Publication Date
In 2024 | 0 |
Since 2023 | 1 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 3 |
Since 2005 (last 20 years) | 5 |
Descriptor
Gender Differences | 5 |
Grade 5 | 4 |
Grade 6 | 4 |
Factor Analysis | 3 |
Grade 7 | 3 |
Grade 8 | 3 |
Statistical Analysis | 3 |
Age Differences | 2 |
Elementary School Students | 2 |
Grade 3 | 2 |
Grade 4 | 2 |
More ▼ |
Author
Bergman, Shawn | 1 |
Brackett, Marc A. | 1 |
Cannon, Laura | 1 |
Caruso, David R. | 1 |
Fite, Paula J. | 1 |
Kidder-Ashley, Pamela | 1 |
Mayer, John D. | 1 |
McCane-Bowling, Sara | 1 |
Merchie, Emmelien | 1 |
Patterson, Meagan M. | 1 |
Peng, Anqi | 1 |
More ▼ |
Publication Type
Journal Articles | 5 |
Reports - Research | 5 |
Tests/Questionnaires | 1 |
Education Level
Elementary Education | 5 |
Intermediate Grades | 5 |
Middle Schools | 5 |
Grade 5 | 4 |
Grade 6 | 4 |
Grade 7 | 3 |
Grade 8 | 3 |
Junior High Schools | 3 |
Early Childhood Education | 2 |
Grade 3 | 2 |
Grade 4 | 2 |
More ▼ |
Audience
Location
Belgium | 1 |
Laws, Policies, & Programs
Assessments and Surveys
TerraNova Multiple Assessments | 1 |
What Works Clearinghouse Rating
Peng, Anqi; Patterson, Meagan M.; Fite, Paula J. – Journal of Psychoeducational Assessment, 2023
School connectedness plays a critical role in multiple aspects of child development. The purpose of this study was to operationalize school connectedness as a multidimensional construct and further assess whether this construct was measured similarly across gender and grade level among a sample of upper elementary school children (age M = 9.57; N…
Descriptors: Student School Relationship, Elementary School Students, School Safety, Teacher Student Relationship
Renshaw, Tyler L. – Journal of Psychoeducational Assessment, 2017
The present study reports on an investigation of the generalizability of the technical adequacy of the Positive Experience at School Scale (PEASS) with a sample of students (N = 1,002) who differed substantially in age/grade level (i.e., adolescents in middle school as opposed to children in elementary school) and ethnic identity (i.e., majority…
Descriptors: Measures (Individuals), Student Experience, Adolescents, Middle School Students
Yarbrough, Jamie L.; Cannon, Laura; Bergman, Shawn; Kidder-Ashley, Pamela; McCane-Bowling, Sara – Journal of Psychoeducational Assessment, 2017
Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum-based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through…
Descriptors: Gender Differences, Curriculum Based Assessment, Mathematics Achievement, Grade 3
Merchie, Emmelien; Van Keer, Hilde; Vandevelde, Sabrina – Journal of Psychoeducational Assessment, 2014
Independently learning from informative texts becomes increasingly important from the age of 11. Little information is available, however, on (a) how and to what extent late elementary education students already apply specific text-learning strategies, and (b) whether different learner profiles can already be distinguished. In this study, a…
Descriptors: Learning Strategies, Grade 5, Grade 6, Profiles
Rivers, Susan E.; Brackett, Marc A.; Reyes, Maria R.; Mayer, John D.; Caruso, David R.; Salovey, Peter – Journal of Psychoeducational Assessment, 2012
Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the…
Descriptors: Early Adolescents, Emotional Intelligence, Intelligence Tests, Performance Based Assessment