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Psychometric Analysis of Underachievement Tool for Gifted Students
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Marilena Z. Leana-Tascilar – Cogent Education, 2024
This study aimed to develop a comprehensive tool to assess underachievement in gifted students, incorporating input from parents, teachers, and students themselves. A total of 285 participants, including 95 gifted students, their parents, and teachers, were involved in the study. The results have revealed a four-factor structure for the Gifted…
Descriptors: Psychometrics, Academic Achievement, Underachievement, Academically Gifted
Structural Validity of the Spanish Wechsler Intelligence Scale for Children--Fourth Edition in a Large Sample of Spanish Children with Attention-Deficit Hyperactivity Disorder
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Fenollar-Cortés, Javier; López-Pinar, Carlos; Watkins, Marley W. – International Journal of School & Educational Psychology, 2019
The factorial structure of the WISC-IV for 859 Spanish children diagnosed with ADHD was examined. A bifactor model with the four factors first identified by Wechsler (2003a) was the best fit to the data. The Coding and Symbol Search subtests were particularly poor measures of "g" but relatively strong measures of the Processing Speed…
Descriptors: Foreign Countries, Intelligence Tests, Attention Deficit Hyperactivity Disorder, Test Validity
Reconsidering the Psychometrics of the GRS-S: Evidence for Parsimony in Measurement
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Petscher, Yaacov; Pfeiffer, Steven I. – Assessment for Effective Intervention, 2020
The authors evaluated measurement-level, factor-level, item-level, and scale-level revisions to the "Gifted Rating Scales-School Form" (GRS-S). Measurement-level considerations tested the extent to which treating the Likert-type scale rating as categorical or continuous produced different fit across unidimensional, correlated trait, and…
Descriptors: Psychometrics, Academically Gifted, Rating Scales, Factor Structure
A Four- and Five-Factor Structural Model for Wechsler Tests: Does It Really Matter Clinically?
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Schwartz, David M. – Journal of Psychoeducational Assessment, 2013
The purpose of this commentary is to focus on the clinical utility of the four- and five-factor structural models for the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). It provides a discussion of important considerations when evaluating the clinical utility of the…
Descriptors: Factor Structure, Intelligence, Intelligence Tests, Psychometrics
Factor Structure of the WISC-III for Mexican-American, Learning Disabled Students.
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Kush, Joseph C.; Watkins, Marley W. – 1994
The factor structure of the Wechsler Intelligence Scale for Children (Revised) (WISC-R) for both regular and special education populations has been well documented. Published data have also indicated that the factor structure of the WISC-R is similar across ethnic groups. With the development of the new WISC-III, comparable information is not yet…
Descriptors: Elementary Education, Elementary School Students, Ethnic Groups, Factor Structure
Differences in Factor Structures of Cognitive Functioning of Learning Disabled (LD) and Emotionally Handicapped (EH) Children.
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Mason, Elizabeth M.; Wenck, L. Stanley – Educational and Psychological Measurement, 1989
Cognitive differences between 987 LD children and 178 EH children in public schools on a psychoeducational assessment battery were studied, and differences in factor structure were investigated. Caution is suggested in interpreting the results of multivariate statistical analyses, which indicated heterogeneity in the matrices of LD and EH…
Descriptors: Achievement Tests, Cognitive Processes, Comparative Testing, Educational Assessment