Pub Date : 2023-06-30DOI: 10.1177/07342829231186871
F. Fenouillet, V. Prokofieva, Sonia Lorant, J. Masson, D. Putwain
In the absence of a contemporaneous measure, the present study aimed to validate a French language translation of the Multidimensional Test Anxiety Scale (MTAS). In addition, measurement invariance was tested for gender and age. The participants were 520 secondary school students aged 11–16 years. A four-factor model of the MTAS showed a good fit to the data, good internal consistency, and the expected relations with trait anxiety and fear of assessment (positive), and examination performance (negative). Scalar invariance was shown for gender and age. Female students reported higher test anxiety scores. Older students reported higher scores on just one MTAS factor (cognitive interference); remaining factors were stable with age. The translated measure will greatly assist researchers and practitioners in the assessment of test anxiety in French language populations.
{"title":"French Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age, and Gender","authors":"F. Fenouillet, V. Prokofieva, Sonia Lorant, J. Masson, D. Putwain","doi":"10.1177/07342829231186871","DOIUrl":"https://doi.org/10.1177/07342829231186871","url":null,"abstract":"In the absence of a contemporaneous measure, the present study aimed to validate a French language translation of the Multidimensional Test Anxiety Scale (MTAS). In addition, measurement invariance was tested for gender and age. The participants were 520 secondary school students aged 11–16 years. A four-factor model of the MTAS showed a good fit to the data, good internal consistency, and the expected relations with trait anxiety and fear of assessment (positive), and examination performance (negative). Scalar invariance was shown for gender and age. Female students reported higher test anxiety scores. Older students reported higher scores on just one MTAS factor (cognitive interference); remaining factors were stable with age. The translated measure will greatly assist researchers and practitioners in the assessment of test anxiety in French language populations.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"828 - 834"},"PeriodicalIF":1.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48334257","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 : 2023-06-29DOI: 10.1177/07342829231186685
Shan Chen, Yuanzhao Ding
In primary schools, the incorporation of STEAM education has become a widespread trend, as it is believed to have the potential to enhance the quality of education and foster students' competencies. This investigation aimed to explore the definition, measurement model, and scale of students' STEAM competence, emphasizing their hands-on experiences in STEAM education. A total of 1126 fourth to sixth-grade students participated in the survey and were examined to assess the reliability and validity of the STEAM competence scale developed based on previous studies and theoretical foundations. The results indicate that the scale is acceptable and that there are significant connections between various indicators as confirmed by path analysis. The study’s significance, limitations, and conclusions are also addressed.
{"title":"Assessing the Psychometric Properties of STEAM Competence in Primary School Students: A Construct Measurement Study","authors":"Shan Chen, Yuanzhao Ding","doi":"10.1177/07342829231186685","DOIUrl":"https://doi.org/10.1177/07342829231186685","url":null,"abstract":"In primary schools, the incorporation of STEAM education has become a widespread trend, as it is believed to have the potential to enhance the quality of education and foster students' competencies. This investigation aimed to explore the definition, measurement model, and scale of students' STEAM competence, emphasizing their hands-on experiences in STEAM education. A total of 1126 fourth to sixth-grade students participated in the survey and were examined to assess the reliability and validity of the STEAM competence scale developed based on previous studies and theoretical foundations. The results indicate that the scale is acceptable and that there are significant connections between various indicators as confirmed by path analysis. The study’s significance, limitations, and conclusions are also addressed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49367281","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 : 2023-06-27DOI: 10.1177/07342829231185375
Martin Schoefl, Susanne Seifert, Gabriele Steinmair, C. Weber
Rapid automatized naming (RAN) powerfully predicts word-level reading fluency in the first 2 years of school as well as further reading development. Here, we analyze various RAN stimuli (objects and digits) and oral/silent word reading (OWR/SWR) modalities to find feasible measures for predicting early reading development. The RAN performances of 127 children starting first grade were assessed. The children’s oral and silent word reading skills were then reassessed in the second grade. Linear regression models and relative weight analysis were used to compare reading and screening modalities and further precursors of reading such as phonological awareness and nonverbal IQ were controlled. Scores from the first grade RAN assessment did not differentially predict second grade OWR versus SWR levels. RAN digits predicted word reading development more strongly than RAN objects, which contributed uniquely when predictions used only RAN variables. However, when different precursors of reading were controlled, only RAN digits helped to predict early reading performance.
