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Jonathan Arthur Schmidt; Gisa Aschersleben; Anne Henning – International Journal of Behavioral Development, 2025
In this longitudinal study, we investigated the factor structure and stability of early-life temperament in a German sample, using three measures developed within Rothbart's psychobiological approach. Temperament was measured using the Infant Behavior Questionnaire Revised (IBQ-R) at the ages of 6 and 12 months, the Early Childhood Behavior…
Descriptors: Foreign Countries, Personality, Personality Measures, Infants
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Lechner, Clemens M.; Knopf, Thomas; Napolitano, Christopher M.; Rammstedt, Beatrice; Roberts, Brent W.; Soto, Christopher J.; Spengler, Marion – Journal of Intelligence, 2022
Social, emotional, and behavioral (SEB) skills comprise a broad set of abilities that are essential for building and maintaining relationships, regulating emotions, selecting and pursuing goals, or exploring novel stimuli. Toward an improved SEB skill assessment, Soto and colleagues recently introduced the Behavioral, Emotional, and Social Skills…
Descriptors: Interpersonal Competence, Personality Traits, Measures (Individuals), Psychometrics
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Leana-Tascilar, Marilena Z. – College Student Journal, 2015
Person-environment interactions are the main focus in Actiotope Model of Giftedness. This is a very new approach for Turkey, which generally uses old versions of intelligence test for identification. In Actiotope Model of Giftedness instead of cognitive identification the focus is on the resources (educational and learning capital) that provide…
Descriptors: Questionnaires, Turkish, Test Validity, Factor Structure
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Dörrenbächer, Laura; Perels, Franziska – Frontline Learning Research, 2015
Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…
Descriptors: Metacognition, Learning Theories, Models, College Students
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Marsh, Herbert W.; Ludtke, Oliver; Muthen, Bengt; Asparouhov, Tihomir; Morin, Alexandre J. S.; Trautwein, Ulrich; Nagengast, Benjamin – Psychological Assessment, 2010
NEO instruments are widely used to assess Big Five personality factors, but confirmatory factor analyses (CFAs) conducted at the item level do not support their a priori structure due, in part, to the overly restrictive CFA assumptions. We demonstrate that exploratory structural equation modeling (ESEM), an integration of CFA and exploratory…
Descriptors: Structural Equation Models, Factor Structure, Personality Traits, Factor Analysis
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Essau, Cecilia A.; Sasagawa, Satoko; Frick, Paul J. – Assessment, 2006
This study examined the structure, distribution, and correlates of a new measure of self-reported callous-unemotional (CU) traits in 1,443 adolescents (774 boys, 669 girls) between the ages of 13 to 18 years. The Inventory of Callous-Unemotional Traits was subjected to exploratory factor analysis and confirmatory factor analysis. Exploratory…
Descriptors: Adolescents, Factor Analysis, Factor Structure, Personality Measures