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A Teacher-Report Measure of Children's Task-Avoidant Behavior: A Validation Study of the Behavioral Strategy Rating Scale
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Zhang, Xiao; Nurmi, Jari-Erik; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Aunola, Kaisa – Learning and Individual Differences, 2011
This study aims to validate a teacher-report measure of children's task-avoidant behavior, namely the Behavioral Strategy Rating Scale (BSRS), in a sample of 352 Finnish children. In each of the four waves from Kindergarten to Grade 2, teachers rated children's task-avoidant behavior using the BSRS, children completed reading and mathematics…
Descriptors: Test Items, Validity, Mathematics Tests, Rating Scales
Measuring Students' Emotions in the Early Years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
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Lichtenfeld, Stephanie; Pekrun, Reinhard; Stupnisky, Robert H.; Reiss, Kristina; Murayama, Kou – Learning and Individual Differences, 2012
This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e.,…
Descriptors: Foreign Countries, Elementary School Students, Homework, Academic Achievement
Validating the English Language Learner Motivation Scale (ELLMS): Pre-College to Measure Language Learning Motivational Orientations among Young ELLs
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Ardasheva, Yuliya; Tong, Sze Sze; Tretter, Thomas R. – Learning and Individual Differences, 2012
This study modified and validated a measure of motivational orientations--grounded in self-determination theory and originally developed for postsecondary students--for use with younger (pre-college) English language learners (ELLs). Exploratory factor analysis results in Sample A (n = 528) indicated that the data were best explained by a…
Descriptors: Second Language Learning, Factor Structure, Learning Motivation, Measures (Individuals)
The Importance of Measuring Growth in Response to Intervention Models: Testing a Core Assumption
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Schatschneider, Christopher; Wagner, Richard K.; Crawford, Elizabeth C. – Learning and Individual Differences, 2008
A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N = 23,438), two-year…
Descriptors: Intervention, Reading Achievement, Academic Achievement, Predictive Validity
Exploring Individual and Item Factors that Affect Assessment Validity for Diverse Learners: Results from a Large-Scale Cognitive Lab
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Winter, Phoebe C.; Kopriva, Rebecca J.; Chen, Chen-Su; Emick, Jessica E. – Learning and Individual Differences, 2006
A cognitive lab technique (n=156) was used to investigate interactions between individual factors and item factors presumed to affect assessment validity for diverse students, including English language learners. Findings support the concept of "access"--an interaction between specific construct-irrelevant item features and individual…
Descriptors: Individual Characteristics, Second Language Learning, Grade 5, Grade 3