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A Rasch Analysis of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) in Chinese Context 中国背景下教师社会与情感学习信念量表（TSELBS）的 Rasch 分析
Journal of Psychoeducational Assessment Pub Date : 2024-07-23 DOI: 10.1177/07342829241265158
Huaxia Xiong, Mingfeng Xue, Guan Di, Yaqing Mao, Enhui Qiao
{"title":"A Rasch Analysis of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) in Chinese Context","authors":"Huaxia Xiong, Mingfeng Xue, Guan Di, Yaqing Mao, Enhui Qiao","doi":"10.1177/07342829241265158","DOIUrl":"https://doi.org/10.1177/07342829241265158","url":null,"abstract":"The impact of teachers’ beliefs on the implementation and effectiveness of Social and Emotional Learning (SEL) programs underscores the essential need for reliable measures of these beliefs. This study aims to explore and validate the psychometric properties of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) within the Chinese educational context, utilizing the Partial Credit Model of the Rasch family models. Through the analysis of responses from 893 Chinese teachers, our findings confirm the reliability, validity, and robust psychometric properties of the TSELBS, making it a valuable instrument for assessing educators’ SEL beliefs. Additionally, our results indicate that the TSELBS demonstrates fairness across gender, educational levels, and areas. These outcomes emphasize the critical role of culturally sensitive methods in evaluating SEL beliefs and lay a foundational step for future cross-cultural research in this domain. This contribution advances the global conversation on SEL, facilitating further studies on similar validations across diverse cultural settings.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810795","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: 0
Evaluating Within-Network and Between-Network Construct Validity of the Hindi Version of the Grit-Short Scale Among Indian Adolescents 评估印度青少年 "勇气 "短量表印地语版在网络内和网络间的结构有效性
Journal of Psychoeducational Assessment Pub Date : 2024-05-17 DOI: 10.1177/07342829241255527
Usama Ghayas Syed, Shikha Dixit
{"title":"Evaluating Within-Network and Between-Network Construct Validity of the Hindi Version of the Grit-Short Scale Among Indian Adolescents","authors":"Usama Ghayas Syed, Shikha Dixit","doi":"10.1177/07342829241255527","DOIUrl":"https://doi.org/10.1177/07342829241255527","url":null,"abstract":"The Grit-short scale measures consistency and perseverance for long-term goals. In the present study, we translated and adapted the Grit-short scale into Hindi (Grit-SH) and examined its within-network and between-network construct validity among Indian adolescents. The participants were 534 senior secondary school students aged 14 – 18 years recruited from five schools across two samples. Grit-SH, along with the brief inventory of thriving and student satisfaction scale, was administered in sample 1 ( N 1 = 310), whereas in sample 2 ( N 2 = 224), the English version of the Grit-short scale was used. Regarding within-network construct validity, the two-dimensional structure of Grit-SH demonstrated an acceptable fit to the data, partially strict invariance against its English version, and good internal consistency reliability. In terms of between-network construct validity, grit demonstrated a significantly positive correlation with student satisfaction and well-being. Overall, findings indicated that the Grit-SH is a valid and reliable measure of grit that researchers and practitioners can use to assess grit among Indian adolescents.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140963997","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: 0
Test Review of Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment Acadience 阅读诊断测试评论：理解、流畅性和口语评估
Journal of Psychoeducational Assessment Pub Date : 2024-05-14 DOI: 10.1177/07342829241252471
Jonie B. Welland, Emily L. Singell, Katherine A. Graves, Matthew K. Burns
{"title":"Test Review of Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment","authors":"Jonie B. Welland, Emily L. Singell, Katherine A. Graves, Matthew K. Burns","doi":"10.1177/07342829241252471","DOIUrl":"https://doi.org/10.1177/07342829241252471","url":null,"abstract":"Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment (CFOL) is an individually administered diagnostic assessment published by Acadience Learning for students in kindergarten through sixth grades. The measure purportedly provides diagnostic information in story coherence/text structure, listening and reading comprehension, vocabulary and oral language, and fluency with expository and narrative texts. The skills assessed with the CFOL are designed to provide information about skills related to students’ comprehension difficulties so educators can better target comprehension interventions to support students’ specific learning needs.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980654","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: 0
Predicting Students’ Genuine Learning Interest in Socio-Scientific Issues within an Engaged Learning Context 预测参与式学习背景下学生对社会科学问题的真正学习兴趣
Journal of Psychoeducational Assessment Pub Date : 2024-05-11 DOI: 10.1177/07342829241252464
B. M. Jack, Chi-Chen Chen, Thomas J. Smith, Hsin-Hui Wang
{"title":"Predicting Students’ Genuine Learning Interest in Socio-Scientific Issues within an Engaged Learning Context","authors":"B. M. Jack, Chi-Chen Chen, Thomas J. Smith, Hsin-Hui Wang","doi":"10.1177/07342829241252464","DOIUrl":"https://doi.org/10.1177/07342829241252464","url":null,"abstract":"This study investigated the predictive effect of 11th grade Taiwanese students’ ( N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988174","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: 0
