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Toward Person-Focused Assessment and Understanding the Human Need to Be Perfect: Commentary and Introduction to the Third Special Issue on Perfectionism Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-04-17 Gordon L. Flett, Paul L. Hewitt
In the current introductory article, we discuss the importance of balancing the variable-centered research in the perfectionism field with a person-focused approach. We examine the utility of a person-centered approach in assessment, research, and theory and the need to revisit overlooked themes central to understanding people who are extreme perfectionists. Our analysis focuses on addressing the core
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Assessing and Evaluating the Perfectionism Social Disconnection Model: Social Support, Loneliness, and Distress Among Undergraduate, Law, and Medical Students Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-04-08 Samantha Chen, Donald H. Saklofske, Gordon L. Flett, Paul L. Hewitt
The current research evaluates the Perfectionism Social Disconnection Model (PSDM) by considering the links between measures of trait perfectionism and perfectionistic self-presentation and measures of social support, loneliness, and distress in cross-sectional research. A particular focus is on perfectionism and levels of social support as assessed by the Social Provisions Scale. The current study
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Trait Perfectionism, L2 Anxiety, and Willingness to Communicate Among Adolescents: Evaluating the Roles of Worrying About Mistakes and Mistake Rumination Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-04-08 Elyas Barabadi, Gordon L. Flett, Paul L. Hewitt, Seyyed Ayatollah Razmjoo, Mohsen Rahmani Tabar, Fatemeh Chasetareh
The current study investigated the associations among trait perfectionism, worry about mistakes, mistake rumination, L2 anxiety, and willingness to communicate in adolescents. A key element was examining the psychometric properties of a new measure of worry about mistakes as well as the Mistake Rumination Scale and the short Child-Adolescent Perfectionism Scale and its two dimensions (i.e., self-oriented
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Psychological Well-Being Among Adolescents: The Role of Parenting Styles, Causal Attributions of Academic Success/Failure, and Perceived School Performance Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-04-05 Alane Pereira Madalena, Gleidson Diego Lopes Loureto, José Anderson Galdino Santos, Layrtthon Carlos de Oliveira Santos, Gabriel Fortes, Leogildo Alves Freires
We investigated the effects of perceived parenting styles, causal attributions for academic success/failure, and perceived school performance (PSP) on adolescents’ psychological well-being (PWB). Participants were 200 Brazilian adolescents who answered the Parenting Styles & Dimensions Questionnaire, the Psychological Well-Being Scale, and the Rating Scale of Causal Attributions for Academic Success/Failure
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Factor Structure and Measurement Invariance of the Indonesian Version of VISA: An Exploratory Structural Equation Modeling Approach Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-04-02 Darmawan Muttaqin
The Vocational Identity Status Assessment (VISA) is one of the instruments that can be used to assess vocational identity. Conceptually, VISA consists of six sub-dimensions and has been validated using factor analysis. This study provides a factor structure test of the Indonesian version of VISA using the exploratory structural equation modeling (ESEM) approach, which integrates both exploratory factor
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Development and Initial Validation of the Cultural Match Scale for Higher Education Settings Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-28 HyeSun Lee, Melissa Soenke
Cultural mismatch theory of inequality and associated research indicates that a mismatch between independent cultural norms of institutions of higher education and students’ interdependent backgrounds account for disparities in academic achievement for students from historically underrepresented groups. Despite growing interest in interventions to reduce cultural mismatch, there was not yet a comprehensive
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Evaluating the Classroom Environment: Multilevel Validation and Measurement Invariance of Classroom Behavioral Climate Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-28 Demos Michael, Nikolaos Tsigilis, Victoria Michaelidou, Athanasios Gregoriadis, Vicky Charalambous, Charalambos Vrasidas
The present study contributes to the development of effective measures to evaluate classroom climate, especially in elementary education where these remain limited. In addition, it addresses a typical “flaw” of several studies by approaching classroom climate as a group-level construct rather than an individual characteristic. Following a multilevel approach, we attempted to establish validity evidence
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Measuring Student Engagement in Lessons Using an Experience Sampling Methodology: The Development and Validation of the Dynamic Engagement With Learning Questionnaire Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-25 Dries De Weerdt, Mathea Simons, Elke Struyf
