADHD demonstrated comparable patterns of relationships among the variables in the model. Implications for the assessment of writing difficulties in students with ADHD are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135876614","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 : 2023-10-30DOI: 10.1177/07342829231211044
Joanne Sau-Ching Yim, Daljeet Singh Sedhu, Puteri Rohani M. Abdul-Rahim
Emotions play an integral role in learning. It is an effective response to a stimulus which can be experienced felt along a positive–negative continuum. Achievement emotions arise from academic activities, and can activate or de-activate educational motivation responses. Based on Control Value Theory, this study examined how negative achievement emotions impact high school students’ decision to pursue tertiary education, and what were the contributing factors of these emotions. One thousand five hundred and forty-seven high school students participated in the survey, and data were solicited via established inventories as well as an open ended question. Quantitatively, Partial Least Squares structural equation modelling found boredom and test anxiety to significantly lower students’ decision to pursue tertiary education. The precursors to negative achievement emotions stem from examinations and assessments, struggle in lessons, learning itself, parental expectations to excel, and mental health issues. Findings demonstrated the potential of emotions in influencing students’ value orientation with respect to tertiary education. As the study is based on a post-pandemic context, implications of findings are discussed in view of the underlying post-pandemic challenges accompanied by recommendation to stakeholders.
{"title":"Emotion Matters: Understanding the Role of Achievement Emotions in High School Students’ Decision for Tertiary Education","authors":"Joanne Sau-Ching Yim, Daljeet Singh Sedhu, Puteri Rohani M. Abdul-Rahim","doi":"10.1177/07342829231211044","DOIUrl":"https://doi.org/10.1177/07342829231211044","url":null,"abstract":"Emotions play an integral role in learning. It is an effective response to a stimulus which can be experienced felt along a positive–negative continuum. Achievement emotions arise from academic activities, and can activate or de-activate educational motivation responses. Based on Control Value Theory, this study examined how negative achievement emotions impact high school students’ decision to pursue tertiary education, and what were the contributing factors of these emotions. One thousand five hundred and forty-seven high school students participated in the survey, and data were solicited via established inventories as well as an open ended question. Quantitatively, Partial Least Squares structural equation modelling found boredom and test anxiety to significantly lower students’ decision to pursue tertiary education. The precursors to negative achievement emotions stem from examinations and assessments, struggle in lessons, learning itself, parental expectations to excel, and mental health issues. Findings demonstrated the potential of emotions in influencing students’ value orientation with respect to tertiary education. As the study is based on a post-pandemic context, implications of findings are discussed in view of the underlying post-pandemic challenges accompanied by recommendation to stakeholders.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104613","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}
The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.
{"title":"Predictive Contribution of Personality Traits in Career Decision-Making: A Test of the Social Cognitive Model of Career Self-Management","authors":"Ana Estefanía Azpilicueta, Fernanda Belén Ghio, Marcos Cupani, Sebastián Jesús Garrido, Valeria Morán","doi":"10.1177/07342829231207140","DOIUrl":"https://doi.org/10.1177/07342829231207140","url":null,"abstract":"The current study sought to test hypotheses derived from the social cognitive model of career self-management (CSM; Lent & Brown, 2013) applied to the process of career exploration and decision-making. We examined how well personality traits, contextual factors, and social cognitive predictors, collectively, account for exploration behavior and career decision-making outcomes. Specifically, we determine the relationships between personality traits with career decision self-efficacy, career goals, and decisional criteria in a sample of 302 high school students. The participants completed domain-specific measures of four personality traits (conscientiousness, intellect/openness, extraversion, and neuroticism), social support, self-efficacy, outcome expectations, goals, level of career indecision, and decisional anxiety. The model fit the data well overall, though certain predictors were linked to the criterion variables only indirectly via mediated pathways. The structural equation model analysis suggested, consistent with previous studies, that the contribution of personality on career exploration and decision-making was mediated by sociocognitive mechanisms. Multiple group analysis suggests that neither sex nor the type of institution (state/private) that students attend determines the relationships among the variables of the proposed theoretical model. Limitations, further research, practical implications, and methodological implications for the CSM model are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567612","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 : 2023-10-18DOI: 10.1177/07342829231207923
Brendan A. Rich, Guangyu Zeng, Sheina A. Godovich, Natalie C. Ridgely, Mary K. Alvord
Emotion regulation (ER) is a crucial construct in the study of child education, development, and psychopathology. The How I Feel (HIF) questionnaire, a self-report measure of ER for children, was validated in school-based, nonclinical samples. The current study examined the factor structure of the HIF in a clinical sample of children ( N = 195; 73.33% male; 79.49% White; 61.03% diagnosed with ADHD). Confirmatory factor analysis did not support the original 3-factor model. An exploratory factor analysis revealed an altered five-factor model with identical Positive Emotion and Emotion Control factors, but the original Negative Emotion factor was divided into three factors: Mad Emotion, Sad and Scared Frequency, and Sad and Scared Intensity. Results suggest that the HIF may not accurately assess the intensity and frequency of negative emotions in clinical samples.
