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Direct linkColleen R. O'Neal; Kristin Meyering; Leyla Babaturk; Nicole Gosnell – Psychology in the Schools, 2024
The objective of this study was to understand the psychometric functioning of the Child Anger Regulation Measure (CARM), its prediction of emotional engagement, and if the prediction of emotional engagement differs for girls and boys. The sample included 251 upper-elementary school students in the United States (10% Black, 62% White, 6% Latinx, 5%…
Descriptors: Psychological Patterns, Children, Psychometrics, Emotional Response
Ansong, David; Eisensmith, Sarah R.; Masa, Rainier D.; Chowa, Gina A. – Psychology in the Schools, 2016
Self-efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths' perceptions of their ability to achieve academic success. This study examined the cross-cultural suitability and psychometric properties of an academic self-efficacy scale (ASES) adapted for the Ghanaian…
Descriptors: Academic Ability, Academic Achievement, Self Concept, Foreign Countries
Hale, James B.; Fiorello, Catherine A.; Dumont, Ron; Willis, John O.; Rackley, Christopher; Elliott, Colin – Psychology in the Schools, 2008
Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these "regulatory" methods address the "statutory" SLD definition, which explicitly includes a deficit in "basic…
Descriptors: Learning Disabilities, Predictive Validity, Psychology, Mathematics Achievement
Peer reviewedDirks, Jean; And Others – Psychology in the Schools, 1980
Talented fourth graders were assessed on different WISC-R short-form combinations to determine which short-form was the most effective predictor of high Full Scale WISC-R IQ. Findings are of relevance to gifted assessment. (Author)
Descriptors: Academically Gifted, Educational Diagnosis, Gifted, High Achievement
Peer reviewedWatkins, Marley W.; Kush, Joseph C.; Glutting, Joseph J. – Psychology in the Schools, 1997
Tests of the validity of the Wechsler Intelligence Scale for Children Third Edition Arithmetic, Coding, Information, and Digit Span (ACID) profile among 612 students with learning disabilities revealed that the ACID profile does not efficiently separate children with disabilities from those without disabilities. No ACID cutting score significantly…
Descriptors: Children, Disability Identification, Educational Diagnosis, Elementary Education
Peer reviewedHirsch, Fern J.; Hirsch, Steven J. – Psychology in the Schools, 1980
Investigated the utility of the Quick Test in screening for gifted students; 57 identified gifted students were administered forms of the Ammons Quick Test. This screening instrument was unable to identify 60% of the sample tested as gifted. (Author)
Descriptors: Academically Gifted, Achievement Tests, Educational Diagnosis, Gifted
Peer reviewedGordon, Michael; And Others – Psychology in the Schools, 1990
Analyzed the protocols of 52 clinic-referred children who were administered the Kaufman Assessment Battery for Children (K-ABC) as well as version of the Continuous Performance Test (CPT), a laboratory measure of attention. Results demonstrated significant interrelationships among K-ABC and CPT scores. (Author/ABL)
Descriptors: Attention, Attention Span, Children, Predictor Variables
Peer reviewedBrooks, Clarence Rae – Psychology in the Schools, 1979
Children referred for psychological evaluation had been administered the Rorschach test and the WISC-R, among other tests, for diagnostic purposes. Significant relationships were found between groups for some variables after which prediction formulas were developed for estimates and use of verbal terminology associated with IQ levels. (Author)
Descriptors: Children, Comparative Analysis, Diagnostic Tests, Intelligence Tests
Peer reviewedLevinson, Philip J.; Carpenter, Robert L. – Psychology in the Schools, 1975
Certain subtests of the WISC, ITPA, and Stanford-Binet are used as measures of analogical reasoning. Because several facts suggested that the form of analogy used on these subtests does not require subjects to engage in true analogical reasoning, the validity of these subtests as measures of analogical reasoning was investigated. (Author)
Descriptors: Evaluation, Intelligence Tests, Item Analysis, Measurement Techniques
Peer reviewedSteinbauer, Erika; Heller, Marc S. – Psychology in the Schools, 1978
Second- and third-graders (N=94) from a suburban New Jersey school who had taken the Boehm test of Basic Concepts as kindergartners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area were then correlated with the Boehm Test scores. (Author)
Descriptors: Academic Achievement, Children, Concept Formation, Elementary Education
Peer reviewedGallerani, David; And Others – Psychology in the Schools, 1982
Examined construction of different predictive models for readiness for first grade, using data from prekindergarten screening. Found 45.6 percent to 75.9 percent of the children correctly classified. Results indicate that less emphasis should be given to collecting historical screening data and that many social/emotional problems may go undetected…
Descriptors: Disability Identification, Elementary Education, Grade 1, Kindergarten Children
Peer reviewedNichta, Lawrence J., Jr.; And Others – Psychology in the Schools, 1982
Evaluated the Screening Test of Academic Readiness (STAR) using a sample of 28 third graders. The third graders' scores on the Peabody Individual Achievement Test were correlated with their total STAR scores from prekindergarten testing. Results showed the STAR is a useful instrument for predicting third grade achievement. (Author/JAC)
Descriptors: Academic Achievement, Cognitive Development, Correlation, Elementary Education
Peer reviewedGrossman, Fred M.; Galvin, Gloria A. – Psychology in the Schools, 1987
Evaluated the Wechsler Intelligence Scale for Children-Revised (WISC-R) as a tool for understanding children's learning problems. Analyzed the predictive utility of several WISC-R subtest recategorizations with regard to academic achievement for 105 children referred for psychoeducational evaluation because of classroom learning problems. Stepwise…
Descriptors: Academic Achievement, Cognitive Ability, Educational Diagnosis, Elementary School Students
Gansle, Kristin A.; Noell, George H.; Vanderheyden, Amanda M.; Slider, Natalie J.; Hoffpauir, Leila D.; Whitmarsh, Ernest L.; Naquin, Gale M. – Psychology in the Schools, 2004
Curriculum-based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson-Revised and curriculum-based measures of writing has not been evaluated. This study investigated the…
Descriptors: Grade 3, Grade 4, Writing Skills, Sentences