Student engagement is a central construct in education research, as it is a strong predictor and/or mediator of both cognitive and non-cognitive student outcomes. However, there remain questions among researchers about how to properly measure student engagement during lessons. Our study contributes to this discussion by presenting the development and validation of a theoretically grounded questionnaire
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Perfectionism, Self-Image Goals and Compassionate Goals in Health and Mental Health: A Longitudinal Analysis Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-19 Taryn Nepon, Gordon L. Flett, Paul L. Hewitt
This research focuses on ego-focused self-image goals as central to understanding the vulnerability inherent in perfectionism and the link that perfectionism has with poorer health and emotional well-being. The present study expands theory and research on perfectionism from a unique motivational perspective through a longitudinal investigation of perfectionism, the pursuit of self-image goals related
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Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence? Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-19 Jacqueline M. Caemmerer, Stephanie Ruth Young, Danika Maddocks, Natalie R. Charamut, Eunice Blemahdoo
In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III ( N = 181) to examine which WISC-V Index scores predicted children’s specific and broad academic skills and if cognitive-achievement relations varied by general intelligence
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The Social Comparison Rumination Scale: Development, Psychometric Properties, and Associations With Perfectionism, Narcissism, Burnout, and Distress Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-09 Gordon L. Flett, Taryn Nepon, Paul L. Hewitt, Chang Su, Christa Yacyshyn, Kimberley Moore, Atieh Lahijanian
In the current article, we describe the development and validation of the Social Comparison Rumination Scale. This measured was developed as a supplement to existing social comparison measures and to enable us to determine its potential relevance to perfectionism and other personality constructs. The Social Comparison Rumination Scale (SCRS) is a six-item inventory assessing the extent to which an
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Perfectionism, Feelings of Not Mattering, and Suicide Ideation: An Integrated Test of the Perfectionism Social Disconnection Model and the Existential Model of Perfectionism Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-03-02 Marianne E. Etherson, Martin M. Smith, Andrew P. Hill, Simon B. Sherry, Thomas Curran, Gordon L. Flett, Paul L. Hewitt
The Perfectionism Social Disconnection Model (PSDM) and the Existential Model of Perfectionism and Depressive Symptoms (EMPDS) are promising models of perfectionism and psychopathology. However, research examining suicide ideation within the PSDM is scarce, and no research has examined suicide ideation as an outcome in the EMPDS. Moreover, tests of the PSDM and EMPDS have been conducted separately
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Criterion Validity of the Autism Spectrum Rating Scales Teacher Report Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-02-22 Amy Camodeca
There is a need to investigate the diagnostic utility of autism diagnostic questionnaires in school-age children, who are increasingly being referred for autism assessment. Aside from the standardization sample, little research has been conducted on the Autism Spectrum Rating Scales, particularly regarding teacher reports. This study investigated the criterion validity of the Autism Spectrum Rating
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Reliability Generalization Meta-Analysis of Seven Wisdom Self-Rating Scales From 2004 to 2023 Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-02-13 Hongyi Lin, Fengyan Wang
Accurate measurement of wisdom is the cornerstone of wisdom research. To provide a representative reference for the reliability level and moderating factors of various wisdom self-rating scales, we carried out a reliability generalization meta-analysis of Chinese and English references retrieved from 2004 to 2023. A total of 149 articles were included, as well as seven wisdom self-rating scales. The
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Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-02-05 Andrew P. Hill, Daniel J. Madigan, Thomas Curran, Gareth E. Jowett, James L Rumbold
Perfectionism is a multidimensional personality trait with two higher-order dimensions; perfectionistic strivings and perfectionistic concerns. The purpose of the present study was to explore and evaluate the two-factor model for the first time using three instruments developed to measure perfectionism in sport. In doing so, we (i) assessed the fit of two-factor models when including and excluding
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Perceived Pressure for Perfection Within Friendships Triggers Conflict Behaviors, Depressive Symptoms, and Problematic Drinking: A Longitudinal Actor–Partner Interdependence Model Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-01-29 Andy J. Kim, Simon B. Sherry, Sean P. Mackinnon, Ivy-Lee Kehayes, Martin M. Smith, Sherry H. Stewart
Friendships are important for the mental well-being of emerging adults. Socially prescribed perfectionism, where individuals feel pressured to be perfect by others, can be destructive, leading to conflict with others, depressive symptoms, and problematic drinking. However, its impact on friendships is not well-explored. This study examined 174 emerging adult friendship dyads using a 4-wave, 4-month
