首页 > 最新文献

Journal of Psychoeducational Assessment最新文献

英文 中文
Social, Emotional and Behavioral Screening Profiles Among Students in a Large Urban School District 某大城市学区学生的社会、情感和行为筛选概况
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-02-17 DOI: 10.1177/07342829231157474
Patrick Robinson-Link, Danielle Fowler, Brian Daniels, Jill Battal
Social, emotional, and behavioral (SEB) screening frequently employs a variable-based approach wherein individual scale scores indicate risk. However, a person-centered approach wherein risk is indicated by profiles, or constellations of scores across all scales, could help schools prioritize students based on the pervasiveness of SEB needs and match students to appropriate interventions. This study used latent profile analysis (LPA) to identify profiles within two diverse student samples (n = 16,270 in year one; n = 4019 in year two) based on teacher ratings on the Behavior Intervention Monitoring Assessment System, Second Edition (BIMAS-2). Results suggested four profiles including one profile with elevated risk across all scales, one profile with low behavioral risk and above average social functioning, one profile with borderline risk across all scales, and one profile with typical scores across most scales. Implications for linking universal screening to intervention are discussed. Impact and Implications: Many school districts employ universal screening to prevent and address wide-ranging student needs. Grouping students based on shared sets of needs has the potential to efficiently identify and prioritize students with pervasive risk in order to match them to comprehensive services. Results from this study capture the first attempt to identify student need profiles using BIMAS-2 scores. Future research should refine this process to derive more usable and consistent student profiles allowing direct links to comprehensive student services.
社会、情感和行为(SEB)筛查经常采用基于变量的方法,其中个体量表得分指示风险。然而,一种以人为中心的方法,其中风险由各个量表的概况或分数星座来表示,可以帮助学校根据SEB需求的普遍性来优先考虑学生,并将学生与适当的干预措施相匹配。本研究使用潜在概况分析(LPA),根据行为干预监测评估系统第二版(BIMAS-2)的教师评分,在两个不同的学生样本中确定概况(一年级n=16270;二年级n=4019)。结果表明,有四种情况,包括一种在所有量表中风险较高的情况,一种行为风险较低且社会功能高于平均水平的情况,另一种在大多数量表中具有临界风险的情况,以及一种在大部分量表中得分典型的情况。讨论了将普遍筛查与干预联系起来的意义。影响和影响:许多学区采用普遍筛查来预防和解决广泛的学生需求。根据共同的需求对学生进行分组,有可能有效地识别和优先考虑具有普遍风险的学生,以便为他们提供全面的服务。这项研究的结果首次尝试使用BIMAS-2分数来确定学生的需求档案。未来的研究应该完善这一过程,以获得更有用和一致的学生档案,从而直接链接到全面的学生服务。
{"title":"Social, Emotional and Behavioral Screening Profiles Among Students in a Large Urban School District","authors":"Patrick Robinson-Link, Danielle Fowler, Brian Daniels, Jill Battal","doi":"10.1177/07342829231157474","DOIUrl":"https://doi.org/10.1177/07342829231157474","url":null,"abstract":"Social, emotional, and behavioral (SEB) screening frequently employs a variable-based approach wherein individual scale scores indicate risk. However, a person-centered approach wherein risk is indicated by profiles, or constellations of scores across all scales, could help schools prioritize students based on the pervasiveness of SEB needs and match students to appropriate interventions. This study used latent profile analysis (LPA) to identify profiles within two diverse student samples (n = 16,270 in year one; n = 4019 in year two) based on teacher ratings on the Behavior Intervention Monitoring Assessment System, Second Edition (BIMAS-2). Results suggested four profiles including one profile with elevated risk across all scales, one profile with low behavioral risk and above average social functioning, one profile with borderline risk across all scales, and one profile with typical scores across most scales. Implications for linking universal screening to intervention are discussed. Impact and Implications: Many school districts employ universal screening to prevent and address wide-ranging student needs. Grouping students based on shared sets of needs has the potential to efficiently identify and prioritize students with pervasive risk in order to match them to comprehensive services. Results from this study capture the first attempt to identify student need profiles using BIMAS-2 scores. Future research should refine this process to derive more usable and consistent student profiles allowing direct links to comprehensive student services.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"380 - 394"},"PeriodicalIF":1.7,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42061904","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}
引用次数: 0
Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics 学生评量父母学校参与问卷的验证:阶乘效度和不变性跨越时间和社会人口学特征
