ERIC Number: EJ1103534
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Reference Count: N/A
Classroom Contexts as the Framework for Assessing Social-Emotional Adjustment: A National Study in Trinidad and Tobago
Mcdermott, Paul A.; Watkins, Marley W.; Drogalis, Anna Rhoad; Chao, Jessica L.; Worrell, Frank C.; Hall, Tracey E.
Psychology in the Schools, v53 n6 p626-640 Jul 2016
Contextually based assessments reveal the circumstances accompanying maladjustment (the when, where, and with whom) and supply clues to the motivations underpinning problem behaviors. The Adjustment Scales for Children and Adolescents (ASCA) is a teacher rating scale composed of indicators describing behavior in 24 classroom situational contexts. This study examines the Trinidad and Tobago national normative process for the ASCA contextual dimensions with a representative sample of elementary school children (N = 900). Exploratory and confirmatory factor analyses yielded the same three dimensions (peer context problems, teacher context problems, and learning context problems) observed in U.S. national samples. Dimensions were scaled using item response theory (IRT) and Bayesian scoring methods, with peer and learning context problems scores relating more strongly to clinical behavior disturbances and learning context problems showing stronger association with classroom learning styles. Implications for future research and practice are discussed.
Descriptors: Social Adjustment, Emotional Adjustment, Bayesian Statistics, Cognitive Style, Scores, Behavior Problems, Rating Scales, Teacher Attitudes, Adjustment (to Environment), Adolescents, Children, Elementary School Students, Educational Environment, Item Response Theory, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Trinidad and Tobago
Identifiers - Assessments and Surveys: Adjustment Scales for Children and Adolescents