{"title":"Measurement of Emotion Regulation in a Clinical Sample of Children: The Psychometric Properties of the How I Feel Scale","authors":"Brendan A. Rich, Guangyu Zeng, Sheina A. Godovich, Natalie C. Ridgely, Mary K. Alvord","doi":"10.1177/07342829231207923","DOIUrl":"https://doi.org/10.1177/07342829231207923","url":null,"abstract":"Emotion regulation (ER) is a crucial construct in the study of child education, development, and psychopathology. The How I Feel (HIF) questionnaire, a self-report measure of ER for children, was validated in school-based, nonclinical samples. The current study examined the factor structure of the HIF in a clinical sample of children ( N = 195; 73.33% male; 79.49% White; 61.03% diagnosed with ADHD). Confirmatory factor analysis did not support the original 3-factor model. An exploratory factor analysis revealed an altered five-factor model with identical Positive Emotion and Emotion Control factors, but the original Negative Emotion factor was divided into three factors: Mad Emotion, Sad and Scared Frequency, and Sad and Scared Intensity. Results suggest that the HIF may not accurately assess the intensity and frequency of negative emotions in clinical samples.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888775","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 : 2023-10-18DOI: 10.1177/07342829231206576
Wondimu Ahmed
This study examined the psychometric properties of the Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF) in a diverse sample of 15-year-olds in the United States [N = 4382]. Multiple measurement models, including a one-factor model, two-factor orthogonal and oblique models, a three-factor model (PA, Fear, and Distress), and a bifactor model, were tested. The results supported a three-factor structure, with distinct factors for PA, Fear, and Distress. The PANAS-C-SF scores evidenced good internal consistency reliability. Measurement invariance analyses indicated that the three-factor structure was invariant across gender and racial-ethnic groups, suggesting the generalizability of the PANAS-C-SF across diverse populations. Furthermore, the three factors demonstrated criterion validity, with PA positively associated with life satisfaction and meaning in life, and Distress negatively associated with these outcomes. These findings support the psychometric properties of the PANAS-C-SF, highlighting its practical utility in assessing affect across diverse adolescent population.
{"title":"Psychometric Properties of Positive and Negative Schedule Scale for Children-Short Form in Diverse American Adolescents","authors":"Wondimu Ahmed","doi":"10.1177/07342829231206576","DOIUrl":"https://doi.org/10.1177/07342829231206576","url":null,"abstract":"This study examined the psychometric properties of the Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF) in a diverse sample of 15-year-olds in the United States [N = 4382]. Multiple measurement models, including a one-factor model, two-factor orthogonal and oblique models, a three-factor model (PA, Fear, and Distress), and a bifactor model, were tested. The results supported a three-factor structure, with distinct factors for PA, Fear, and Distress. The PANAS-C-SF scores evidenced good internal consistency reliability. Measurement invariance analyses indicated that the three-factor structure was invariant across gender and racial-ethnic groups, suggesting the generalizability of the PANAS-C-SF across diverse populations. Furthermore, the three factors demonstrated criterion validity, with PA positively associated with life satisfaction and meaning in life, and Distress negatively associated with these outcomes. These findings support the psychometric properties of the PANAS-C-SF, highlighting its practical utility in assessing affect across diverse adolescent population.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825492","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 : 2023-10-05DOI: 10.1177/07342829231205811
Nicolas Bressoud, Rebecca Shankland, Philippe Dubreuil, Jacques Forest, Karel Belleville, Andrea C. Samson, Philippe Gay
Background Positive psychology focuses on enhancing attitudes and behaviors that support well-being, with a key pillar being the use of psychological strengths for optimal functioning. This is linked to positive outcomes such as increased happiness and life satisfaction. Objective This study aimed to evaluate the psychometric validity of the French adaptation of the Strengths Use Scale (SUS), a self-report tool measuring how individuals use their strengths in daily life. The original SUS, developed by Govindji and Linley (2007), has not been thoroughly assessed across languages and cultures. Method The French SUS’s psychometric properties were examined using data from six independent French-speaking Canadian samples ( N = 1397). After removing cases with missing data, exploratory factor analysis (EFA) was conducted on a subsample to establish the optimal factor structure. Confirmatory factor analysis (CFA) was then performed to assess the factor structure’s goodness-of-fit. Results Both EFA and CFA supported a unidimensional structure of the scale. The French SUS demonstrated good internal consistency (α = .94). The one-factor model yielded an RMSEA of .122, indicating some model misspecification. However, allowing residuals of some items to covary improved the model fit (RMSEA = .077). Conclusion The adapted French SUS exhibits similar properties to the original and presents no new consistency issues. This study contributes to adapting and validating the SUS in French for research and clinical practice. Future research should focus on developing a shorter version by eliminating redundancies and adapting the scale for children to evaluate positive psychology interventions' efficacy in youth.