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-02-07 DOI: 10.1177/07342829231155694
J. Goulet, I. Archambault, Julien Morizot, E. Olivier, K. Tardif-Grenier
Studies highlighting the importance of parental involvement in schooling have multiplied over the past years. However, well-validated tools assessing the different dimensions of parental involvement are lacking, especially when addressing young students’ perception of their parents’ involvement. This study offers a preliminary validation of the Student-Rated Parental School Involvement Questionnaire (SR-PSIQ); factor structure, measurement invariance, and predictive validity were assessed. Data collected on four measurement occasions from 923 French-Canadian primary school students was used. Results favored a four-factor model (parental expectations, parent–child communication, homework supervision, and school-based involvement). The SR-PSIQ was invariant across time, student gender, parental immigration status, and socioeconomic status. Regarding predictive validity, all dimensions of parental involvement were associated with later student engagement. Overall, the SR-PSIQ is a brief, valid, and reliable instrument that can easily be used by researchers or partitioners who want to understand how parents are involved in their child’s schooling.
强调父母参与学校教育重要性的研究在过去几年中成倍增加。然而,缺乏有效的工具来评估父母参与的不同层面,尤其是在解决年轻学生对父母参与的看法时。本研究对学生评分家长学校参与问卷(SR-PSIQ)进行了初步验证;评估了因子结构、测量不变性和预测有效性。使用了从923名法裔加拿大小学生四次测量中收集的数据。结果支持四因素模型(父母期望、亲子沟通、家庭作业监督和学校参与)。SR-PSIQ在时间、学生性别、父母移民身份和社会经济地位方面是不变的。关于预测有效性,父母参与的所有维度都与后来的学生参与有关。总的来说,SR-PSIQ是一种简短、有效和可靠的工具,研究人员或参与者可以很容易地使用它来了解父母是如何参与孩子的教育的。
{"title":"Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics","authors":"J. Goulet, I. Archambault, Julien Morizot, E. Olivier, K. Tardif-Grenier","doi":"10.1177/07342829231155694","DOIUrl":"https://doi.org/10.1177/07342829231155694","url":null,"abstract":"Studies highlighting the importance of parental involvement in schooling have multiplied over the past years. However, well-validated tools assessing the different dimensions of parental involvement are lacking, especially when addressing young students’ perception of their parents’ involvement. This study offers a preliminary validation of the Student-Rated Parental School Involvement Questionnaire (SR-PSIQ); factor structure, measurement invariance, and predictive validity were assessed. Data collected on four measurement occasions from 923 French-Canadian primary school students was used. Results favored a four-factor model (parental expectations, parent–child communication, homework supervision, and school-based involvement). The SR-PSIQ was invariant across time, student gender, parental immigration status, and socioeconomic status. Regarding predictive validity, all dimensions of parental involvement were associated with later student engagement. Overall, the SR-PSIQ is a brief, valid, and reliable instrument that can easily be used by researchers or partitioners who want to understand how parents are involved in their child’s schooling.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"416 - 433"},"PeriodicalIF":1.7,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47841091","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}
引用次数: 0
Cross-Cultural Validation of the Short Form of the Life Skills Scale for Adolescents and Adults in Adolescents in Four Countries 青少年和成人生活技能量表简表在四个国家青少年中的跨文化验证
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-02-05 DOI: 10.1177/07342829231155306
Takayoshi Kase, Shintaro Endo
This study aimed to translate the Japanese version of the Life Skills Scale for Adolescents and Adults (LSSAA) into Chinese, English, and Korean, simplify it, and assess its reliability and validity. Validation was performed using individual data of 9941 high-school students from China, Japan, Korea, and the United States collected by the 2021 “Survey on Experiences and Attitudes Related to the Corona Crisis” conducted by the National Institution For Youth Education. Confirmatory factor analysis showed that the four-factor model of the LSSAA fit the data for all four countries. Testing of the measurement invariance of the four-factor model among the four countries supported the adoption of a weak invariance model, and the LSSAA scores were comparable across all four countries. These results suggest that the LSSAA has good reliability and validity and applies to adolescents in English-speaking countries and some Asian counties.