{"title":"Are Both Object and Alphanumeric Rapid Automatized Naming Measures Required to Predict Word Reading Fluency in German Prereaders?","authors":"Martin Schoefl, Susanne Seifert, Gabriele Steinmair, C. Weber","doi":"10.1177/07342829231185375","DOIUrl":"https://doi.org/10.1177/07342829231185375","url":null,"abstract":"Rapid automatized naming (RAN) powerfully predicts word-level reading fluency in the first 2 years of school as well as further reading development. Here, we analyze various RAN stimuli (objects and digits) and oral/silent word reading (OWR/SWR) modalities to find feasible measures for predicting early reading development. The RAN performances of 127 children starting first grade were assessed. The children’s oral and silent word reading skills were then reassessed in the second grade. Linear regression models and relative weight analysis were used to compare reading and screening modalities and further precursors of reading such as phonological awareness and nonverbal IQ were controlled. Scores from the first grade RAN assessment did not differentially predict second grade OWR versus SWR levels. RAN digits predicted word reading development more strongly than RAN objects, which contributed uniquely when predictions used only RAN variables. However, when different precursors of reading were controlled, only RAN digits helped to predict early reading performance.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"811 - 827"},"PeriodicalIF":1.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45371036","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 : 2023-06-27DOI: 10.1177/07342829231185854
J. Lopez, C. Johnson, L. Dai, M. H. Jones, M. Nodine, D. Cooper, S. Eckel
The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 × 2 (AGQ 3 × 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students (N = 363). Main findings suggested that the PALS and AGQ 3 × 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 × 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 × 2 goal instrumently likely measure different theoretical constructs.
{"title":"Patterns of Adaptive Learning Scales and Achievement Goal Questionnaire 3 × 2: More Different than Similar","authors":"J. Lopez, C. Johnson, L. Dai, M. H. Jones, M. Nodine, D. Cooper, S. Eckel","doi":"10.1177/07342829231185854","DOIUrl":"https://doi.org/10.1177/07342829231185854","url":null,"abstract":"The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 × 2 (AGQ 3 × 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students (N = 363). Main findings suggested that the PALS and AGQ 3 × 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 × 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 × 2 goal instrumently likely measure different theoretical constructs.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"764 - 776"},"PeriodicalIF":1.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49638787","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 : 2023-06-27DOI: 10.1177/07342829231186229
M. F. Alkan, Fazilet Özge MAVİŞ SEVİM, A. Evers
Teacher autonomy positively impacts various profession-related variables, including professional self-efficacy, motivation, job satisfaction, organizational commitment, teacher success, and job performance. The development and adaptation of sound instruments will contribute to achieving a complete understanding of teachers’ autonomous behavior and its underlying mechanism. Thus, based on an extensive literature review and earlier research findings, Evers, Verboon, and Klaeijsen developed a promising tool to measure the autonomous behaviors of teachers. The purpose of the current study was to further examine the factor structure of the Teacher Autonomous Behavior Scale for a Turkish sample ( n = 711). Although the comparison of diverse models revealed ambiguous results, examination of bifactor indices revealed that the instrument was essentially unidimensional, unlike the original correlated four-factor model. Thus, a unidimensional model with four parcels was recommended. Correlations of Teacher Autonomous Behavior with other constructs provided evidence to support convergent and discriminant validity. Multigroup CFA revealed strict measurement invariance across gender and school stages in the Turkish sample while it demonstrated configural and metric invariance across Turkish and Dutch teachers.
{"title":"Factor Structure and Measurement Invariance of the Teacher Autonomous Behavior Scale in Turkey","authors":"M. F. Alkan, Fazilet Özge MAVİŞ SEVİM, A. Evers","doi":"10.1177/07342829231186229","DOIUrl":"https://doi.org/10.1177/07342829231186229","url":null,"abstract":"Teacher autonomy positively impacts various profession-related variables, including professional self-efficacy, motivation, job satisfaction, organizational commitment, teacher success, and job performance. The development and adaptation of sound instruments will contribute to achieving a complete understanding of teachers’ autonomous behavior and its underlying mechanism. Thus, based on an extensive literature review and earlier research findings, Evers, Verboon, and Klaeijsen developed a promising tool to measure the autonomous behaviors of teachers. The purpose of the current study was to further examine the factor structure of the Teacher Autonomous Behavior Scale for a Turkish sample ( n = 711). Although the comparison of diverse models revealed ambiguous results, examination of bifactor indices revealed that the instrument was essentially unidimensional, unlike the original correlated four-factor model. Thus, a unidimensional model with four parcels was recommended. Correlations of Teacher Autonomous Behavior with other constructs provided evidence to support convergent and discriminant validity. Multigroup CFA revealed strict measurement invariance across gender and school stages in the Turkish sample while it demonstrated configural and metric invariance across Turkish and Dutch teachers.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49477078","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 : 2023-06-26DOI: 10.1177/07342829231184293
Mary Edwin, M. Bahr
This article describes the development of the Multi-Tiered System of Supports-Interventionist Beliefs Scale (MTSS-IBS). The introduction reviews the importance between practitioner beliefs and MTSS success. Because there is no measure to assess the MTSS beliefs of school interventionists for the success of all students, we used a principal component analysis and a parallel analysis on MTSS-IBS responses from 379 school counselors who worked as MTSS interventionists. These analyses indicated a four-component structure, and subsequent internal consistency and construct validity analyses provided initial evidence of MTSS-IBS psychometric adequacy. We discuss applications of the MTSS-IBS in research and practice for enhancing MTSS implementation.
