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Renshaw, Tyler L.; Cook, Clayton R. – Journal of Psychoeducational Assessment, 2019
This brief report presents preliminary psychometrics of responses to the Youth Externalizing Problems Screener (YEPS), which is a 10-item self-report rating scale intended for use as a screening instrument. The YEPS was designed to function as a companion measure to the Youth Internalizing Problems Screener (YIPS), facilitating the screening of…
Descriptors: Screening Tests, Psychometrics, Rating Scales, High School Students
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Lohbeck, Annette; Engels, Eliane Stephanie; Freund, Philipp Alexander – Journal of Psychoeducational Assessment, 2019
The "Questionnaire for the Assessment of Enjoyment in Physical Education" (QUAEPE) is an instrument for the assessment of three specific facets (pleasure, flow, recovery) of students' enjoyment in physical education. Based on a sample of 1,351 students, the aim of the present study was to examine measurement invariance across school…
Descriptors: Physical Education, Questionnaires, Affective Measures, Foreign Countries
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Abreu-Mendoza, Roberto A.; Chamorro, Yaira; Matute, Esmeralda – Journal of Psychoeducational Assessment, 2019
The goal of this study was to provide normative scores and examine the psychometric properties of the Math Computation subtest of the Wide Range Achievement Test--IV (WRAT-IV) for Mexican adolescents after the completion of junior high school. We group-administered this subtest to 1,318 first-year Mexican high school students. We then obtained its…
Descriptors: Achievement Tests, Mathematics Tests, Computation, High School Freshmen
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Johnson, Jennifer M.; Meisinger, Elizabeth B.; Robinson, Melissa F. – Journal of Psychoeducational Assessment, 2019
This review focuses on the Feifer Assessment of Reading (FAR) produced by S. G. Feifer and R. G. Nader in 2015. The FAR is a comprehensive reading test that is individually administered to children and adults aged 4 to 21 years. The structure of the FAR is based on a gradient model of brain functioning (Goldberg, 1990; Luria, 1980) and reflects a…
Descriptors: Reading Tests, Scoring, Test Construction, Test Norms
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Roduta Roberts, Mary; Alves, Cecilia Brito; Werther, Karin; Bahry, Louise M. – Journal of Psychoeducational Assessment, 2019
The purpose of this study was to examine the reliability and sources of score variation from a performance assessment of practice competencies within an occupational therapy program. Data from 99 students who participated in a practical exam were examined. A generalizability analysis of analytic, total, and overall holistic scores was completed…
Descriptors: Performance Based Assessment, Test Reliability, Scores, Occupational Therapy
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Yurdabakan, Irfan; Uz Bas, Asli – Journal of Psychoeducational Assessment, 2019
The aim of the study is to adapt the School Kindness Scale (SKS) to Turkish, and to examine its psychometric properties. For this purpose, two separate samples were used. Totally, 611 middle school students (302 boys, corresponding to 49.43% and 309 girls, corresponding to 50.57%) participated in the Study 1, and 759 middle school students (369…
Descriptors: Foreign Countries, Middle School Students, Factor Structure, Test Validity
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Renshaw, Tyler L. – Journal of Psychoeducational Assessment, 2019
This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as…
Descriptors: Behavior Problems, Child Behavior, Screening Tests, Questionnaires
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Rigney, Alexander M. – Journal of Psychoeducational Assessment, 2019
The "Detroit Tests of Learning Aptitude" has been in use for more than three quarters of a century (Baker & Leland, 1935). Its longevity in the field speaks to its popularity as a broad measure of cognitive abilities. Its most recent iteration, in the form of the "Detroit Tests of Learning Abilities--Fifth Edition" (DTLA-5;…
Descriptors: Aptitude Tests, Cognitive Ability, Test Construction, Test Items
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Kim, Helyn; Cameron, Claire E.; Kelly, Cara A.; West, Hall; Mashburn, Andrew J.; Grissmer, David W. – Journal of Psychoeducational Assessment, 2019
This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…
Descriptors: Preschool Children, Interaction, Teacher Student Relationship, Peer Relationship
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Tyler, Jeremy M.; Panichelli-Mindel, Susan M.; Sperrazza, Cristina; Levitt, Melanie F. – Journal of Psychoeducational Assessment, 2019
The purpose of this study was to identify whether maladaptive perfectionism predicts elevated symptoms of anxiety in a sample of primarily Puerto Rican middle school students. Participants included students (N = 128) from Grades 6 through 8 (48% male; average age = 11.9 years) who attended an urban, bilingual, public, charter school. Results…
Descriptors: Personality Traits, Urban Schools, Middle School Students, Correlation
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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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Carneiro, Alexandra; Dias, Pedro; Pinto, Raquel; Baião, Rita; Mesquita, Ana; Soares, Isabel – Journal of Psychoeducational Assessment, 2019
The present study aimed to identify predictors of agreement and disagreement concerning emotional and behavioral problems reported by the mothers and teachers of preschool-aged children. Participants included 172 (89 boys) children, their mothers, and their preschool teachers. Mothers were asked to complete the Child Behavior Checklist for Ages…
Descriptors: Emotional Problems, Behavior Problems, Mothers, Preschool Teachers
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Ng, Zi Jia; Huebner, E. Scott; Maydeu-Olivares, Alberto; Hills, Kimberly J. – Journal of Psychoeducational Assessment, 2019
While adolescence is a critical stage of development marked by heightened bottom-up emotional reactivity and immature top-down regulatory control, research on emotion regulation has relatively neglected middle childhood to adolescence years. This may be attributed to the limited number and scope of age-appropriate, reliable, and valid measures of…
Descriptors: Questionnaires, Children, Adolescents, Longitudinal Studies
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