本研究旨在将日文版的《青少年与成人生活技能量表》(LSSAA)翻译成中文、英文和韩文,并对其进行简化,评估其信度和效度。利用国立青少年教育院在2021年进行的“与冠状病毒危机相关的经历和态度调查”中收集的9941名中国、日本、韩国和美国高中生的个人数据进行了验证。验证性因子分析表明,LSSAA的四因素模型对这四个国家的数据都是拟合的。对四个国家之间四因素模型的测量不变性的测试支持采用弱不变性模型,并且所有四个国家的LSSAA分数具有可比性。结果表明,本量表具有良好的信效度,适用于英语国家和部分亚洲国家的青少年。
{"title":"Cross-Cultural Validation of the Short Form of the Life Skills Scale for Adolescents and Adults in Adolescents in Four Countries","authors":"Takayoshi Kase, Shintaro Endo","doi":"10.1177/07342829231155306","DOIUrl":"https://doi.org/10.1177/07342829231155306","url":null,"abstract":"This study aimed to translate the Japanese version of the Life Skills Scale for Adolescents and Adults (LSSAA) into Chinese, English, and Korean, simplify it, and assess its reliability and validity. Validation was performed using individual data of 9941 high-school students from China, Japan, Korea, and the United States collected by the 2021 “Survey on Experiences and Attitudes Related to the Corona Crisis” conducted by the National Institution For Youth Education. Confirmatory factor analysis showed that the four-factor model of the LSSAA fit the data for all four countries. Testing of the measurement invariance of the four-factor model among the four countries supported the adoption of a weak invariance model, and the LSSAA scores were comparable across all four countries. These results suggest that the LSSAA has good reliability and validity and applies to adolescents in English-speaking countries and some Asian counties.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"434 - 444"},"PeriodicalIF":1.7,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43068523","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}
引用次数: 0
Assessing Psychometric Properties of the Self-Directed Learning Scale in Chinese University Students 中国大学生自主学习量表的心理测量特性评估
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-31 DOI: 10.1177/07342829231153490
Di Zhang, Lana T. Yang
As one of the 21st-century skills, self-directed learning (SDL) has received widespread attention and has become an essential research topic in education. In this study, we examined the psychometric properties of the SDL scale (SDLS) (Lounsbury et al., 2009) with a sample of 408 Chinese undergraduates. Previous research on Chinese students has validated SDLS by using confirmatory factor analysis directly assuming SDL as a unidimensional factor as it was tested in Western countries. However, considering the rich connotation of SDL, we applied exploratory factor analysis and further used Rasch analysis based on item response theory to enrich researchers’ and practitioners’ understanding of its psychometric properties. We found additional and good psychometric evidence of a two-factor structure of SDLS: students’ initiative and ability of SDL and their self-concept of SDL. The two factors of SDLS have good internal consistency and positive correlation with formative feedback orientation, showing evidence of its criterion validity.