The Effect of University Students’ Academic Self-Efficacy on Academic Burnout: The Chain Mediating Role of Intrinsic Motivation and Learning Engagement 大学生学业自我效能感对学业倦怠的影响：内在动机和学习参与的连锁中介作用
Journal of Psychoeducational Assessment Pub Date : 2024-05-08 DOI: 10.1177/07342829241252863
Xiao-Chun Wang, Meng Zhang, Jia-Xin Wang
{"title":"The Effect of University Students’ Academic Self-Efficacy on Academic Burnout: The Chain Mediating Role of Intrinsic Motivation and Learning Engagement","authors":"Xiao-Chun Wang, Meng Zhang, Jia-Xin Wang","doi":"10.1177/07342829241252863","DOIUrl":"https://doi.org/10.1177/07342829241252863","url":null,"abstract":"Academic burnout seriously affects the academic performance and mental health of college students. This study developed a multi-mediation model to investigate the relationship between academic self-efficacy and academic burnout. A total of 1431 undergraduate students (51.85% female) were recruited to participate in this study. And we used SPSS PROCESS developed by Hayes to examine the mediating role of academic self-efficacy and academic burnout. The results indicated that academic self-efficacy can negatively predict academic burnout. Moreover, intrinsic motivation and learning engagement have a significant mediating effect between academic self-efficacy and academic burnout. Finally, we constructed a model comprising four variables and found that it explained 47.62% of the variance in academic burnout. These findings can be conducive to a suitable intervention path to reduce academic burnout of Chinese college students, so as to develop effective instructional strategies to improve their learning performance.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140999701","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: 0
Evaluating the Classroom Environment: Multilevel Validation and Measurement Invariance of Classroom Behavioral Climate 评估课堂环境：课堂行为氛围的多层次验证和测量不变性
Journal of Psychoeducational Assessment Pub Date : 2024-03-28 DOI: 10.1177/07342829241242350
Demos Michael, N. Tsigilis, V. Michaelidou, A. Gregoriadis, Vicky Charalambous, Charalambos Vrasidas
{"title":"Evaluating the Classroom Environment: Multilevel Validation and Measurement Invariance of Classroom Behavioral Climate","authors":"Demos Michael, N. Tsigilis, V. Michaelidou, A. Gregoriadis, Vicky Charalambous, Charalambos Vrasidas","doi":"10.1177/07342829241242350","DOIUrl":"https://doi.org/10.1177/07342829241242350","url":null,"abstract":"The present study contributes to the development of effective measures to evaluate classroom climate, especially in elementary education where these remain limited. In addition, it addresses a typical “flaw” of several studies by approaching classroom climate as a group-level construct rather than an individual characteristic. Following a multilevel approach, we attempted to establish validity evidence for an adapted version of the Classroom Behavioral Climate (CBC) questionnaire and examine its equivalence across two contexts. The participants included 2963 students from 176 fourth and fifth grade classes. Multilevel Confirmatory Factor Analyses resulted in a shorter version of the CBC with three correlated factors in both countries. Two-level models performed better than the single-level models. Configural, metric, and partial scalar invariance was also achieved. The study highlights the need for researchers and practitioners to use appropriate methods and instruments to evaluate the classroom environment based on their research aims and intended use.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140371982","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: 0
Reliability Generalization Meta-Analysis of Seven Wisdom Self-Rating Scales From 2004 to 2023 2004 年至 2023 年七种智慧自评量表的可靠性归纳元分析
Journal of Psychoeducational Assessment Pub Date : 2024-02-12 DOI: 10.1177/07342829241233789
Hongyi Lin, Fengyan Wang
{"title":"Reliability Generalization Meta-Analysis of Seven Wisdom Self-Rating Scales From 2004 to 2023","authors":"Hongyi Lin, Fengyan Wang","doi":"10.1177/07342829241233789","DOIUrl":"https://doi.org/10.1177/07342829241233789","url":null,"abstract":"Accurate measurement of wisdom is the cornerstone of wisdom research. To provide a representative reference for the reliability level and moderating factors of various wisdom self-rating scales, we carried out a reliability generalization meta-analysis of Chinese and English references retrieved from 2004 to 2023. A total of 149 articles were included, as well as seven wisdom self-rating scales. The results showed that all seven wisdom self-rating scales had good internal consistency reliability. The reliability of the original scale was higher than that of the simplified version, and the reliability of the total of the original scale was higher than those of each dimension. Future research should avoid “reliability introduction,” and rather focus on cross-cultural translation of the wisdom scale, selecting the most appropriate measurement tool for the particular field of wisdom, and strengthen theoretical interpretations by connotation and structure of wisdom itself.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784736","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: 0
Reliability Generalization Meta-Analysis of Seven Wisdom Self-Rating Scales From 2004 to 2023 2004 年至 2023 年七种智慧自评量表的可靠性归纳元分析
