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Direct linkLu, Yaheng; Li, Qian; Patrick, Helen; Mantzicopoulos, Panayota – Journal of Experimental Education, 2021
We report on the construction and validation of the Young Children's Math Anxiety Scale (YCMAX), a developmentally appropriate measure of math anxiety intended for kindergarten students. We administered the YCMAX to a sample of public school kindergarteners (N = 355) and conducted factor analyses to examine its structure. A two-factor solution…
Descriptors: Test Construction, Mathematics Anxiety, Young Children, Kindergarten
Download full textLipsey, Mark W.; Nesbitt, Kimberly Turner; Farran, Dale C.; Dong, Nianbo; Fuhs, Mary Wagner; Wilson, Sandra Jo – Peabody Research Institute, 2014
Identifying and understanding the foundational skills children need to participate effectively in formal schooling is an important objective for research in early childhood education. One component of school readiness is cognitive self-regulation (CSR). The question this study addresses is how to assess CSR with prekindergarten-aged children in a…
Descriptors: Predictive Validity, Academic Achievement, Preschool Children, Self Control
Crawford, April D.; Zucker, Tricia A.; Williams, Jeffrey M.; Bhavsar, Vibhuti; Landry, Susan H. – School Psychology Quarterly, 2013
Although coaching is a popular approach for enhancing the quality of Tier 1 instruction, limited research has addressed observational measures specifically designed to focus coaching on evidence-based practices. This study explains the development of the prekindergarten (pre-k) Classroom Observation Tool (COT) designed for use in a data-based…
Descriptors: Classroom Observation Techniques, Psychometrics, Faculty Development, Preschool Children
Schmitt, Sara A.; Pratt, Megan E.; McClelland, Megan M. – Early Education and Development, 2014
Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and…
Descriptors: Validity, Preschool Children, Prediction, Academic Achievement
Schmitt, Sara A.; Pratt, Megan E.; McClelland, Megan M. – Grantee Submission, 2014
The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct…
Descriptors: Validity, Preschool Children, Prediction, Academic Achievement
Kim, Helyn; Murrah, William M.; Cameron, Claire E.; Brock, Laura L.; Cottone, Elizabeth A.; Grissmer, David – Journal of Psychoeducational Assessment, 2015
Children's early motor competence is associated with social development and academic achievement. However, few studies have examined teacher reports of children's motor skills. This study evaluated the psychometric properties of the Motor Skills Rating Scale (MSRS), a 19-item measure of children's teacher-reported motor skills in the classroom.…
Descriptors: Psychomotor Skills, Rating Scales, Measures (Individuals), Mathematics Achievement
Cuenca-Carlino, Yojanna; Mustian, April L. – Behavioral Disorders, 2013
Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully…
Descriptors: Emotional Disturbances, Behavior Disorders, Persuasive Discourse, Metacognition
