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Factor Structure and Invariance across Gender of the Devereux Early Childhood Assessment Protective Factor Scale. Devereux幼儿评估保护因子量表的因子结构及性别不变性。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-06-01 DOI: 10.1037/A0020251
Julia A. Ogg, T. Brinkman, R. Dedrick, J. Carlson
{"title":"Factor Structure and Invariance across Gender of the Devereux Early Childhood Assessment Protective Factor Scale.","authors":"Julia A. Ogg, T. Brinkman, R. Dedrick, J. Carlson","doi":"10.1037/A0020251","DOIUrl":"https://doi.org/10.1037/A0020251","url":null,"abstract":"Michigan State UniversityEarly childhood social–emotional assessment has traditionally focused on risk factorsor psychopathology, and has less frequently examined protective factors that may serveto promote positive developmental outcomes for children. To advance conceptualmodels that include protective factors as key explanatory constructs, there is a need forquantitative measures of protective factors that are psychometrically sound and func-tion similarly across different subgroups, including gender. This study examined thefactor structure and factorial invariance across gender of the Devereux Early ChildhoodAssessment (DECA), one of the few measures to focus on protective behaviors. A totalof 1,344 parents completed the DECA for a group of developmentally and economi-cally at-risk children ages 2 to 5 years. Results of the con\u001ermatory factor analysis, the\u001erst to be conducted on the DECA, revealed that the factor structure proposed by theauthors of the DECA was adequate with some modi\u001ecations. Multigroup comparisonsby gender supported the invariance of the factor pattern coef\u001ecients and 26 of the 27item intercepts, indicating that the items were functioning similarly across boys andgirls. Suggestions for improving problematic item pairs and content are provided. Thisstudy can be viewed as part of the ongoing validation of the DECA and an importantcontribution to the strength-based assessment literature.Keywords:","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"107-118"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020251","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57306275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 24
A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students 学生投入量表(SEI)的因子不变性研究:来自初高中学生的结果
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-06-01 DOI: 10.1037/A0020259
Joseph Betts, Amy L. Reschly
{"title":"A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students","authors":"Joseph Betts, Amy L. Reschly","doi":"10.1037/A0020259","DOIUrl":"https://doi.org/10.1037/A0020259","url":null,"abstract":"The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"84-93"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57306332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 134
Visual analysis of multiple baseline across participants graphs when change is delayed. 当更改延迟时，对参与者图中的多个基线进行可视化分析。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-03-01 DOI: 10.1037/A0018600
Rebecca G. Lieberman, P. Yoder, B. Reichow, M. Wolery
{"title":"Visual analysis of multiple baseline across participants graphs when change is delayed.","authors":"Rebecca G. Lieberman, P. Yoder, B. Reichow, M. Wolery","doi":"10.1037/A0018600","DOIUrl":"https://doi.org/10.1037/A0018600","url":null,"abstract":"A within-subjects group experimental design was used to test whether three manipulated characteristics of multiple baseline across participants (MBL-P) data showing at least a month delayed change in slope affected experts’ inference of a functional relation and agreement on this judgment. Thirty-six experts completed a survey composed of 16 MBL-P graphs. Graphs with steep slopes, once change began, were far more likely to be judged as showing a functional relation. Generally, experts disagreed with each other regarding functional relation judgments. Implications for the types of dependent variables that fit the requirements of MBL-P are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"28-44"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57282564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 56
Preschool Predictors of Narrative Writing Skills in Elementary School Children. 小学儿童叙事写作技巧的学前预测因子。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-03-01 DOI: 10.1037/A0018329
S. Hooper, J. Roberts, Lauren Nelson, Susan A. Zeisel, D. Fannin
{"title":"Preschool Predictors of Narrative Writing Skills in Elementary School Children.","authors":"S. Hooper, J. Roberts, Lauren Nelson, Susan A. Zeisel, D. Fannin","doi":"10.1037/A0018329","DOIUrl":"https://doi.org/10.1037/A0018329","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018329","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57277909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 78
A Multilevel Exploration of the Influence of Teacher Efficacy and Burnout on Response to Student Problem Behavior and School-Based Service Use. 教师效能感和职业倦怠对学生问题行为反应和校本服务使用影响的多层次探索
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-03-01 DOI: 10.1037/A0018576
Elise T. Pas, Catherine P. Bradshaw, Patricia A. Hershfeldt, P. Leaf
{"title":"A Multilevel Exploration of the Influence of Teacher Efficacy and Burnout on Response to Student Problem Behavior and School-Based Service Use.","authors":"Elise T. Pas, Catherine P. Bradshaw, Patricia A. Hershfeldt, P. Leaf","doi":"10.1037/A0018576","DOIUrl":"https://doi.org/10.1037/A0018576","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"13-27"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57281403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 151
