Journal of Psychoeducational Assessment最新文献_第8页

Development and Validation of a Cognitive Load Measure for General Educational Settings 普通教育环境下认知负荷测量的开发与验证

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-04-19 DOI: 10.1177/07342829231169171

Teresa M. Ober, Yikai Lu, Chessley B. Blacklock, Cheng Liu, Ying Cheng

引用次数: 0

Social-Emotional and Behavioral Functioning Profiles and Demographic Factors: A Latent Profile Analysis in Elementary Students 社会情绪和行为功能特征与人口学因素：小学生的潜在特征分析

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-04-11 DOI: 10.1177/07342829231167726

Ning Jiang, Ruiqin Gao, C. Distefano, Jin Liu, M. Weist, J. Splett, Colleen A. Halliday-Boykins

{"title":"Social-Emotional and Behavioral Functioning Profiles and Demographic Factors: A Latent Profile Analysis in Elementary Students","authors":"Ning Jiang, Ruiqin Gao, C. Distefano, Jin Liu, M. Weist, J. Splett, Colleen A. Halliday-Boykins","doi":"10.1177/07342829231167726","DOIUrl":"https://doi.org/10.1177/07342829231167726","url":null,"abstract":"A growing interest has been given to examining the heterogeneity of children’s health to provide for their particular needs. This study examined subgroups of elementary school children’s social, emotional, and behavioral functioning (SEB) using teacher ratings of children with the Behavioral and Emotional Screening System. A Latent Profile Analysis (LPA) was conducted with 5,150 students aged from kindergarten to fifth grade. Subscale scores in the areas of externalizing risk, internalizing risk, and adaptive skills risk were used to identify profiles. Students’ grade level, sex, race, and status of receiving special education services were added to investigate the impact of covariates on the classification of latent profiles. Four profiles of risk were identified: Well Development (60.5%), Normal Development (25.8%), Externalizing and Adaptive Skills Risk (9.1%), and Elevated Risk (4.6%). Significant differences of covariates including sex, race, and status of receiving special education services were identified. Specifically, males and African American students were more likely to be classified into the “Elevated Risk” profile than other profiles. Students who did not receive special education services were more in the “Well Development” profile. The results may have important implications for the stakeholders to allocate intervention and treatment resources effectively and accurately.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"483 - 500"},"PeriodicalIF":1.7,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46975510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Features of Plausible but Incorrect Options: Distractor Plausibility in Synonym-Based Vocabulary Tests 似是而非的选项的特征:基于同义词的词汇测试中的干扰因素似是而非

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-04-06 DOI: 10.1177/07342829231167892

Ulrich Ludewig, Jakob Schwerter, Nele McElvany

引用次数: 1

Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context 挪威幼儿教育和护理背景下师生关系量表的心理测量特性

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-03-29 DOI: 10.1177/07342829231166251

Kenneth Stensen, S. Lydersen, Ingunn Ranøyen, C. Klöckner, E. S. Buøen, R. Lekhal, M. Drugli

{"title":"Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context","authors":"Kenneth Stensen, S. Lydersen, Ingunn Ranøyen, C. Klöckner, E. S. Buøen, R. Lekhal, M. Drugli","doi":"10.1177/07342829231166251","DOIUrl":"https://doi.org/10.1177/07342829231166251","url":null,"abstract":"The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children’s gender and age by combining two large Norwegian community samples (N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children’s age.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"514 - 525"},"PeriodicalIF":1.7,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48697964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","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 Consequential Validity of the Research-Based Early Mathematics Assessment 研究型早期数学评价的结果效度评价

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-03-22 DOI: 10.1177/07342829231165812

Yixiao Dong, Denis G. Dumas, D. Clements, Crystal Day-Hess, Julie Sarama

引用次数: 0

Measuring Behavior Problems in Children from Low-Income Families: A Rasch Analysis of the Child Behavior Checklist for Ages 1½–5 测量低收入家庭儿童的行为问题：对1½-5岁儿童行为检查表的Rasch分析

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-03-20 DOI: 10.1177/07342829231162216

