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Teachers' Assessment of Physical Aggression with the Preschool Behavior Questionnaire: A Multitrait-Multimethod Evaluation of Convergent and Discriminant Validity
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Spilt, Jantine L.; Koomen, Helma M. Y.; Stoel, Reinoud D.; Thijs, Jochem T.; van der Leij, Aryan – Journal of Psychoeducational Assessment, 2011
The distinctiveness of physical aggression from other antisocial behavior is widely accepted but little research has explicitly focused on young children to empirically test this assumption. A Multitrait-Multimethod Matrix (MTMM) approach was employed to confirm the distinctiveness of physical aggression from nonaggressive antisocial behavior in…
Descriptors: Preschool Children, Kindergarten, Child Behavior, Questionnaires
Further Examination of the Convergent and Discriminant Validity of the Student-Teacher Relationship Scale
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Doumen, Sarah; Verschueren, Karine; Buyse, Evelien; De Munter, Sofie; Max, Kristel; Moens, Loth – Infant and Child Development, 2009
Two studies extended psychometric research on the Student-Teacher Relationship Scale (STRS) with kindergarten and preschool children (N[subscript 1] = 60-7[subscript 1]; N[subscript 2] = 35) and their teachers. These studies used a multi-method approach to replicate and extend previous findings concerning the convergent validity of the STRS…
Descriptors: Conflict, Validity, Preschool Children, Kindergarten