We examined the structure of the new "Block Patterns" (BP) test from the Shipley Institute of Living Scale-Second Edition in a sample of Jamaican young adults. To date, very little has been published on the properties of this subtest's items and scores. The BP test is similar in design to the Block Design subtest found in many cognitive…

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a…

The factor structure of the Multidimensional Inventory of Black Identity (MIBI) was assessed in a sample of 272 African American college students using confirmatory and exploratory factor analyses. The fit indices from the confirmatory analyses did not support the seven-factor first-order model or two alternative higher-order models suggested by…

The factor structure of the Escala de Conductas de Aprendizaje Preescolar (ECAP), a Spanish translation of the Preschool Learning Behaviors Scale (PLBS), was examined in this study. Children aged 2 to 6 years (N = 328) enrolled in public and private preschools in the Republic of Peru were rated by classroom teachers on the frequency of observable,…

In this study, the authors tested the viability of the expanded nigrescence (NT-E) model as operationalized by Cross Racial Identity Scale (CRIS) scores using confirmatory factor analyses. Participants were 594 Black college students from the Southeastern United States. Results indicated a good fit for NT-E's proposed six-factor structure.…

In this study, the authors examined the reliability, structural validity, and concurrent validity of Zimbardo Time Perspective Inventory (ZTPI) scores in a group of 815 academically talented adolescents. Reliability estimates of the purported factors' scores were in the low to moderate range. Exploratory factor analysis supported a five-factor…

In this study, we examined the internal consistency and the structural validity of scores on the African Self-Consciousness Scale (ASCS), the Multidimensional Inventory of Black Identity (MIBI), and the Cross Racial Identity Scale (CRIS). Participants consisted of 225 African American college students--75 attending predominantly White institutions…

Examined the validity of scores on the Multigroup Ethnic Identity Measure (J. Phinney, 1992) on a group of 275 academically talented adolescents at an enrichment program. The two-factor solution reported by Phinney was essentially replicated in this sample using exploratory factor analysis, with reliability coefficients of 0.89 for Ethnic Identity…

Uses both exploratory (EFA) and confirmatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the…

Examines the factor structure of the Learning Behavior Scale (LBS) in a sample of 257 elementary school students. Results indicate that the internal consistency of the total LBS scores were high enough for individual decision making, whereas the reliability estimates of scores on the Attention/Persistence and Strategy/Flexibility subscales were…

Validation work on the Cross Racial Identity Scale (CRIS; B. J. Vandiver et al., 2000) is described in 2 studies using African American college students. In Study 1, an exploratory factor analysis supported the presence of 6 CRIS subscales. In Study 2, confirmatory factor analysis provided support for a 2-factor higher order model of the 6 CRIS…