{"title":"Multi-Tiered System of Supports—Interventionist Beliefs Scale: Development and Initial Validation With School Counselors","authors":"Mary Edwin, M. Bahr","doi":"10.1177/07342829231184293","DOIUrl":"https://doi.org/10.1177/07342829231184293","url":null,"abstract":"This article describes the development of the Multi-Tiered System of Supports-Interventionist Beliefs Scale (MTSS-IBS). The introduction reviews the importance between practitioner beliefs and MTSS success. Because there is no measure to assess the MTSS beliefs of school interventionists for the success of all students, we used a principal component analysis and a parallel analysis on MTSS-IBS responses from 379 school counselors who worked as MTSS interventionists. These analyses indicated a four-component structure, and subsequent internal consistency and construct validity analyses provided initial evidence of MTSS-IBS psychometric adequacy. We discuss applications of the MTSS-IBS in research and practice for enhancing MTSS implementation.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"748 - 763"},"PeriodicalIF":1.7,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42524188","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 : 2023-06-24DOI: 10.1177/07342829231186231
M. A. Küçükaydın
The aim of this study was to adapt the Career-related Teacher Support Scale to Turkish and to carry out validity and reliability studies. Data were collected from a total of 752 high school students studying in Turkey. Confirmatory factor analysis showed that the scale had an excellent fit. Students’ perceptions of career-related teacher support were also examined in terms of demographic variables. The findings showed that female students perceived teacher support more. Also, students with a high socioeconomic level had a higher perception of support.
{"title":"Career-Related Teacher Support in Turkey: Scale Adaptation and Validation","authors":"M. A. Küçükaydın","doi":"10.1177/07342829231186231","DOIUrl":"https://doi.org/10.1177/07342829231186231","url":null,"abstract":"The aim of this study was to adapt the Career-related Teacher Support Scale to Turkish and to carry out validity and reliability studies. Data were collected from a total of 752 high school students studying in Turkey. Confirmatory factor analysis showed that the scale had an excellent fit. Students’ perceptions of career-related teacher support were also examined in terms of demographic variables. The findings showed that female students perceived teacher support more. Also, students with a high socioeconomic level had a higher perception of support.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47923023","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 : 2023-05-20DOI: 10.1177/07342829231175938
Benjamin J. Lovett, Theresa M. Schaberg, Ara Nazmiyal, Laura M. Spenceley
Data collected during psychoeducational evaluations can be compromised by response bias: clients not putting forth sufficient effort on tests, not being motivated to do well, or not being fully honest and careful when completing rating scales and contributing similar self-report data. Some of these problems apply to data from third-party informants as well. In the present study, we surveyed school psychologists about their approach to detecting, preventing, and reacting to apparent response bias. A sample of 297 school psychologists responded to at least one of four open-ended questions. We found that most participants only used informal techniques for detecting response bias (rather than specialized tests and embedded indices), relied on rewards or reinforcements to prevent response bias, and reacted to apparent response bias by noting it in their evaluation reports. However, a wide variety of other strategies were endorsed by smaller proportions of practitioners. We compare these results to results from similar surveys in neuropsychology, and discuss implications for applied practice as well as future research.