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Dependability and Usability of the DASS-21 as a Progress-Monitoring Tool for Youth Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-01-25 Aberdine R. Dwight, Amy M. Briesch, Jessica A. Hoffman, Christopher Rutt
Despite widespread evidence-based treatments for addressing internalizing concerns, many youth do not demonstrate reliable or clinically meaningful improvement. Regular progress monitoring, consisting of measurement and feedback, offers the opportunity to improve outcomes in real time. The 21-item Depression Anxiety and Stress Scales (DASS-21; Lovibond & Lovibond, 1995) has potential as a progress-monitoring
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Repurposing the K-10: The Factor Structure and Latent Profile of COVID-19 Pandemic-Anchored Psychological Distress Symptoms Among Filipino Teachers Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-01-24 Imelu G. Mordeno, Queeneh T. Piape, Art Guilleane R. Roño, Wendel Ann C. Abejar, Michelle Anne L. Ferolino, Norman B. Mendoza
The Kessler Psychological Distress Scale (K-10) is widely utilized to assess non-specific psychological distress. However, when applied to COVID-19 pandemic experiences, its psychometric properties have not been examined. This study investigated the factor structure, reliability, and latent profile of K-10 using data from 3032 Filipino teachers who reflected on their pandemic-related adversity prior
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The Big Three Perfectionism Scale: Validation of the Polish Version Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2024-01-13 Konrad Piotrowski, Aleksandra Nowicka, Kamil Janowicz, Martin M. Smith
The Big Three Perfectionism Scale (BTPS) was created to integrate different aspects of perfectionism, including the newly conceptualized concept of narcissistic perfectionism. The goal of our two studies ( N = 1341) was to examine the psychometric properties of the Polish adaptation of the BTPS, supporting the validity and portability of the measure. The studies were conducted among people who had
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Conformity in High School Adolescents: Development and Validation of the Informational and Normative Conformity Scale Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-25 Sylwia Opozda-Suder, Paweł 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...
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Development and Validation of a Cognitive Load Measure for General Educational Settings Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-19 Teresa M. Ober, Yikai Lu, Chessley B. Blacklock, Cheng Liu, Ying Cheng
We develop and validate a self-report measure of intrinsic and extrinsic cognitive load suitable for measuring the constructs in a variety of learning contexts. Data were collected from three indep...
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Social-Emotional and Behavioral Functioning Profiles and Demographic Factors: A Latent Profile Analysis in Elementary Students Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-11 Ning Jiang, Ruiqin Gao, Christine DiStefano, Jin Liu, Mark Weist, Joni Williams Splett, Colleen A Halliday-Boykins
A growing interest has been given to examining the heterogeneity of children’s health to provide for their particular needs. This study examined subgroups of elementary school children’s social, em...
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The Features of Plausible but Incorrect Options: Distractor Plausibility in Synonym-Based Vocabulary Tests Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-06 Ulrich Ludewig, Jakob Schwerter, Nele McElvany
A better understanding of how distractor features influence the plausibility of distractors is essential for an efficient multiple-choice (MC) item construction in educational assessment. The plaus...
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Administration and Scoring Errors on the Woodcock–Johnson IV Tests of Achievement: Before and During COVID-19 Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-04-05 Adam B. Lockwood, Kelsey Klatka, Brandon Parker, Nicholas Benson
Eighty Woodcock–Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical er...
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Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-03-29 Kenneth Stensen, Stian Lydersen, Ingunn Ranøyen, Christian A. Klöckner, Elisabet S. Buøen, Ratib Lekhal, May Britt Drugli
The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with ...
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Evaluating the Consequential Validity of the Research-Based Early Mathematics Assessment Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-03-22 Yixiao Dong, Denis Dumas, Douglas H. Clements, Crystal A. Day-Hess, Julie Sarama
Consequential validity (often referred to as “test fairness” in practice) is an essential aspect of educational measurement. This study evaluated the consequential validity of the Research-Based Ea...
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Measuring Behavior Problems in Children from Low-Income Families: A Rasch Analysis of the Child Behavior Checklist for Ages 1½–5 Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-03-20 Yu-Yu Hsiao, Cathy Huaqing Qi, Philip S. Dale, Rebecca Bulotsky-Shearer, Qing Wang
The Child Behavior Checklist for Ages 1.5–5 (CBCL/1½–5) has been widely used by researchers and clinicians in the field of special education and psychology. The purpose of this study was to examine...