Is aggression the same for boys and girls? Assessing measurement invariance with confirmatory factor analysis and item response theory. 男孩和女孩的攻击性是一样的吗?用验证性因子分析和项目反应理论评估测量不变性。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-03-01 DOI: 10.1037/A0018768
Sangwon Kim, Seock-Ho Kim, R. Kamphaus
{"title":"Is aggression the same for boys and girls? Assessing measurement invariance with confirmatory factor analysis and item response theory.","authors":"Sangwon Kim, Seock-Ho Kim, R. Kamphaus","doi":"10.1037/A0018768","DOIUrl":"https://doi.org/10.1037/A0018768","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"45-61"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57286439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 29
Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation 儿童和青少年欺凌和受害的预测因素:一项荟萃分析调查
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-01-01 DOI: 10.1037/A0020149
Clayton R. Cook, K. Williams, N. Guerra, Tia E. Kim, S. Sadek
{"title":"Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation","authors":"Clayton R. Cook, K. Williams, N. Guerra, Tia E. Kim, S. Sadek","doi":"10.1037/A0020149","DOIUrl":"https://doi.org/10.1037/A0020149","url":null,"abstract":"Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted since 1970 (when research on bullying increased significantly), 153 studies were identified that met criteria for inclusion. A number of common and unique predictors were found for the bully status groups. The implications of the meta-analytic findings for future research on bullying and victimization prevention and intervention are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"65-83"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0020149","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57303334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1537
School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence. 学校氛围支持对行为和心理调适的影响:社会能力的中介效应检验。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-12-01 DOI: 10.1037/A0017999
Ming-Te Wang
{"title":"School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence.","authors":"Ming-Te Wang","doi":"10.1037/A0017999","DOIUrl":"https://doi.org/10.1037/A0017999","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"240-251"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0017999","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57270821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 166
Relative Efficacy of Reciprocal and Nonreciprocal Peer Tutoring for Students At-Risk for Academic Failure. 互惠与非互惠同伴辅导对学业失败风险学生的相对效果。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-12-01 DOI: 10.1037/A0018174
Keri F. Menesses, F. Gresham
{"title":"Relative Efficacy of Reciprocal and Nonreciprocal Peer Tutoring for Students At-Risk for Academic Failure.","authors":"Keri F. Menesses, F. Gresham","doi":"10.1037/A0018174","DOIUrl":"https://doi.org/10.1037/A0018174","url":null,"abstract":"This study directly compared the academic gains of reciprocal peer tutoring, nonreciprocal peer tutoring, and a waiting-list control group. Participants included 59 elementary students from second-, third-, and fourth-grade classrooms who performed below average on curriculum-based measurement (CBM) math probes. Students involved in peer tutoring were trained to tutor basic math facts using a constant time delay procedure. Results indicated that the two types of peer tutoring produced comparable gains in basic math facts. Furthermore, both types of peer tutoring produced substantially larger academic gains than the waiting-list control group, demonstrating at-risk students can successfully tutor each other.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"266-275"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57275567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 47
The effects and perceived consequences of testing accommodations on math and science performance assessments. 测试住宿对数学和科学成绩评估的影响和感知后果。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-12-01 DOI: 10.1037/A0018000
S. Elliott, T. Kratochwill, Brian C. McKevitt, Christine K. Malecki
{"title":"The effects and perceived consequences of testing accommodations on math and science performance assessments.","authors":"S. Elliott, T. Kratochwill, Brian C. McKevitt, Christine K. Malecki","doi":"10.1037/A0018000","DOIUrl":"https://doi.org/10.1037/A0018000","url":null,"abstract":"Northern Illinois UniversityThe present study examined the effect accommodations have on test results of studentswith and without disabilities and documented experts’ judgments about the appropri-ateness of testing accommodations. Test score data were collected from 218 fourth-grade students with and without disabilities on mathematics and science performancetasks and from eight testing experts who evaluated the fairness and validity of a sampleof testing accommodations used with these students. Results indicated that, for moststudents with disabilities and some students without disabilities, packages of testingaccommodations had a moderate to large effect on performance task scores. Expertreviewers rated most accommodations for a student with disabilities as being both validand fair, and they gave accommodations listed on a student’s individualized educationprogram (IEP) signi\u001ecantly higher validity and fairness ratings than accommodationsthat were not listed on the student’s IEP. Interpretations of these data are provided andimplications for practice and future research are discussed.Keywords:","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"224-239"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57271942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
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