Pub Date : 2023-02-23DOI: 10.1177/07342829231159440
Ryan J. McGill
This study aimed to evaluate the tenability of the proposed scoring/interpretive structure for the Woodcock-Johnson IV Test of Cognitive Abilities (WJ IV COG) Standard Battery configuration of subtests using confirmatory factor analysis (CFA) at school age. Results indicated that a three-factor hierarchical model, consistent with the CHC theory (Crystallized Ability, Fluid Reasoning, Short-Term Memory/Working Memory), provided the best fit to the WJ IV COG normative data. Whereas the preferred CHC interpretive structure was largely replicated, indices of interpretive relevance indicated that, among the Stratum II/III attributes that were located, only the omnibus general intelligence dimension should be interpreted with confidence. Nevertheless, several subtests contained adequate specificity to be interpreted in isolation apart from broad abilities. Implications for clinical interpretation are discussed.
本研究旨在使用验证性因素分析（CFA）评估Woodcock-Johnson IV认知能力测试（WJ IV COG）的得分/解释结构的可行性。结果表明，符合CHC理论（结晶能力、流动推理、短期记忆/工作记忆）的三因素层次模型最适合WJ IV COG标准数据。尽管首选的CHC解释结构在很大程度上被复制，但解释相关性指数表明，在所定位的第II/III层属性中，只有综合性的一般智力维度应该被有信心地解释。尽管如此，除了广泛的能力外，有几个子测验包含了足够的特异性，可以单独进行解释。讨论了临床解释的意义。
{"title":"Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age?","authors":"Ryan J. McGill","doi":"10.1177/07342829231159440","DOIUrl":"https://doi.org/10.1177/07342829231159440","url":null,"abstract":"This study aimed to evaluate the tenability of the proposed scoring/interpretive structure for the Woodcock-Johnson IV Test of Cognitive Abilities (WJ IV COG) Standard Battery configuration of subtests using confirmatory factor analysis (CFA) at school age. Results indicated that a three-factor hierarchical model, consistent with the CHC theory (Crystallized Ability, Fluid Reasoning, Short-Term Memory/Working Memory), provided the best fit to the WJ IV COG normative data. Whereas the preferred CHC interpretive structure was largely replicated, indices of interpretive relevance indicated that, among the Stratum II/III attributes that were located, only the omnibus general intelligence dimension should be interpreted with confidence. Nevertheless, several subtests contained adequate specificity to be interpreted in isolation apart from broad abilities. Implications for clinical interpretation are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44015488","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 : 2023-02-22DOI: 10.1177/07342829231158834
Deniz Arslan, Uğur Sak
The purpose of this study was to examine the factorial invariance of the ASIS (Anadolu Sak Intelligence Scale) across gender. Raw scores from the ASIS standardization study (N = 4641) were used in the analyses. Factorial invariance was analyzed by gender across three age groups: 4–7 (N = 2528), 8–9 (N = 848), and 10–12 (N = 1265) using the Multisample Confirmatory Factor Analysis. Six models were developed from unconstrained to more constrained to test the factorial invariance. Each model tested one hypothesis. The findings showed that the second-order g model of the ASIS was invariant in all age groups. In addition, the first-order and second-order factor loadings and g variance were invariant across gender. A partial subtest intercept invariance was found for ages 4–7. Findings imply that ASIS factor scores mean the same latent variable for boys and girls in different age groups.
{"title":"Factorial Invariance of the Anadolu Sak Intelligence Scale Across Gender","authors":"Deniz Arslan, Uğur Sak","doi":"10.1177/07342829231158834","DOIUrl":"https://doi.org/10.1177/07342829231158834","url":null,"abstract":"The purpose of this study was to examine the factorial invariance of the ASIS (Anadolu Sak Intelligence Scale) across gender. Raw scores from the ASIS standardization study (N = 4641) were used in the analyses. Factorial invariance was analyzed by gender across three age groups: 4–7 (N = 2528), 8–9 (N = 848), and 10–12 (N = 1265) using the Multisample Confirmatory Factor Analysis. Six models were developed from unconstrained to more constrained to test the factorial invariance. Each model tested one hypothesis. The findings showed that the second-order g model of the ASIS was invariant in all age groups. In addition, the first-order and second-order factor loadings and g variance were invariant across gender. A partial subtest intercept invariance was found for ages 4–7. Findings imply that ASIS factor scores mean the same latent variable for boys and girls in different age groups.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44913650","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 : 2023-02-21DOI: 10.1177/07342829231158671
Hope O. Akaeze, J. Wu, Frank R. Lawrence, Everett Weber
This paper reports an investigation into the psychometric properties of the COR-Advantage1.5 (COR-Adv1.5) assessment tool, a criterion-referenced observation-based instrument designed to assess the developmental abilities of children from birth through kindergarten. Using data from 8534 children participating in a state-funded preschool program for disadvantaged 4-year-olds, we employed a multilevel bifactor model to show that CORAdv1.5 has some potential as an unbiased assessment tool for tracking developmental progress in pre-kindergarten children, under a bifactor model parameterization, with fewer dimensions than were proposed by the test developer, HighScope. Examination of factor adequacy indices revealed that, despite the multidimensional structure, CORAdv1.5 items overwhelmingly reflect variance due to the general factors at the child and classroom levels. Evidence for multilevel reliability, response process validity, predictive validity, longitudinal measurement invariance, and generalizability of the items are also reported. The findings of this study have important implications for the use of COR-Adv1.5.
{"title":"Validation of the Child Observation Record Advantage 1.5 Assessment Tool for Preschool Children: A Multilevel Bifactor Modeling Approach","authors":"Hope O. Akaeze, J. Wu, Frank R. Lawrence, Everett Weber","doi":"10.1177/07342829231158671","DOIUrl":"https://doi.org/10.1177/07342829231158671","url":null,"abstract":"This paper reports an investigation into the psychometric properties of the COR-Advantage1.5 (COR-Adv1.5) assessment tool, a criterion-referenced observation-based instrument designed to assess the developmental abilities of children from birth through kindergarten. Using data from 8534 children participating in a state-funded preschool program for disadvantaged 4-year-olds, we employed a multilevel bifactor model to show that CORAdv1.5 has some potential as an unbiased assessment tool for tracking developmental progress in pre-kindergarten children, under a bifactor model parameterization, with fewer dimensions than were proposed by the test developer, HighScope. Examination of factor adequacy indices revealed that, despite the multidimensional structure, CORAdv1.5 items overwhelmingly reflect variance due to the general factors at the child and classroom levels. Evidence for multilevel reliability, response process validity, predictive validity, longitudinal measurement invariance, and generalizability of the items are also reported. The findings of this study have important implications for the use of COR-Adv1.5.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42137292","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 : 2023-02-17DOI: 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.
{"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":null,"pages":null},"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}
Pub Date : 2023-02-07DOI: 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.
{"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":null,"pages":null},"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}
Pub Date : 2023-02-05DOI: 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.
{"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":null,"pages":null},"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}
Pub Date : 2023-01-31DOI: 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":null,"pages":null},"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}
Pub Date : 2023-01-20DOI: 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.
{"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":null,"pages":null},"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}
Pub Date : 2023-01-11DOI: 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.
{"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":null,"pages":null},"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}
Pub Date : 2023-01-10DOI: 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.
{"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":null,"pages":null},"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}
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