Journal of Psychoeducational Assessment Pub Date : 2024-02-12 DOI: 10.1177/07342829241233789
Hongyi Lin, Fengyan Wang
{"title":"Reliability Generalization Meta-Analysis of Seven Wisdom Self-Rating Scales From 2004 to 2023","authors":"Hongyi Lin, Fengyan Wang","doi":"10.1177/07342829241233789","DOIUrl":"https://doi.org/10.1177/07342829241233789","url":null,"abstract":"Accurate measurement of wisdom is the cornerstone of wisdom research. To provide a representative reference for the reliability level and moderating factors of various wisdom self-rating scales, we carried out a reliability generalization meta-analysis of Chinese and English references retrieved from 2004 to 2023. A total of 149 articles were included, as well as seven wisdom self-rating scales. The results showed that all seven wisdom self-rating scales had good internal consistency reliability. The reliability of the original scale was higher than that of the simplified version, and the reliability of the total of the original scale was higher than those of each dimension. Future research should avoid “reliability introduction,” and rather focus on cross-cultural translation of the wisdom scale, selecting the most appropriate measurement tool for the particular field of wisdom, and strengthen theoretical interpretations by connotation and structure of wisdom itself.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139844672","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: 0
Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport 探索和评估体育运动中完美主义的双因素模型
Journal of Psychoeducational Assessment Pub Date : 2024-02-05 DOI: 10.1177/07342829241231149
Andrew P. Hill, D. Madigan, T. Curran, Gareth E. Jowett, James L Rumbold
{"title":"Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport","authors":"Andrew P. Hill, D. Madigan, T. Curran, Gareth E. Jowett, James L Rumbold","doi":"10.1177/07342829241231149","DOIUrl":"https://doi.org/10.1177/07342829241231149","url":null,"abstract":"Perfectionism is a multidimensional personality trait with two higher-order dimensions; perfectionistic strivings and perfectionistic concerns. The purpose of the present study was to explore and evaluate the two-factor model for the first time using three instruments developed to measure perfectionism in sport. In doing so, we (i) assessed the fit of two-factor models when including and excluding various contentious subscales (other-oriented perfectionism, parental pressure, coach pressure, organisation, and negative reactions to imperfection) and (ii) compared two-factor models to alternative one-factor (or unidimensional) models. Participants were recruited from community and university sports clubs in the UK ( N = 527; M age = 18.07 years, SD = 0.49) and completed the Sport-Multidimensional Perfectionism Scale-2, the Multidimensional Inventory of Perfectionism in Sport, and the Performance Perfectionism Scale-Sport. Support was found for the two-factor model, with superior fit displayed each time the aforementioned subscales were excluded and, in all cases, when compared to a unidimensional model. The findings suggest that the two-factor model is an adequate representation of the underlying structure of instruments designed to measure perfectionism in sport with better fit and conceptual clarity offered by more parsimonious models.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803554","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: 0
Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport 探索和评估体育运动中完美主义的双因素模型
Journal of Psychoeducational Assessment Pub Date : 2024-02-05 DOI: 10.1177/07342829241231149
Andrew P. Hill, D. Madigan, T. Curran, Gareth E. Jowett, James L Rumbold
{"title":"Exploring and Evaluating the Two-Factor Model of Perfectionism in Sport","authors":"Andrew P. Hill, D. Madigan, T. Curran, Gareth E. Jowett, James L Rumbold","doi":"10.1177/07342829241231149","DOIUrl":"https://doi.org/10.1177/07342829241231149","url":null,"abstract":"Perfectionism is a multidimensional personality trait with two higher-order dimensions; perfectionistic strivings and perfectionistic concerns. The purpose of the present study was to explore and evaluate the two-factor model for the first time using three instruments developed to measure perfectionism in sport. In doing so, we (i) assessed the fit of two-factor models when including and excluding various contentious subscales (other-oriented perfectionism, parental pressure, coach pressure, organisation, and negative reactions to imperfection) and (ii) compared two-factor models to alternative one-factor (or unidimensional) models. Participants were recruited from community and university sports clubs in the UK ( N = 527; M age = 18.07 years, SD = 0.49) and completed the Sport-Multidimensional Perfectionism Scale-2, the Multidimensional Inventory of Perfectionism in Sport, and the Performance Perfectionism Scale-Sport. Support was found for the two-factor model, with superior fit displayed each time the aforementioned subscales were excluded and, in all cases, when compared to a unidimensional model. The findings suggest that the two-factor model is an adequate representation of the underlying structure of instruments designed to measure perfectionism in sport with better fit and conceptual clarity offered by more parsimonious models.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863344","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: 0
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