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Developing a Single-Item General Self-Efficacy Scale: An Initial Study Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-03-14 Weiwei Di, Youyan Nie, Bee Leng Chua, Stefanie Chye, Timothy Teo
General self-efficacy represents the global sense of personal capability across various situations and tasks. The aim of the present study was to develop and validate a single-item general self-eff...
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Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age? Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-23 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 subt...
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Factorial Invariance of the Anadolu Sak Intelligence Scale Across Gender Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-22 Deniz Arslan, Ugur 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 ...
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Validation of the Child Observation Record Advantage 1.5 Assessment Tool for Preschool Children: A Multilevel Bifactor Modeling Approach Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-21 Hope O. Akaeze, Jamie Heng-Chieh Wu, Frank R. Lawrence, Everett P. 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...
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Social, Emotional and Behavioral Screening Profiles Among Students in a Large Urban School District Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-17 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 ind...
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Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-07 Julie Goulet, Isabelle Archambault, Julien Morizot, Elizabeth Olivier, Kristel 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 involvemen...
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Cross-Cultural Validation of the Short Form of the Life Skills Scale for Adolescents and Adults in Adolescents in Four Countries Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-02-05 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 validit...
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Validation and Psychometric Properties of the Turkish Version of the Riverside Eudaimonia Scale Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-20 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. T...
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The Validity of WISC-V Profiles of Strengths and Weaknesses Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-11 Peter F. 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...
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A PROACTIVE Coping Scale for U.S. College Students: Initial Evidence and Implications Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-10 Lu Tian, Chia-lin Tsai, Gurusewak 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...
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Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-08 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, ou...
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The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2023-01-03 Gagan 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 re...
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Examination of Psychometric Evidence for Criterion-Referenced Scores from the SSIS SEL Brief Scales Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-12-13 Pui-Wa Lei, Hui Zhao, Susan Crandall Hart, Xinyue Li, James C DiPerna
Efficient and intuitive interpretive frameworks for social-emotional learning (SEL) measures are necessary for identifying student needs and informing programming decisions across multitiered syste...
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Contribution to the Validation of the Expectancy-Value Scale for Primary School Students Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-12-13 Francisco Peixoto, Jelena Radišić, Ksenija Krstić, Kajsa Yang Hansen, Anu Laine, Aleksandar Baucal, Maarja Sõrmus, Lourdes Mata
Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-,...
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Advancing Educational Research on Children’s Self-Regulation With Observational Measures Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-12-08 Janina Eberhart, Andrew E. Koepp, Steven J. Howard, Rianne Kok, Dana C. McCoy, Sara T. Baker
Self-regulation is crucial for children’s development and learning. Almost by convention, it is assumed that self-regulation is a relatively stable skill, and little is known about its dynamic natu...
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Psychometric Properties of a Preschool Language, Literacy, and Behavior Screener Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-12-06 Yagmur Seven, Robert F. Dedrick, Keri M. Madsen, Trina D. Spencer, Elizabeth Kelley, Howard Goldstein
This study investigated the psychometric properties of the Preschool Language, Literacy, and Behavior Screener (PLLB-S). We examined and tested the factor structure of the PLLB-S using exploratory ...
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Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-25 Dena A. Pastor, Chris R. Patterson, Sara J. Finney
In low-stakes testing contexts, there are minimal personal consequences associated with examinee performance. Examples include assessments administered for research, program evaluation, test develo...
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Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-24 Jorge J. Varela, Roberto Melipillán, Amy L. Reschly, Ana Maria Squicciarini Navarro, Felipe Peña Quintanilla, Paola Sánchez Campos
Student engagement is associated with various aspects of students’ school experiences, including student achievement, high school completion, and post-secondary success. As measurement of student e...
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How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-23 Hyo Jin Lim, Sora Lee
This study investigates how sensitively the current grit measure (Grit-S) is able to reflect the differences between individuals (i.e. item discrimination) and change within individuals (i.e. sensi...
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Comparing AimswebPlus to the Benchmark Assessment System for Universal Screening in Upper Elementary Grades Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-22 David A. Klingbeil, Ethan R. Van Norman, David J. Osman, Kimberly Berry-Corie, Caroline K. Carberry, Jessica S. Kim
Early identification of students needing additional support is a foundational component of Multi-Tiered Systems of Support (MTSS). Due to the resource-intensive nature of implementing MTSS, it is c...