自主学习(self-directed learning, SDL)作为21世纪的技能之一,受到了广泛的关注,已成为教育领域的重要研究课题。在本研究中,我们以408名中国大学生为样本,对SDL量表(SDLS) (Lounsbury et al., 2009)的心理测量特性进行了检验。以往对中国学生的研究与西方一样,采用验证性因子分析,直接假设SDL为一维因素,对SDLS进行验证。然而,考虑到SDL的丰富内涵,我们采用探索性因子分析,并进一步采用基于项目反应理论的Rasch分析,以丰富研究者和实践者对其心理测量特性的理解。我们发现了额外的和良好的心理测量证据,证明了SDLS的双因素结构:学生的SDL主动性和能力以及他们的SDL自我概念。SDLS的两个因子具有良好的内部一致性,且与形成反馈倾向呈正相关,证明了其效度。
{"title":"Assessing Psychometric Properties of the Self-Directed Learning Scale in Chinese University Students","authors":"Di Zhang, Lana T. Yang","doi":"10.1177/07342829231153490","DOIUrl":"https://doi.org/10.1177/07342829231153490","url":null,"abstract":"As one of the 21st-century skills, self-directed learning (SDL) has received widespread attention and has become an essential research topic in education. In this study, we examined the psychometric properties of the SDL scale (SDLS) (Lounsbury et al., 2009) with a sample of 408 Chinese undergraduates. Previous research on Chinese students has validated SDLS by using confirmatory factor analysis directly assuming SDL as a unidimensional factor as it was tested in Western countries. However, considering the rich connotation of SDL, we applied exploratory factor analysis and further used Rasch analysis based on item response theory to enrich researchers’ and practitioners’ understanding of its psychometric properties. We found additional and good psychometric evidence of a two-factor structure of SDLS: students’ initiative and ability of SDL and their self-concept of SDL. The two factors of SDLS have good internal consistency and positive correlation with formative feedback orientation, showing evidence of its criterion validity.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"469 - 477"},"PeriodicalIF":1.7,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45045478","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}
引用次数: 1
Validation and Psychometric Properties of the Turkish Version of the Riverside Eudaimonia Scale 土耳其语版“河畔快乐”量表的验证与心理测量学性质
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-20 DOI: 10.1177/07342829231153495
Murat Yıldırım, Zafer Güney Çağış
The Riverside Eudaimonia Scale (RES) has been recently developed to measure psychological measures of eudaimonia. Currently, there is no evidence regarding its psychometric properties in Turkish. Therefore, this study, for the first time, examined the validation and psychometric properties of the Turkish version of the RES. Participants included 336 undergraduate students from a public university in Turkey. The results showed good internal consistency of the RES suggesting a good measure to assess eudaimonic flourishing. Exploratory and confirmatory factor analyses yielded a one-factor structure as a good fit with strong reliability evidence. The results indicated that the RES was correlated with life satisfaction and flourishing, and the RES explained a significant amount of variance in the prediction of life satisfaction and flourishing after controlling for age and gender. The results suggest that the RES has sound psychometric properties, is culturally and linguistically acceptable, and is equally fruitful in measuring eudaimonic flourishing in Turkish population.