Yu-Yu Hsiao, C. H. Qi, P. Dale, Rebecca J. Bulotsky-Shearer, Qing Wang

{"title":"Measuring Behavior Problems in Children from Low-Income Families: A Rasch Analysis of the Child Behavior Checklist for Ages 1½–5","authors":"Yu-Yu Hsiao, C. H. Qi, P. Dale, Rebecca J. Bulotsky-Shearer, Qing Wang","doi":"10.1177/07342829231162216","DOIUrl":"https://doi.org/10.1177/07342829231162216","url":null,"abstract":"The Child Behavior Checklist for Ages 1.5–5 (CBCL/1½–5) has been widely used by researchers and clinicians in the field of special education and psychology. The purpose of this study was to examine the psychometric properties of the CBCL/1½-5 with a sample of preschool children from low-income families using the Rasch model. Participants included 244 children enrolled in a Head Start program. Findings suggested that both the Internalizing and Externalizing subscales are unidimensional and demonstrated local independence successfully, after misfit items were removed to fit the Rasch model. Both subscales operated well with high item reliability and low to medium person reliability, indicating that both subscales have stable item difficulty orders from sample to sample but weaker capacity to distinguish children with mild problem behaviors from those with more severe problems. Differential item functioning was found for a few items across child gender. Considering the length of the item sets, it is appropriate to use the subscale scores to compare the differences in problem behaviors between boys and girls. Overall, the CBCL/1½–5 has adequate psychometric properties for detecting problem behaviors in preschool children from low-income families. Implications were discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"526 - 541"},"PeriodicalIF":1.7,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45548042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

X-linked FRMD7 gene mutation in idiopathic congenital nystagmus and its role in eye movement: A case report and literature review. 特发性先天性眼球震颤中的 X 连锁 FRMD7 基因突变及其在眼球运动中的作用：病例报告和文献综述。

4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-03-06 eCollection Date: 2022-01-01 DOI: 10.3389/fopht.2022.1080869

Fanfei Liu, Minjin Wang, Meng Liao, Longqian Liu, Xiaoshuang Jiang

引用次数: 0

Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age? wjiv认知的验证性因素分析:学龄期标准电池测量什么?

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-02-23 DOI: 10.1177/07342829231159440

Ryan J. McGill

引用次数: 1

Factorial Invariance of the Anadolu Sak Intelligence Scale Across Gender Anadolu-Sak智力量表的性别因子不变性

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-02-22 DOI: 10.1177/07342829231158834

Deniz Arslan, Uğur Sak

引用次数: 0

Validation of the Child Observation Record Advantage 1.5 Assessment Tool for Preschool Children: A Multilevel Bifactor Modeling Approach 学龄前儿童观察记录优势1.5评估工具的验证：一种多水平双因子建模方法

IF 1.7 4区心理学

Journal of Psychoeducational Assessment Pub Date : 2023-02-21 DOI: 10.1177/07342829231158671

Hope O. Akaeze, J. Wu, Frank R. Lawrence, Everett Weber

{"title":"Validation of the Child Observation Record Advantage 1.5 Assessment Tool for Preschool Children: A Multilevel Bifactor Modeling Approach","authors":"Hope O. Akaeze, J. Wu, Frank R. Lawrence, Everett Weber","doi":"10.1177/07342829231158671","DOIUrl":"https://doi.org/10.1177/07342829231158671","url":null,"abstract":"This paper reports an investigation into the psychometric properties of the COR-Advantage1.5 (COR-Adv1.5) assessment tool, a criterion-referenced observation-based instrument designed to assess the developmental abilities of children from birth through kindergarten. Using data from 8534 children participating in a state-funded preschool program for disadvantaged 4-year-olds, we employed a multilevel bifactor model to show that CORAdv1.5 has some potential as an unbiased assessment tool for tracking developmental progress in pre-kindergarten children, under a bifactor model parameterization, with fewer dimensions than were proposed by the test developer, HighScope. Examination of factor adequacy indices revealed that, despite the multidimensional structure, CORAdv1.5 items overwhelmingly reflect variance due to the general factors at the child and classroom levels. Evidence for multilevel reliability, response process validity, predictive validity, longitudinal measurement invariance, and generalizability of the items are also reported. The findings of this study have important implications for the use of COR-Adv1.5.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"556 - 574"},"PeriodicalIF":1.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42137292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0