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The Effects of Changing Negatively Worded Items to Positively Worded Items on the Reliability and the Factor Structure of Psychological Scales Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-11-23 Hamzeh Dodeen
In survey measurement, acquiescence bias is a response effect that occurs when respondents agree to the item or the question in the scale regardless of its content. It is assumed that negative item...
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The Anti-Mattering Scale Versus the General Mattering Scale in Pathological Narcissism: How an Excessive Need to Matter Informs the Narcissism and Mattering Constructs Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-10-27 Gordon L. Flett, Taryn Nepon, Xena Scott
The current study uniquely examines mattering and narcissism and reflects our contention that pathological narcissism involves an excessive need to matter and a hypersensitivity to being devalued a...
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The Italian Version of the Teacher Self Efficacy Scale (TSES-Ita): Dimensionality, Internal Consistency and Validity Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-10-19 Renato Pisanti, Paolo Soraci, Ralf Schwarzer
The present study aimed to adapt the Teacher Self-Efficacy Scale (TSES) developed by Schwarzer et al. (1999) into Italian and to test its validity and reliability. In a group of teachers (N = 683; ...
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Validating the Structure of Proximal and Distal Factors within the Sexual Minority Adolescent Stress Inventory Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-10-18 Sean N. Weeks, Tyler L. Renshaw, Sarfaraz Serang
Minority stress theory is a model for understanding health disparities among sexual minorities, defined as those who experience a level of same-sex attraction, identity, or behavior. Methods for as...
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Extended Time Accommodations on the 2017 NAEP Grade 8 Mathematics Test: Eligibility, Use, and Benefit Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-29 Sara E. Witmer, Benjamin J. Lovett, Heather M. Buzick
Extended testing time is a common accommodation given to students with disabilities. However, little is known about whether students who are eligible for the accommodation actually use it, and with...
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Validating the Chinese Version of the Academic Grit Scale in Selected Adolescents Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-28 Hui Tang, Shujing Zhou, Xiaoqing Du, Qiyun Mo, Qiang Xing
This study evaluated the factor structure, measurement invariance, criterion-related and incremental validity of the Chinese version of the Academic Grit Scale (AGS) among 723 adolescents from main...
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Measurement Invariance of the Emotion Regulation Questionnaire for Children and Adolescents in Chinese and American Adolescents Samples Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-28 Yuling Chen, Sisi Wang, Yu Ling
To establish the factor structure of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) in Chinese and American adolescent samples; to assess measurement invariance of the E...
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Psychometric Properties of the Portuguese Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS) and Evidence of Differential Associations With Indicators of Subjective Wellbeing Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-14 Richard A. Inman, Pedro J. C. Costa, Paulo A. S. Moreira
The study aimed to test the psychometric properties of a Portuguese adaptation of the Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS). For this, we used data from a sample ...
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Construct and Structural Equivalence of the English and Spanish versions of the Authoritative School Climate Survey Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-06 Kelvin T. Afolabi, Timothy R. Konold, Jennifer Maeng
This study evaluated the construct and structural equivalence of the English and Spanish versions of the authoritative school climate survey (ASCS). Measurement invariance was evaluated through inc...
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Development of Two Scales Measuring Task Value of Peer Feedback Provision and Reception for Pre-Service Teachers Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-05 Ecenaz Alemdag
This research aimed to develop two scales measuring pre-service teachers’ task value towards peer feedback provision and peer feedback reception (PFR) based on expectancy-value theory. Two studies ...
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School Psychology Trainees’ Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-09-02 Adam B. Lockwood, Kelsey Klatka, Kelli Freeman, Ryan L. Farmer, Nicholas Benson
Sixty-three Woodcock–Johnson IV Tests of Achievement protocols, administered by 26 school psychology trainees, were examined to determine the frequency of examiner errors. Errors were noted on all ...
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Validating the MUSIC Model of Academic Motivation Inventory: Evidence for the Short Forms of the College Student Version Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-08-18 Brett D. Jones, Jesse L. M. Wilkins
The purpose of this study was to investigate the validity evidence for the use of the 19-item and 20-item short forms of the MUSIC Model of Academic Motivation Inventory (College Student version) w...
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WISC-IV and Rey Auditory Verbal Learning Test Indicators of Specific Learning Disorder and Discrepant Academic Achievement Journal of Psychoeducational Assessment (IF 1.452) Pub Date : 2022-08-15 Malini R, Immanuel Thomas
Though several studies have been undertaken to explore the correlates of academic achievement, there is a dearth of studies relating to the cognitive profiles of children who show marked discrepanc...