河滨快乐量表(RES)是最近开发的,用于测量快乐的心理指标。目前,尚无证据表明其在土耳其语中的心理测量特性。因此,本研究首次检验了土耳其版res的有效性和心理测量特性。参与者包括来自土耳其一所公立大学的336名本科生。结果表明,RES具有良好的内部一致性,是评价幸福感繁荣的良好指标。探索性和验证性因素分析得出了一个单因素结构,具有较强的可靠性证据。结果表明,RES与生活满意度和幸福度存在显著相关,在控制了年龄和性别后,RES解释了生活满意度和幸福度的显著差异。结果表明,RES具有良好的心理测量特性,在文化和语言上是可接受的,并且在测量土耳其人口的幸福感繁荣方面同样富有成效。
{"title":"Validation and Psychometric Properties of the Turkish Version of the Riverside Eudaimonia Scale","authors":"Murat Yıldırım, Zafer Güney Çağış","doi":"10.1177/07342829231153495","DOIUrl":"https://doi.org/10.1177/07342829231153495","url":null,"abstract":"The Riverside Eudaimonia Scale (RES) has been recently developed to measure psychological measures of eudaimonia. Currently, there is no evidence regarding its psychometric properties in Turkish. Therefore, this study, for the first time, examined the validation and psychometric properties of the Turkish version of the RES. Participants included 336 undergraduate students from a public university in Turkey. The results showed good internal consistency of the RES suggesting a good measure to assess eudaimonic flourishing. Exploratory and confirmatory factor analyses yielded a one-factor structure as a good fit with strong reliability evidence. The results indicated that the RES was correlated with life satisfaction and flourishing, and the RES explained a significant amount of variance in the prediction of life satisfaction and flourishing after controlling for age and gender. The results suggest that the RES has sound psychometric properties, is culturally and linguistically acceptable, and is equally fruitful in measuring eudaimonic flourishing in Turkish population.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"351 - 358"},"PeriodicalIF":1.7,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43370463","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}
引用次数: 0
The Validity of WISC-V Profiles of Strengths and Weaknesses WISC-V优势和劣势概况的有效性
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-11 DOI: 10.1177/07342829221150868
P. D. de Jong
The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014) provides a general intelligence score, representing g, and five index scores, reflecting underlying broad factors. Within person differences between the overall performance across subtests and index scores, denoted as index difference scores, are often used to examine profiles of strengths and weaknesses. In this study, the validity of such profiles was examined for the Dutch WISC-V. In line with previous studies, broad factors explained little variance in index scores. A simulation study showed that variation in index difference scores also reflected little broad factor variance. The simulation study further revealed that, as a consequence, a significant discrepancy between an index score and overall performance was accompanied in only 40%–74% of the cases by a discrepancy on the underlying broad factor. Overall, these results provide little support for the validity and thereby clinical use of WISC-V profiles.
韦氏儿童智力量表(第五版);韦克斯勒(Wechsler, 2014)提供了一个代表g的一般智力分数和五个指数分数,反映了潜在的广泛因素。在个人内部,子测试和指数分数之间的总体表现差异,表示为指数差异分数,通常用于检查优点和缺点的概况。在这项研究中,这些档案的有效性被检查荷兰WISC-V。与之前的研究一致,广泛的因素解释了指数得分的微小差异。模拟研究表明,指标差异得分的变化也反映了较小的广义因子方差。模拟研究进一步揭示,因此,指数得分与总体表现之间的显著差异仅在40%-74%的情况下伴随着潜在广泛因素的差异。总的来说,这些结果对WISC-V谱的有效性和临床应用提供了很少的支持。
{"title":"The Validity of WISC-V Profiles of Strengths and Weaknesses","authors":"P. D. de Jong","doi":"10.1177/07342829221150868","DOIUrl":"https://doi.org/10.1177/07342829221150868","url":null,"abstract":"The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014) provides a general intelligence score, representing g, and five index scores, reflecting underlying broad factors. Within person differences between the overall performance across subtests and index scores, denoted as index difference scores, are often used to examine profiles of strengths and weaknesses. In this study, the validity of such profiles was examined for the Dutch WISC-V. In line with previous studies, broad factors explained little variance in index scores. A simulation study showed that variation in index difference scores also reflected little broad factor variance. The simulation study further revealed that, as a consequence, a significant discrepancy between an index score and overall performance was accompanied in only 40%–74% of the cases by a discrepancy on the underlying broad factor. Overall, these results provide little support for the validity and thereby clinical use of WISC-V profiles.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"363 - 379"},"PeriodicalIF":1.7,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44811870","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}
引用次数: 0
A PROACTIVE Coping Scale for U.S. College Students: Initial Evidence and Implications 美国大学生主动应对量表:初步证据与启示
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-10 DOI: 10.1177/07342829221151005
Lu Tian, Chia-Lin Tsai, Gurusewak S. Khalsa, Morgan Condie, Nicholas Kopystynsky, Kaitlin Ohde, Adam Zhao
The present studies report the development of a PROACTIVE coping scale to evaluate actions used by U.S. college students to prevent or prepare for potential future stressors. Results of EFA and CFA using two samples of U.S. college students (total N = 1123) indicated the viability and stability of a 19-item four-factor model of proactive coping: Active Preparation, Ineffective Preparation, Self-Management, and Utilization of Social Resources. The scale demonstrated good psychometric properties, and each factor represents a meaningful and distinctive facet of proactive coping behavior. Concurrent and incremental validity estimates indicated that the subscales of the scale were (a) associated with problem-solving appraisal, future-oriented thoughts, life satisfaction, and optimism in expected ways, and (b) accounted for more variance on life satisfaction beyond the effect of the problem-solving appraisal. The results from this study indicate the importance of broadening coping to include proactive coping and how proactive coping is associated with various psychological outcomes.