{"title":"French Adaptation of the Strengths Use Scale","authors":"Nicolas Bressoud, Rebecca Shankland, Philippe Dubreuil, Jacques Forest, Karel Belleville, Andrea C. Samson, Philippe Gay","doi":"10.1177/07342829231205811","DOIUrl":"https://doi.org/10.1177/07342829231205811","url":null,"abstract":"Background Positive psychology focuses on enhancing attitudes and behaviors that support well-being, with a key pillar being the use of psychological strengths for optimal functioning. This is linked to positive outcomes such as increased happiness and life satisfaction. Objective This study aimed to evaluate the psychometric validity of the French adaptation of the Strengths Use Scale (SUS), a self-report tool measuring how individuals use their strengths in daily life. The original SUS, developed by Govindji and Linley (2007), has not been thoroughly assessed across languages and cultures. Method The French SUS’s psychometric properties were examined using data from six independent French-speaking Canadian samples ( N = 1397). After removing cases with missing data, exploratory factor analysis (EFA) was conducted on a subsample to establish the optimal factor structure. Confirmatory factor analysis (CFA) was then performed to assess the factor structure’s goodness-of-fit. Results Both EFA and CFA supported a unidimensional structure of the scale. The French SUS demonstrated good internal consistency (α = .94). The one-factor model yielded an RMSEA of .122, indicating some model misspecification. However, allowing residuals of some items to covary improved the model fit (RMSEA = .077). Conclusion The adapted French SUS exhibits similar properties to the original and presents no new consistency issues. This study contributes to adapting and validating the SUS in French for research and clinical practice. Future research should focus on developing a shorter version by eliminating redundancies and adapting the scale for children to evaluate positive psychology interventions' efficacy in youth.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481400","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 : 2023-10-03DOI: 10.1177/07342829231205070
Shane McLoughlin, Gianfranco Polizzi, Tom Harrison, Francisco Moller, Andrew Maile, Irene Picton, Christina Clark
There is a dearth of studies exploring how younger children engage in civic life, what may be expected of them given their age, and what instruments may be used to capture their levels of civic engagement. Addressing these questions, this article presents key findings from a pilot study that aimed to create a validated instrument designed to measure the civic engagement of primary school children. Based on a survey administered to 655 primary school children aged 9–11 across England, this article focuses on the new measure that was specifically designed, and then tested and validated through both exploratory and confirmatory analyses. The findings validate a tripartite measure of civic engagement that assesses the civic attitudes, actions and awareness of 9–11-year-olds. This measure was found to be both practical and efficient in its administration, and it has been shown to be easily comprehensible by this age group. This new measure addresses an important gap in the literature on civic engagement in children, providing researchers with a validated tool to effectively measure civic engagement in 9–11-year-olds. The findings have implications for both researchers and educators interested in designing and evaluating interventions aimed at promoting civic engagement among younger children.
{"title":"Measuring Civic Engagement in Young Children","authors":"Shane McLoughlin, Gianfranco Polizzi, Tom Harrison, Francisco Moller, Andrew Maile, Irene Picton, Christina Clark","doi":"10.1177/07342829231205070","DOIUrl":"https://doi.org/10.1177/07342829231205070","url":null,"abstract":"There is a dearth of studies exploring how younger children engage in civic life, what may be expected of them given their age, and what instruments may be used to capture their levels of civic engagement. Addressing these questions, this article presents key findings from a pilot study that aimed to create a validated instrument designed to measure the civic engagement of primary school children. Based on a survey administered to 655 primary school children aged 9–11 across England, this article focuses on the new measure that was specifically designed, and then tested and validated through both exploratory and confirmatory analyses. The findings validate a tripartite measure of civic engagement that assesses the civic attitudes, actions and awareness of 9–11-year-olds. This measure was found to be both practical and efficient in its administration, and it has been shown to be easily comprehensible by this age group. This new measure addresses an important gap in the literature on civic engagement in children, providing researchers with a validated tool to effectively measure civic engagement in 9–11-year-olds. The findings have implications for both researchers and educators interested in designing and evaluating interventions aimed at promoting civic engagement among younger children.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695850","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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