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Sergio Dominguez-Lara; Mario A. Trógolo; Rodrigo Moreta-Herrera; Diego Vaca-Quintana; Manuel Fernández-Arata; Ana Paredes-Proaño – Journal of Psychoeducational Assessment, 2025
Academic engagement plays a crucial role in students' learning and performance. One of the most popular measures for assessing this construct is the Utrecht Work Engagement Scale for Students (UWES-S), which is based on a tridimensional conceptualization consisting of dedication, vigor, and absorption. However, prior research on its factor…
Descriptors: Learner Engagement, College Students, Foreign Countries, Factor Analysis
Lopez, J.; Johnson, C.; Dai, L.; Jones, M. H.; Nodine, M.; Cooper, D.; Eckel, S. – Journal of Psychoeducational Assessment, 2023
The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 x 2 (AGQ 3 x 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of…
Descriptors: Surveys, Academic Achievement, Goal Orientation, Test Validity
Hollar, David W. – Journal of Psychoeducational Assessment, 2017
Research has indicated declining empathy within specific professions and social structures. Few psychometric instruments have addressed empathy within the context of psychological distance/relatedness to other individuals and even to other species, relationships that can be important contributors to psychological well-being and health. We…
Descriptors: Psychometrics, Evaluation, Empathy, Factor Analysis
Lohbeck, Annette; Petermann, Franz – Journal of Psychoeducational Assessment, 2019
The present study with 2,273 students aimed to examine the factorial validity of the "Anxiety Questionnaire for Students" (AFS) by using the bifactor modeling framework, that is, contrasting a confirmatory factor analysis (CFA) model to an exploratory structural equation model (ESEM) and two bifactor models (B-CFA and B-ESEM). In…
Descriptors: Anxiety, Questionnaires, Test Validity, Factor Analysis
Hsu, Hsien-Yuan; Hsu, Tze-Li; Lee, KoFan; Wolff, Lori – Journal of Psychoeducational Assessment, 2017
The purpose of this study was to evaluate the construct validity of Ryff's Scales of Psychological Well-Being (SPWB) using exploratory structural equation modeling (ESEM). The data were drawn from the national survey of Midlife in the United States conducted during 1994 and 1995. Measurement models assuming different number of factors (1-6…
Descriptors: Construct Validity, Psychological Characteristics, Psychological Evaluation, Well Being
DiStefano, Christine; Liu, Jin; Burgess, Yin – Journal of Psychoeducational Assessment, 2017
When using educational/psychological instruments, psychometric investigations should be conducted before adopting to new environments to ensure that an instrument measures the same constructs. Exploratory structural equation modeling and confirmatory factor analysis methods were used to examine the utility of the short form of the Pediatric…
Descriptors: Screening Tests, Check Lists, Preschool Children, Structural Equation Models
Wu, Amery D.; Stone, Jake E. – Journal of Psychoeducational Assessment, 2016
This article explores an approach for test score validation that examines test takers' strategies for taking a reading comprehension test. The authors formulated three working hypotheses about score validity pertaining to three types of test-taking strategy (comprehending meaning, test management, and test-wiseness). These hypotheses were…
Descriptors: Test Wiseness, Reading Tests, Structural Equation Models, Test Validity
Sette, Stefania; Zuffianò, Antonio; Lucidi, Fabio; Laghi, Fiorenzo; Lonigro, Antonia; Baumgartner, Emma – Journal of Psychoeducational Assessment, 2018
The study analyzed the factorial and concurrent validity of the Student-Teacher Relationship Scale (STRS) using an exploratory structural equation modeling (ESEM) approach. Participants were 368 Italian children aged 3 to 6 (M = 4.60, SD = 0.98). The three-factor ESEM solution fit the data better than the classical confirmatory factor analysis…
Descriptors: Teacher Student Relationship, Young Children, Structural Equation Models, Likert Scales
Black, Ryan A.; Yang, Yanyun; Beitra, Danette; McCaffrey, Stacey – Journal of Psychoeducational Assessment, 2015
Estimation of composite reliability within a hierarchical modeling framework has recently become of particular interest given the growing recognition that the underlying assumptions of coefficient alpha are often untenable. Unfortunately, coefficient alpha remains the prominent estimate of reliability when estimating total scores from a scale with…
Descriptors: Psychological Testing, Test Reliability, Goodness of Fit, Factor Analysis
Dimitrova, Radosveta; Ferrer-Wreder, Laura; Galanti, Maria Rosaria – Journal of Psychoeducational Assessment, 2016
This study evaluated the factorial structure of the Pedagogical and Social Climate in School (PESOC) questionnaire among 307 teachers in Bulgaria. The teacher edition of PESOC consists of 11 scales (i.e., Expectations for Students, Unity Among Teachers, Approach to Students, Basic Assumptions About Students' Ability to Learn, School-Home…
Descriptors: Questionnaires, Educational Environment, Social Environment, Test Validity
Gaudreau, Patrick; Franche, Véronique; Gareau, Alexandre – Journal of Psychoeducational Assessment, 2016
The 2 × 2 model of perfectionism conceptualizes perfectionism as the within-person combinations of self-oriented and socially prescribed perfectionism to define four subtypes of perfectionism. This model posits that each subtype is distinctively associated with self-determined motivation and psychological adjustment. Results of latent moderated…
Descriptors: Personality Traits, Structural Equation Models, Emotional Adjustment, Self Determination
McDermott, Elana R.; Donlan, Alice E.; Zaff, Jonathan F.; Prescott, Jennifer E. – Journal of Psychoeducational Assessment, 2016
Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and Persistence in Goal Striving (PGS) Scale, among two samples of reengaged students (i.e., students who have…
Descriptors: Psychometrics, Measures (Individuals), Reentry Students, Continuation Students
Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.; Martin, Andrew J. – Journal of Psychoeducational Assessment, 2015
This study examined the psychometric properties of the Teacher Well-Being Scale, which assesses three factors of teachers' work-related well-being: workload, organizational, and student interaction well-being. With a sample of Canadian teachers, results confirmed the reliability, approximate normality, and factor structure of the scale; provided…
Descriptors: Well Being, Measures (Individuals), Psychometrics, Test Reliability
Schmitt, Thomas A. – Journal of Psychoeducational Assessment, 2011
Researchers must make numerous choices when conducting factor analyses, each of which can have significant ramifications on the model results. They must decide on an appropriate sample size to achieve accurate parameter estimates and adequate power, a factor model and estimation method, a method for determining the number of factors and evaluating…
Descriptors: Factor Analysis, Computation, Researchers, Research Methodology
Zoghi, Masoud; Alivandivafa, Marziyeh – Journal of Psychoeducational Assessment, 2014
This study was designed to examine the factor structure and psychometric properties of the English as a Foreign Language Reading Anxiety Inventory (EFLRAI). A total of 939 non-English major students responded to the EFLRAI. Exploratory and confirmatory factor analyses were performed using a principal component analysis and structural equation…
Descriptors: Factor Structure, Psychometrics, Test Validity, Test Reliability
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