本研究报告了一个积极应对量表的发展,以评估美国大学生用于预防或准备潜在的未来压力源的行动。采用2个美国大学生样本(总N = 1123)的EFA和CFA结果表明,积极准备、无效准备、自我管理和社会资源利用这4个19项因素的主动应对模型具有可行性和稳定性。量表显示了良好的心理测量特性,每个因素都代表了积极应对行为的一个有意义和独特的方面。并发效度和增量效度估计表明,量表的子量表以预期的方式与问题解决评价、面向未来的思想、生活满意度和乐观主义相关,(b)在问题解决评价的影响之外,对生活满意度的影响更大。本研究的结果表明,扩大应对的重要性,包括积极应对,以及积极应对与各种心理结果的关系。
{"title":"A PROACTIVE Coping Scale for U.S. College Students: Initial Evidence and Implications","authors":"Lu Tian, Chia-Lin Tsai, Gurusewak S. Khalsa, Morgan Condie, Nicholas Kopystynsky, Kaitlin Ohde, Adam Zhao","doi":"10.1177/07342829221151005","DOIUrl":"https://doi.org/10.1177/07342829221151005","url":null,"abstract":"The present studies report the development of a PROACTIVE coping scale to evaluate actions used by U.S. college students to prevent or prepare for potential future stressors. Results of EFA and CFA using two samples of U.S. college students (total N = 1123) indicated the viability and stability of a 19-item four-factor model of proactive coping: Active Preparation, Ineffective Preparation, Self-Management, and Utilization of Social Resources. The scale demonstrated good psychometric properties, and each factor represents a meaningful and distinctive facet of proactive coping behavior. Concurrent and incremental validity estimates indicated that the subscales of the scale were (a) associated with problem-solving appraisal, future-oriented thoughts, life satisfaction, and optimism in expected ways, and (b) accounted for more variance on life satisfaction beyond the effect of the problem-solving appraisal. The results from this study indicate the importance of broadening coping to include proactive coping and how proactive coping is associated with various psychological outcomes.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"395 - 415"},"PeriodicalIF":1.7,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48021717","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}
引用次数: 1
Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks 认知二元测量:游戏规则改变者?三个认知要求竞争性任务的构建与首次验证
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-08 DOI: 10.1177/07342829221149155
Dirk Lubbe, Pascale Stephanie Petri
Competition among individuals is a natural mode of determining who is fittest. While in nature, economics, and sports, it is common to infer ability or aptitude from the outcome of competitions, our knowledge on its effects in regard to psychological/educational assessment is scarce. In the present pilot study, we explore a measurement approach for assessing individual differences in interpersonal, face-to-face competitions, based on a set of cognitively demanding, competitive, fast-paced, two-opponent tasks. For initial task evaluation, we conducted comprehensive reliability and construct validation analyses, considering cognitive ability, motivation, and personality measures. Moreover, using structural equation models we conducted a simultaneous factorization of the tasks with the other validation measures. The results suggest that the newly developed tasks measure both cognitive ability (intelligence) as well as a competition-specific component. The competition-specific component was positively associated with experience in competitive gaming and negatively correlated with neuroticism. While the pattern of validities was promising, the measurements’ reliabilities were yet unsatisfactory. Implications for future research as well as the design of competition-based measurements are discussed.
