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Direct linkSomeki, Fumio; Ohnishi, Masafumi; Vejdemo-Johansson, Mikael; Nakamura, Kazuhiko – Journal of Psychoeducational Assessment, 2020
To examine reliability, validity, factor structure, and measurement invariance (i.e., configural, metric, and scalar invariance) of the Japanese Conners' Adult attention deficit hyperactivity disorder (ADHD) Rating Scales (CAARS), Japanese nonclinical adults (N = 786) completed the CAARS Self-Report (CAARS-S). Each participant was also rated by…
Descriptors: Attention Deficit Hyperactivity Disorder, Rating Scales, Foreign Countries, Test Reliability
Furlong, Michael J.; You, Sukkyung; Smith, Douglas C.; Gonzalez, Victoria; Boman, Peter; Shimoda, Yoshiyuki; Terasaka, Akiko; Merino, Cesar; Grazioso, María del Pilar – International Journal of School & Educational Psychology, 2013
The validity of the Multidimensional School Anger Inventory (MSAI) was examined with adolescents from 5 Pacific Rim countries (N = 3,181 adolescents; age, M = 14.8 years; 52% females). Confirmatory factor analyses examined configural invariance for the MSAI's anger experience, hostility, destructive expression, and anger coping subscales. The…
Descriptors: Foreign Countries, Factor Analysis, Factor Structure, Measures (Individuals)
Caprara, Gian Vittorio; Alessandri, Guido; Eisenberg, Nancy; Kupfer, A.; Steca, Patrizia; Caprara, Maria Giovanna; Yamaguchi, Susumu; Fukuzawa, Ai; Abela, John – Psychological Assessment, 2012
Five studies document the validity of a new 8-item scale designed to measure "positivity," defined as the tendency to view life and experiences with a positive outlook. In the first study (N = 372), the psychometric properties of Positivity Scale (P Scale) were examined in accordance with classical test theory using a large number of…
Descriptors: Validity, Measures (Individuals), Psychological Testing, Test Theory
Martin, Ron Reuel – ProQuest LLC, 2013
This study was an investigation of student beliefs about their EFL education, and it was based upon the subjective task value component of the expectancy-value theory, a prominent theory of achievement motivation. The participants were three cohorts of Japanese public elementary school students (Cohort 1 from 2008; Cohort 2 from 2009; and Cohort 3…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Elementary School Students
