Journal of Psychoeducational Assessment最新文献_第2页

Dependability and Usability of the DASS-21 as a Progress-Monitoring Tool for Youth DASS-21 作为青少年进步监测工具的可靠性和可用性

Journal of Psychoeducational Assessment Pub Date : 2024-01-25 DOI: 10.1177/07342829241227758

Aberdine R. Dwight, A. Briesch, Jessica A. Hoffman, Christopher Rutt

{"title":"Dependability and Usability of the DASS-21 as a Progress-Monitoring Tool for Youth","authors":"Aberdine R. Dwight, A. Briesch, Jessica A. Hoffman, Christopher Rutt","doi":"10.1177/07342829241227758","DOIUrl":"https://doi.org/10.1177/07342829241227758","url":null,"abstract":"Despite widespread evidence-based treatments for addressing internalizing concerns, many youth do not demonstrate reliable or clinically meaningful improvement. Regular progress monitoring, consisting of measurement and feedback, offers the opportunity to improve outcomes in real time. The 21-item Depression Anxiety and Stress Scales (DASS-21; Lovibond & Lovibond, 1995) has potential as a progress-monitoring tool for internalizing concerns in youth; however, limited psychometric data are available to support this use. The purpose of this study was to investigate the dependability of data obtained from the DASS-21 when completed by adolescents in a clinical setting. This study also aimed to understand the feasibility and utility of using the DASS-21 as a progress-monitoring tool from youth and clinicians’ perspectives. Generalizability and dependability analyses were conducted to determine the number of ratings needed to obtain a dependable estimate of youth functioning within 1 week. Whereas two daily ratings were needed to dependably estimate total distress, results for the depression, anxiety, and stress subscales indicated that two to five data points would be needed over the course of the week. Finally, results demonstrate the usability of the DASS-21 from both youth and clinician perspectives when used in a progress-monitoring context.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597665","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

Repurposing the K-10: The Factor Structure and Latent Profile of COVID-19 Pandemic-Anchored Psychological Distress Symptoms Among Filipino Teachers 重塑 K-10：菲律宾教师 COVID-19 大流行病心理压力症状的因子结构和潜在特征

Journal of Psychoeducational Assessment Pub Date : 2024-01-24 DOI: 10.1177/07342829241229768

Imelu G. Mordeno, Queeneh T. Piape, Art Guilleane R. Roño, Wendel Ann C. Abejar, Michelle Anne L. Ferolino, Norman B. Mendoza

{"title":"Repurposing the K-10: The Factor Structure and Latent Profile of COVID-19 Pandemic-Anchored Psychological Distress Symptoms Among Filipino Teachers","authors":"Imelu G. Mordeno, Queeneh T. Piape, Art Guilleane R. Roño, Wendel Ann C. Abejar, Michelle Anne L. Ferolino, Norman B. Mendoza","doi":"10.1177/07342829241229768","DOIUrl":"https://doi.org/10.1177/07342829241229768","url":null,"abstract":"The Kessler Psychological Distress Scale (K-10) is widely utilized to assess non-specific psychological distress. However, when applied to COVID-19 pandemic experiences, its psychometric properties have not been examined. This study investigated the factor structure, reliability, and latent profile of K-10 using data from 3032 Filipino teachers who reflected on their pandemic-related adversity prior to completing K-10. Confirmatory factor analyses were conducted to evaluate five extant models of the K-10’s structure, supporting the two-factor model (i.e., anxiety and depression) as best fitting the data. Both factors showed excellent internal reliability, and criterion-related validity was supported by correlations with anxiety and depression measures. Latent profile analysis revealed a four-class solution, identifying four distinct levels of distress severity. Overall, the contextualized K-10 demonstrated sound psychometric properties, which corroborates and extends its reliability and validity as a measure of pandemic-related distress. Further, the results offer insights into the dimensionality and distress profiles of the K-10 among teachers. Broadly, the findings highlight the importance of valid instruments in assessing contextualized psychological distress.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599669","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

Revision and Validation of the Parental Autonomy Support Scale Among Chinese College Students 中国大学生父母自主支持量表的修订与验证

Journal of Psychoeducational Assessment Pub Date : 2024-01-19 DOI: 10.1177/07342829241228352

Yuanshu Fu, Yang Wang, Min Hao, Zhenling Ou, Ziru Zeng, Wanting Ren, Xinwen Xu

{"title":"Revision and Validation of the Parental Autonomy Support Scale Among Chinese College Students","authors":"Yuanshu Fu, Yang Wang, Min Hao, Zhenling Ou, Ziru Zeng, Wanting Ren, Xinwen Xu","doi":"10.1177/07342829241228352","DOIUrl":"https://doi.org/10.1177/07342829241228352","url":null,"abstract":"To revise the Parental Autonomy Support Scale (PASS) and to validate its psychometric properties in Chinese college students, this study recruited 738 Chinese college students, with 72 of them retested four weeks later. The Parental Psychological Control Scale (PPCS) and the Self-Esteem Scale (RSES) were used to evaluate the validity of the PASS. Results showed that the revised PASS contained a total of nine items measuring three dimensions: autonomous decision-making, transpositional thinking, and willingness to respect. Results showed that the three-factor ESEM model fitted the data well (TLI = 0.981, CFI = 0.994, RMSEA = 0.046). The PASS showed a significant negative correlation between the total score of the PASS and the total score of the PPCS ( r = −0.344, p < .001), and a significant positive correlation of the PASS with the total score of the RSES ( r = 0.297, p < .001). The composite reliability coefficient was 0.913 for the total score. The test-retest reliability coefficients were 0.827 for the total score and ranged from 0.626 to 0.744 for the three dimensions. The revised PASS is shown to have sound psychometric properties and thus can be used as a tool to measure the level of parental autonomy support among Chinese college students.","PeriodicalId":505063,"journal":{"name":"Journal of Psychoeducational Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612380","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

Validating the Social-Emotional Assessment Measure (36–66 Months) for Use Among Chinese Preschoolers 在中国学龄前儿童中验证社会情感评估量表（36-66 个月）的有效性

Journal of Psychoeducational Assessment Pub Date : 2024-01-17 DOI: 10.1177/07342829241228632

Jingjing Zhu, Wanjuan Weng, Xiaoyan Bian, Tingting Yang, Taylor Nicole Mule’, Yeh Hsueh, Yan Li

引用次数: 0