个体之间的竞争是决定谁最适者的一种自然模式。虽然在自然、经济和体育领域,从比赛结果推断能力或倾向是很常见的,但我们对其在心理/教育评估方面的影响知之甚少。在目前的试点研究中,我们探索了一种评估人际面对面竞争中个体差异的测量方法,该方法基于一组认知要求高、竞争激烈、快节奏的两个对手的任务。对于初始任务评估,我们进行了全面的可靠性和结构验证分析,考虑了认知能力、动机和个性指标。此外,使用结构方程模型,我们对任务和其他验证措施进行了同时因子分解。研究结果表明,新开发的任务既衡量认知能力(智力),也衡量竞争特定成分。比赛特定成分与竞技游戏体验呈正相关,与神经质呈负相关。虽然有效性模式很有希望,但测量的可靠性仍不令人满意。讨论了对未来研究以及基于竞争的测量设计的启示。
{"title":"Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks","authors":"Dirk Lubbe, Pascale Stephanie Petri","doi":"10.1177/07342829221149155","DOIUrl":"https://doi.org/10.1177/07342829221149155","url":null,"abstract":"Competition among individuals is a natural mode of determining who is fittest. While in nature, economics, and sports, it is common to infer ability or aptitude from the outcome of competitions, our knowledge on its effects in regard to psychological/educational assessment is scarce. In the present pilot study, we explore a measurement approach for assessing individual differences in interpersonal, face-to-face competitions, based on a set of cognitively demanding, competitive, fast-paced, two-opponent tasks. For initial task evaluation, we conducted comprehensive reliability and construct validation analyses, considering cognitive ability, motivation, and personality measures. Moreover, using structural equation models we conducted a simultaneous factorization of the tasks with the other validation measures. The results suggest that the newly developed tasks measure both cognitive ability (intelligence) as well as a competition-specific component. The competition-specific component was positively associated with experience in competitive gaming and negatively correlated with neuroticism. While the pattern of validities was promising, the measurements’ reliabilities were yet unsatisfactory. Implications for future research as well as the design of competition-based measurements are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"247 - 266"},"PeriodicalIF":1.7,"publicationDate":"2023-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43494934","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}
引用次数: 0
Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study 中学生家庭作业期望价值成本量表的有效性研究
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-06 DOI: 10.1177/07342829221149149
Jianzhong Xu
We investigated the psychometric properties of the Homework Expectancy Value Cost Scale (HEVCS), using 1,072 Chinese students in Grades 7–8. Results from confirmatory factor analyses (CFA) indicated that the HEVCS included three factors: Homework Expectancy, Homework Value, and Homework Cost. Additionally, no latent mean differences were found across gender and grade level. Furthermore, the HEVCS had adequate to very good reliability estimates. Finally, congruent with theoretical predictions, Homework Expectancy and Homework Value were related positively to homework effort, completion, and mathematics achievement, and negatively to homework procrastination. Homework Cost was related negatively to homework effort, completion, and mathematics achievement, and positively to homework procrastination. Our investigation provides compelling evidence that the HEVCS is a valid scale for assessing homework motivational beliefs.