{"title":"How Do School Psychologists Address Issues of Effort, Motivation, and Honesty During Evaluations?","authors":"Benjamin J. Lovett, Theresa M. Schaberg, Ara Nazmiyal, Laura M. Spenceley","doi":"10.1177/07342829231175938","DOIUrl":"https://doi.org/10.1177/07342829231175938","url":null,"abstract":"Data collected during psychoeducational evaluations can be compromised by response bias: clients not putting forth sufficient effort on tests, not being motivated to do well, or not being fully honest and careful when completing rating scales and contributing similar self-report data. Some of these problems apply to data from third-party informants as well. In the present study, we surveyed school psychologists about their approach to detecting, preventing, and reacting to apparent response bias. A sample of 297 school psychologists responded to at least one of four open-ended questions. We found that most participants only used informal techniques for detecting response bias (rather than specialized tests and embedded indices), relied on rewards or reinforcements to prevent response bias, and reacted to apparent response bias by noting it in their evaluation reports. However, a wide variety of other strategies were endorsed by smaller proportions of practitioners. We compare these results to results from similar surveys in neuropsychology, and discuss implications for applied practice as well as future research.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"603 - 618"},"PeriodicalIF":1.7,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48161737","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 : 2023-05-19DOI: 10.1177/07342829231177109
Adam Mccrimmon, Abdullah S. Bernier, J. McLeod, Rachel Pagaling, Janine Newton Montgomery, Sydney E. Kingston, David Nordstokke
Examination of emotional intelligence (EI) of autistic individuals has gained popularity. These efforts have included the BarOn Emotional Quotient Inventory, Youth Version (BarOn EQ-i YV); however, this measure was not standardized with this population and so its utility and the accuracy of its factor structure for this population is questionable. This study examined how well the factor structure as represented by a sample of autistic children and youth aligns with that described in the measure’s technical manual to clarify considerations for use. Results indicate poor metrics of model fit. Some factors were significantly correlated, though this was attenuated somewhat upon correction for multiple analyses. Two items from the interpersonal factor were negatively loaded, suggesting they should be subtracted from other items in that factor (in contrast to the standardized model). Implications for EI construct validity, understanding of EI in autism, and use of EI measures for this population are discussed.
{"title":"Factor Structure of the Bar-On Emotional Quotient Inventory in Youth on the Autism Spectrum","authors":"Adam Mccrimmon, Abdullah S. Bernier, J. McLeod, Rachel Pagaling, Janine Newton Montgomery, Sydney E. Kingston, David Nordstokke","doi":"10.1177/07342829231177109","DOIUrl":"https://doi.org/10.1177/07342829231177109","url":null,"abstract":"Examination of emotional intelligence (EI) of autistic individuals has gained popularity. These efforts have included the BarOn Emotional Quotient Inventory, Youth Version (BarOn EQ-i YV); however, this measure was not standardized with this population and so its utility and the accuracy of its factor structure for this population is questionable. This study examined how well the factor structure as represented by a sample of autistic children and youth aligns with that described in the measure’s technical manual to clarify considerations for use. Results indicate poor metrics of model fit. Some factors were significantly correlated, though this was attenuated somewhat upon correction for multiple analyses. Two items from the interpersonal factor were negatively loaded, suggesting they should be subtracted from other items in that factor (in contrast to the standardized model). Implications for EI construct validity, understanding of EI in autism, and use of EI measures for this population are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"657 - 670"},"PeriodicalIF":1.7,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41629283","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 : 2023-04-25DOI: 10.1177/07342829231169845
Sylwia Opozda-Suder, P. Grygiel, Kinga Karteczka-Świętek
The present article describes the development and validation of the Informational and Normative Conformity Scale (SKI-N), a brief self-report tool capturing adolescents' general propensity to adopt a conformist attitude, and the underlying motives for doing so. The presentation includes a description of scale construction and an assessment of the psychometric properties. In two independent samples of adolescents (total N = 1,953), the SKI-N factorial structure was investigated, and the reliability and dimensionality, the multi-group measurement invariance, and the construct validity were each verified. The findings showed that the scale structure is bi-factorial, and the tool is reliable, valid, and invariant across gender. Therefore, the SKI-N can be applied in research and/or in psychological and educational practice to provide important information in a broader assessment of students’ psychosocial functioning in the school environment. Moreover, compared to currently available measures, it fills a gap in the tools for measuring conformity in the adolescent population.
{"title":"Conformity in High School Adolescents: Development and Validation of the Informational and Normative Conformity Scale","authors":"Sylwia Opozda-Suder, P. Grygiel, Kinga Karteczka-Świętek","doi":"10.1177/07342829231169845","DOIUrl":"https://doi.org/10.1177/07342829231169845","url":null,"abstract":"The present article describes the development and validation of the Informational and Normative Conformity Scale (SKI-N), a brief self-report tool capturing adolescents' general propensity to adopt a conformist attitude, and the underlying motives for doing so. The presentation includes a description of scale construction and an assessment of the psychometric properties. In two independent samples of adolescents (total N = 1,953), the SKI-N factorial structure was investigated, and the reliability and dimensionality, the multi-group measurement invariance, and the construct validity were each verified. The findings showed that the scale structure is bi-factorial, and the tool is reliable, valid, and invariant across gender. Therefore, the SKI-N can be applied in research and/or in psychological and educational practice to provide important information in a broader assessment of students’ psychosocial functioning in the school environment. Moreover, compared to currently available measures, it fills a gap in the tools for measuring conformity in the adolescent population.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"671 - 688"},"PeriodicalIF":1.7,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46908497","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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