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Rodrigo Moreta-Herrera; Alberto Rodríguez-Lorenzana; Nazuri Santillán; Micaela Jiménez-Borja; Carlos José Jiménez-Mosquera; Xavier Oriol-Granado; Sergio Domínguez-Lara – Psychology in the Schools, 2025
The aim of this study is to find evidence of factorial validity, measure equivalence by gender, and internal consistency of the Mental Health Continuum-Short Form (MHC-SF) in a sample of Ecuadorian teenagers. The study uses a psychometric design to explore the validity and reliability of the measure. Participants of the study were 1154 teenagers…
Descriptors: Psychometrics, Mental Health, Questionnaires, Foreign Countries
Ahmet Yildirim; Aysenur Mumcuoglu; Ecem Yasar Türkel; Zeliha Demirci Ünal; Elif Naz Altas; Elif Topatan; Seher Kiliç – Psychology in the Schools, 2025
Philanthropy is love of humanity and a sincere action without anticipating anything in return for oneself and the community. In contrast, misanthropy is defined as not loving and hating people. The purpose of the current study is to develop a valid and reliable scale to measure in-service teachers' philanthropic tendencies. First of all, the…
Descriptors: Prosocial Behavior, Private Financial Support, Attitude Measures, Teacher Attitudes
Imelu G. Mordeno; I Marie Joy S. Gallemit; Judith L. Ducay; Sittiehara P. Abdullah; Salihah Marjannah S. Suba; Nashren D. Edaros – Psychology in the Schools, 2024
Generalized Anxiety Disorder 7-item Scale (GAD-7) has been found to accurately assess the presence of generalized anxiety disorder (GAD) in various populations. However, despite showing good psychometric properties in assessing GAD symptoms, there is a need to further validate GAD-7 in milieu of the pandemic, considering that recent…
Descriptors: Anxiety Disorders, COVID-19, Pandemics, Measures (Individuals)
Johayra Bouza; Rebecca J. Bulotsky-Shearer; Krystal M. Bichay-Awadala; Jhonelle Bailey; Patricia Gaona; Lisa White; Veronica A. Fernandez – Psychology in the Schools, 2024
The purpose of this study was to validate the Spanish version of the Family Involvement Questionnaire-Short Form (FIQ-SF) for use with Spanish-speaking families of children enrolled in early childhood education programs. This study examined the factor structure of the FIQ-SF and established criterion validity for the resulting FIQ-SF dimension…
Descriptors: Family Involvement, Questionnaires, Early Childhood Education, Spanish
Bahr, Michael W.; Edwin, Mary; Long, Kara A. – Psychology in the Schools, 2022
This study examined the development and technical adequacy of the Interventionist Knowledge and Skill Survey (IKSS), a self-assessment used for understanding the degree of knowledge and skills associated with interventionists working within a multitiered system of support (MTSS). A national sample of 600 school psychologists and school counselors…
Descriptors: Self Evaluation (Individuals), Surveys, Test Construction, School Psychologists
Noorazar, Seyed Gholamreza; Mohebbi, Mina; Alizadeh-Maralani, Fatemeh – Psychology in the Schools, 2021
Examining the long-term impact of bullying can facilitate using retrospective bullying experiences questionnaire (RBEQ) which provides information regarding bystander, bully and victim through childhood to adolescence. This study aimed to investigate the validity and reliability of this questionnaire in Iranian samples. A total of 92 male and 283…
Descriptors: Questionnaires, Bullying, Psychometrics, College Students
McGill, Ryan J. – Psychology in the Schools, 2020
The present study examined the factor structure of the Kaufman assessment battery for children-second edition normative update with normative sample participants aged 7-18 years (N = 500) using confirmatory factor analysis with maximum likelihood estimation and multidimensional scaling procedures. For the 10 subtest Cattell-Horn-Carroll core…
Descriptors: Intelligence Tests, Children, Test Validity, Factor Structure
Pham, Yen K.; Murray, Christopher; Gau, Jeff – Psychology in the Schools, 2022
Teacher-student relationships have been studied with increasing intensity during the past three decades, but the majority of this study has focused on young children and has relied on teacher perceptions of these relationships. The current study was designed to add to this growing body of research by exploring the factor structure, reliability,…
Descriptors: Teacher Student Relationship, Attitude Measures, Factor Structure, Test Validity
Lawrence, Roxanne C.; Bulotsky-Shearer, Rebecca J.; Bichay-Awadalla, Krystal; Futterer, Jenna N.; Bailey, Jhonelle – Psychology in the Schools, 2020
To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self-efficacy, job stress, and school support…
Descriptors: Measures (Individuals), Test Validity, Test Reliability, Factor Structure
Cleary, Timothy J.; Dembitzer, Leah; Kettler, Ryan J. – Psychology in the Schools, 2015
Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self-report questionnaire called the Self-Regulation Strategy Inventory-Self Report. Confirmatory factor analysis revealed that the fit…
Descriptors: Middle School Students, Scores, Factor Structure, Questionnaires
Mautone, Jennifer A.; Marcelle, Enitan; Tresco, Katy E.; Power, Thomas J. – Psychology in the Schools, 2015
Family involvement in education, including the quality of family-school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the…
Descriptors: Attention Deficit Hyperactivity Disorder, Parent Teacher Cooperation, Interpersonal Relationship, Family Involvement
Nakano, Selena; Watkins, Marley W. – Psychology in the Schools, 2013
The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at increased risk for psychoeducational evaluation. The structural validity of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was investigated with a sample of 176,…
Descriptors: American Indian Students, Disproportionate Representation, Special Education, Test Validity
Binfet, John Tyler; Gadermann, Anne M.; Schonert-Reichl, Kimberly A. – Psychology in the Schools, 2016
In this study, we sought to create and validate a brief measure to assess students' perceptions of kindness in school. Participants included 1,753 students in Grades 4 to 8 attending public schools in a large school district in southern British Columbia. The School Kindness Scale (SKS) demonstrated a unidimensional factor structure and adequate…
Descriptors: Measures (Individuals), Prosocial Behavior, Psychometrics, Public Schools
Hazel, Cynthia E.; Vazirabadi, G. Emma; Gallagher, John – Psychology in the Schools, 2013
This article proposes a model of student school engagement, comprising aspirations, belonging, and productivity. From this model, items for the Student School Engagement Measure (SSEM) were developed. The SSEM was validated with data from 396 eighth graders in an urban school district. Utilizing structural equation modeling, the second-order…
Descriptors: Learner Engagement, Models, Measures (Individuals), Grade 8
Beaujean, A. Alexander; McGlaughlin, Sean M.; Margulies, Allison S. – Psychology in the Schools, 2009
The Reynolds Intellectual Assessment Scales (RIAS) is a recently developed, individually administered psychometric instrument designed to measure general cognitive ability, as well as verbal (crystallized) intelligence, nonverbal (fluid) intelligence, and memory. Test reviewers have recommended the use of the RIAS despite the fact that, although…
Descriptors: Intelligence Tests, Cognitive Ability, Verbal Ability, Nonverbal Ability
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