本文以1072名中国7-8年级学生为研究对象,研究了家庭作业期望值成本量表(HEVCS)的心理测量特性。验证性因子分析(CFA)结果显示,家庭作业期望、家庭作业价值和家庭作业成本是影响家庭作业价值的三个因素。此外,在性别和年级水平之间没有发现潜在的平均差异。此外,HEVCS具有足够到非常好的可靠性估计。最后,与理论预测一致,家庭作业期望和家庭作业价值与家庭作业努力、完成度和数学成绩呈正相关,与家庭作业拖延负相关。家庭作业成本与家庭作业努力、完成度、数学成绩呈负相关,与家庭作业拖延呈正相关。我们的调查提供了令人信服的证据,证明HEVCS是评估家庭作业动机信念的有效量表。
{"title":"Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study","authors":"Jianzhong Xu","doi":"10.1177/07342829221149149","DOIUrl":"https://doi.org/10.1177/07342829221149149","url":null,"abstract":"We investigated the psychometric properties of the Homework Expectancy Value Cost Scale (HEVCS), using 1,072 Chinese students in Grades 7–8. Results from confirmatory factor analyses (CFA) indicated that the HEVCS included three factors: Homework Expectancy, Homework Value, and Homework Cost. Additionally, no latent mean differences were found across gender and grade level. Furthermore, the HEVCS had adequate to very good reliability estimates. Finally, congruent with theoretical predictions, Homework Expectancy and Homework Value were related positively to homework effort, completion, and mathematics achievement, and negatively to homework procrastination. Homework Cost was related negatively to homework effort, completion, and mathematics achievement, and positively to homework procrastination. Our investigation provides compelling evidence that the HEVCS is a valid scale for assessing homework motivational beliefs.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"328 - 342"},"PeriodicalIF":1.7,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44240675","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}
引用次数: 0
The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners 语音加工综合测试,第二版:双语学习者的测量不变性
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-03 DOI: 10.1177/07342829221149323
G. Shergill, Hailey Camozzi, Meagan D. O’Malley, Arlene Ortiz
The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in the United States, is critical. This study tested the metric and scaler invariance of CTOPP-2 scores among school-aged children (n = 242; 41.3% Spanish-speaking DLL). Results indicate that the CTOPP-2’s three-factor (i.e., Phonological Awareness, Phonological Memory, and Rapid Automatic Naming) measurement structure displays metric and scalar invariance for DLLs. Model fit was improved when the Phonological Awareness and Phonological Memory factors were combined. Implications for future research and the practice of psychoeducational diagnostic assessment with DLLs are discussed.
《语音处理综合测试》,第2版(CTOPP-2;Wagner等人,2013)通常在k-12公立学校用于评估阅读成绩的基本认知处理技能。双语言学习者(DLL)是一个占美国学龄人口10%以上的群体,对其使用的心理支持至关重要。本研究测试了学龄儿童CTOPP-2评分的度量和标量不变性(n=242;41.3%讲西班牙语的DLL)。结果表明,CTOPP-2的三因素(即语音意识、语音记忆和快速自动命名)测量结构显示了DLL的度量和标量不变性。当语音意识和语音记忆因素相结合时,模型拟合得到改善。讨论了用DLL进行心理教育诊断评估对未来研究和实践的启示。
{"title":"The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners","authors":"G. Shergill, Hailey Camozzi, Meagan D. O’Malley, Arlene Ortiz","doi":"10.1177/07342829221149323","DOIUrl":"https://doi.org/10.1177/07342829221149323","url":null,"abstract":"The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in the United States, is critical. This study tested the metric and scaler invariance of CTOPP-2 scores among school-aged children (n = 242; 41.3% Spanish-speaking DLL). Results indicate that the CTOPP-2’s three-factor (i.e., Phonological Awareness, Phonological Memory, and Rapid Automatic Naming) measurement structure displays metric and scalar invariance for DLLs. Model fit was improved when the Phonological Awareness and Phonological Memory factors were combined. Implications for future research and the practice of psychoeducational diagnostic assessment with DLLs are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"445 - 460"},"PeriodicalIF":1.7,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41952924","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}
引用次数: 0
期刊
Journal of Psychoeducational Assessment
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1