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Chalmers, Kerry A.; Freeman, Emily E. – Journal of Psychoeducational Assessment, 2019
Low working memory (WM) capacity has been linked to poor academic performance and problem behavior. Availability of easy-to-administer screening tests would facilitate early detection of WM deficits. This study investigated the psychometric properties of the Working Memory Power Test for Children (WMPT) in 170 Australian schoolchildren (8½-11…
Descriptors: Short Term Memory, Academic Achievement, Behavior Problems, Correlation
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Shukla, Kathan D.; Waasdorp, Tracy E.; Lindstrom Johnson, Sarah; Orozco Solis, Mercedes Gabriela; Nguyen, Amanda J.; Rodríguez, Cecilia Colunga; Bradshaw, Catherine P. – Journal of Psychoeducational Assessment, 2019
School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive…
Descriptors: Educational Environment, Violence, Factor Analysis, Error of Measurement
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Doromal, Justin B.; Cottone, Elizabeth A.; Kim, Helyn – Journal of Psychoeducational Assessment, 2019
This study investigated the measurement of social emotional competence in low-income youth by assessing the validity of responses derived from the widely used, teacher-rated Devereux Student Strengths Assessment (DESSA). Based on the five-component social emotional learning model proposed by the Collaborative for Academic, Social, and Emotional…
Descriptors: Low Income, Kindergarten, Factor Analysis, Social Development
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Wakabayashi, Tomoko; Claxton, Jill; Smith, Everett V., Jr. – Journal of Psychoeducational Assessment, 2019
The Child Observation Record (COR), initially developed in 1993 by HighScope Educational Research Foundation, is an observation-based instrument that provides systematic assessment of young children's knowledge and abilities in all major areas of development. Teachers or caregivers spend a few minutes each day writing brief notes or…
Descriptors: Observation, Evaluation Methods, Early Childhood Education, Kindergarten
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Wilson, Claire A.; Plouffe, Rachel A.; Saklofske, Donald H.; Di Fabio, Annamaria; Prince-Embury, Sandra; Babcock, Sarah E. – Journal of Psychoeducational Assessment, 2019
This study presents a cross-cultural validation of the recently developed Resiliency Scale for Young Adults (RSYA) with a sample of 289 Canadian university students and 259 Italian university students. The RSYA demonstrated good internal consistency across the two samples and acceptable retest reliability for the Canadian sample. Confirmatory…
Descriptors: Resilience (Psychology), Cross Cultural Studies, College Students, Measures (Individuals)
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Dombrowski, Stefan C.; McGill, Ryan J.; Canivez, Gary L.; Peterson, Christina H. – Journal of Psychoeducational Assessment, 2019
When the Differential Ability Scales--Second Edition (DAS-II) was developed, the instrument's content, structure, and theoretical orientation were amended. Despite these changes, the "Technical Handbook" did not report results from exploratory factor analytic investigations, and confirmatory factor analyses were implemented using…
Descriptors: Cognitive Tests, Cognitive Ability, Factor Structure, Young Children
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Castro, Connie J.; Viezel, Kathleen; Dumont, Ron; Guiney, Meaghan – Journal of Psychoeducational Assessment, 2019
This study examined recent technological developments in cognitive assessment and how these developments impact children's test behavior. The study consisted of two groups: one tested with an iPad and another tested with the standard paper and pencil format of the Wechsler Intelligence Scale for Children (WISC-IV). Independent groups t tests…
Descriptors: Intelligence Tests, Children, Cognitive Ability, Child Behavior
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Lowe, Patricia A. – Journal of Psychoeducational Assessment, 2019
Existing measures of test anxiety used with the college student population are old with old norms and old items, and they do not capture the multiple dimensions of the test anxiety construct or assess facilitating anxiety. In the present study, the validity of the scores of a new, multidimensional measure of test anxiety with a facilitating…
Descriptors: Cross Cultural Studies, Gender Differences, Test Anxiety, Foreign Countries
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Rowe, Ellen W.; Curby, Timothy W.; Kim, Helyn – Journal of Psychoeducational Assessment, 2019
This study examined the variance in teacher ratings attributable to teacher, occasion, and child on the original Behavior Assessment System for Children (BASC). Teachers rated approximately 1,100 girls (52%) and boys (48%) at four public elementary schools over 3 years. About half of the students were rated twice and about a seventh 3 times.…
Descriptors: Teacher Attitudes, Elementary School Teachers, Student Behavior, Elementary School Students
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Wu, Zhongling; Hu, Bi Ying; Fan, Xitao – Journal of Psychoeducational Assessment, 2019
This study investigated the cross-cultural validity of the Preschool Learning Behavior Scale (PLBS) in the Chinese cultural context. Multiple approaches were used for this purpose, including exploratory factor analysis, confirmatory factor analysis, criterion-related validity evidence, and internal consistency reliability estimates. The findings…
Descriptors: Test Validity, Cultural Relevance, Test Reliability, Factor Structure
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Duan, Wenjie; Xie, Dan – Journal of Psychoeducational Assessment, 2019
The Flourishing Scale (FS) is a brief eight-item inventory used to measure psychological well-being. This study evaluated the psychometric properties of the FS in a sample of 766 Chinese adolescents. The paper-and-pencil method was adopted. Confirmatory factor analysis was conducted to examine the factor structure of the FS items. Expanded…
Descriptors: Foreign Countries, Adolescents, Well Being, Mental Health
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Leung, K. C. – Journal of Psychoeducational Assessment, 2019
Current research has shown that there is a separation of the competence and affect components of academic self-concept on the Self-Description Questionnaire (SDQ) II in Western culture. However, no studies have investigated the competence-affect separation for the Math and Verbal scales of the SDQ II in Chinese samples. The present study examines…
Descriptors: Foreign Countries, Questionnaires, Self Concept Measures, Self Concept
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Putwain, David W.; Symes, Wendy; McCaldin, Tamsin – Journal of Psychoeducational Assessment, 2019
This study set out to assess a new instrument designed to measure the perceived frequency that teachers use fear appeals (communicated value messages that focus on avoiding failure) prior to a high-stakes examination and their appraisal as a challenge or a threat. Data were collected from two samples of students preparing for their high-stakes…
Descriptors: Fear, High Stakes Tests, Exit Examinations, Foreign Countries
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Ning, Hoi Kwan – Journal of Psychoeducational Assessment, 2019
Elliot, Murayama, Kobeisy, and Lichtenfeld recently developed a measure to assess students' self-based potential-approach and potential-avoidance achievement goals. The purpose of this study was to investigate the factor structure and criterion validity of this measure based on data obtained from a sample of Hong Kong university students. Results…
Descriptors: Factor Structure, Goal Orientation, Models, Foreign Countries
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Weis, Robert; Till, Christina H.; Erickson, Celeste P. – Journal of Psychoeducational Assessment, 2019
The evidence-based assessment of attention-deficit/hyperactivity disorder (ADHD) depends on adherence to "Diagnostic and Statistical Manual of Mental Disorders" (5th ed.; "DSM-5") diagnostic criteria and reliance on multi-method/multi-informant data. Although nearly all psychologists endorse these practices, college students…
Descriptors: Clinical Diagnosis, Diagnostic Tests, Attention Deficit Hyperactivity Disorder, Undergraduate Students
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