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Pisanti, Renato; Soraci, Paolo; Schwarzer, Ralf – Journal of Psychoeducational Assessment, 2023
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; 83% female), the factor structure (Confirmatory Factor Analyses), construct validity (latent relations with burnout variables), measurement invariance…
Descriptors: Italian, Foreign Countries, Test Construction, Self Efficacy
Liu, Jin; Burgess, Yin; DiStefano, Christine; Pan, Fan; Jiang, Ning – Journal of Psychoeducational Assessment, 2020
In the Response to Intervention framework, a psychometrically sound screening tool is essential for identification of children with emotional and behavioral risk. The purpose of this study was to examine the validity of the Pediatric Symptom Checklist-17 (PSC-17) screener in school-based settings. Forty-four teachers rated 738 preschoolers using…
Descriptors: Pediatrics, Symptoms (Individual Disorders), Check Lists, Preschool Children
DiStefano, Christine; Liu, Jin; Burgess, Yin – Journal of Psychoeducational Assessment, 2017
When using educational/psychological instruments, psychometric investigations should be conducted before adopting to new environments to ensure that an instrument measures the same constructs. Exploratory structural equation modeling and confirmatory factor analysis methods were used to examine the utility of the short form of the Pediatric…
Descriptors: Screening Tests, Check Lists, Preschool Children, Structural Equation Models
DiStefano, Christine; Greer, Fred; Liu, Jin – Journal of Psychoeducational Assessment, 2016
The underlying structure of the Behavioral and Emotional Screening System, Teacher Rating Scale-Preschool was investigated with a replication sample. Ratings from more than 3,000 students were used and four alternative models were investigated. As with prior research, a bifactor model with four factors was identified. The results supported an…
Descriptors: Test Validity, Screening Tests, Behavior Rating Scales, Preschool Teachers
Hess, Markus; Scheithauer, Herbert; Kleiber, Dieter; Wille, Nora; Erhart, Michael; Ravens-Sieberer, Ulrike – Journal of Psychoeducational Assessment, 2014
The Social Skills Rating System (SSRS) developed by Gresham and Elliott (1990) is a multirater, norm-referenced instrument measuring social skills and adaptive behavior in preschool children. The aims of the present study were (a) to test the factorial structure of the Parent Form of the SSRS for the first time with a German preschool sample (391…
Descriptors: Foreign Countries, Rating Scales, Norm Referenced Tests, Interpersonal Competence
Vancraeyveldt, Caroline; Verschueren, Karine; Wouters, Sofie; Van Craeyevelt, Sanne; Colpin, Hilde – Journal of Psychoeducational Assessment, 2014
Externalizing behavior (EB) in preschool has been found to predict maladjustment later in life. Therefore, it is important to identify children most at risk for continuing EB beyond preschool. To date, a number of questionnaires are available for teachers to assist in identifying those children. A frequently overlooked aspect in this screening…
Descriptors: Screening Tests, Preschool Children, Behavior Problems, Aggression
Yanosky, Daniel J.; Schwanenflugel, Paula J.; Kamphaus, Randy W. – Journal of Psychoeducational Assessment, 2013
A 25 item short form of the Behavioral Assessment System for Children (BASC) Teacher Rating Scale--Preschool (TRS-P) was developed by the BASC authors to serve as an emotional/behavioral indicator for an academic intervention study targeting preschool-aged students. The BASC screener is thought to fulfill a need for an abbreviated behavior rating…
Descriptors: Behavior Rating Scales, Psychometrics, Preschool Teachers, Preschool Children
The Three Dimensions of the Student-Teacher Relationship Scale: CFA Validation in a Preschool Sample
Solheim, Elisabet; Berg-Nielsen, Turid Suzanne; Wichstrom, Lars – Journal of Psychoeducational Assessment, 2012
The validity of the Student-Teacher Relationship Scale (STRS) was examined in a preschool community sample (N = 925) using confirmatory factor analysis (CFA). Factorial invariance across genders was also investigated as was concurrent and discriminant validity. Indicators of validity were teacher-rated social competence, problem behavior, and…
Descriptors: Factor Analysis, Measures (Individuals), Interpersonal Competence, Factor Structure
Hochstedt, Kirsten S.; Lei, Pui-Wa; DiPerna, James C.; Morgan, Paul L. – Journal of Psychoeducational Assessment, 2011
The purpose of this study was to examine response dimensionality for a new measure of young children's early literacy skills. The Early Arithmetic, Reading, and Learning Indicators (EARLI) include six brief measures of early literacy skills. These measures were administered at three time points (October, January, and April) to children enrolled in…
Descriptors: Emergent Literacy, Measures (Individuals), Preschool Children, Disadvantaged Youth
Siu, Angela F. Y. – Journal of Psychoeducational Assessment, 2010
This study examines the reliability and validity of a Chinese-translated version of the Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) and explores the effect of gender and age on each of the subscales. Data were collected from 250 kindergarten children, with age ranging from 4 years, 0 months to 6 years, 11 months. Results indicated…
Descriptors: Gifted, Validity, Reliability, Factor Structure
Oades-Sese, Geraldine V.; Kaliski, Pamela K.; Weiss, Karen – Journal of Psychoeducational Assessment, 2010
The Devereux Early Childhood Assessment Clinical Form (DECA-C) is the first instrument to measure the social-emotional resilience of young children from ages 2 to 5 years. This study is an important step toward gathering validity evidence for the teacher-rated DECA-C. This is the first study to investigate the DECA-C factor structure and the first…
Descriptors: Low Income, Factor Structure, Preschool Children, Hispanic Americans
Townsend, Monika; Konold, Timothy R. – Journal of Psychoeducational Assessment, 2010
Psychometric properties of the Phonological Awareness Literacy Screening for Preschool (PALS-PreK) instrument were investigated in a sample of 4,518 children. PALS-PreK figures prominently in state and federal early literacy programs as an assessment of emergent literacy skills in preschool-aged children. Exploratory Factor Analysis, Confirmatory…
Descriptors: Emergent Literacy, Phonological Awareness, Alphabets, Language Skills
Anthony, Jason L.; Assel, Mike A. – Journal of Psychoeducational Assessment, 2007
To examine the convergent and discriminant validity of the scales on the Spanish version of the Developmental Indicators for the Assessment of Learning-Third Edition (DIAL-3), exploratory factor analysis is performed on data from 648 children who are native speakers of Spanish and who attend Head Start. Three factors, labeled "Verbal…
Descriptors: Test Validity, Screening Tests, Factor Analysis, Spanish
Webb, Mi-Young Lee; Schwanenflugel, Paula J.; Kim, Seock-Ho – Journal of Psychoeducational Assessment, 2004
The purpose of this study was to determine the psychometric characteristics of a phonological awareness assessment for prekindergarten children using Messick's (1989) framework for unitary construct validity. Upon entry into prekindergarten, children were given rhyme discrimination, syllable segmentation, initial phoneme isolation, and phoneme…
Descriptors: Age, Phonemes, Phonology, Preschool Education