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Measuring Adolescent Social and Academic Self-Efficacy: Cross-Ethnic Validity of the SEQ-C
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Minter, Anthony; Pritzker, Suzanne – Research on Social Work Practice, 2017
Objective: This study examines the psychometric strength, including cross-ethnic validity, of two subscales of Muris' Self-Efficacy Questionnaire for Children: Academic Self-Efficacy (ASE) and Social Self-Efficacy (SSE). Methods: A large ethnically diverse sample of 3,358 early and late adolescents completed surveys including the ASE and SSE.…
Descriptors: Questionnaires, Self Efficacy, Psychometrics, Test Validity
The Incidence of Potentially Gifted Students within a Special Education Population
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Barnard-Brak, Lucy; Johnsen, Susan K.; Hannig, Alyssa Pond; Wei, Tianlan – Roeper Review, 2015
From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically…
Descriptors: Academically Gifted, Gifted Disabled, Special Education, Learning Disabilities
Student Wellbeing at a University in Post-Apartheid South Africa: A Comparison with a British University Sample Using the GP-CORE Measure
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Young, Charles; Campbell, Megan – British Journal of Guidance & Counselling, 2014
This article provides GP-CORE norms for a South African university sample, which are compared to published data obtained from a United Kingdom university sample. The measure appears to be both reliable and valid for this multilingual and multicultural South African sample. The profiles of the psychological distress reported by white South African…
Descriptors: Foreign Countries, Well Being, Comparative Analysis, Psychological Needs
Psychometrics of a Brief Measure of Emotional Self-Efficacy among Adolescents from the United States
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Valois, Robert F.; Zullig, Keith J. – Journal of School Health, 2013
Background: Preliminary data were collected to evaluate the psychometric properties of an emotional self-efficacy (ESE) measure in a sample of 3836 public high school adolescents who completed the Centers for Disease Control and Prevention (CDC) Youth Risk Behavior Survey in South Carolina. Methods: Principal axis factor analysis was followed by a…
Descriptors: Self Concept Measures, Self Efficacy, Psychometrics, Psychological Patterns
The Contribution of Constructed Response Items to Large Scale Assessment: Measuring and Understanding Their Impact
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Lissitz, Robert W.; Hou, Xiaodong; Slater, Sharon Cadman – Journal of Applied Testing Technology, 2012
This article investigates several questions regarding the impact of different item formats on measurement characteristics. Constructed response (CR) items and multiple choice (MC) items obviously differ in their formats and in the resources needed to score them. As such, they have been the subject of considerable discussion regarding the impact of…
Descriptors: Computer Assisted Testing, Scoring, Evaluation Problems, Psychometrics
Using Explanatory Item Response Models to Analyze Group Differences in Science Achievement
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Briggs, Derek C. – Applied Measurement in Education, 2008
This article illustrates the use of an explanatory item response modeling (EIRM) approach in the context of measuring group differences in science achievement. The distinction between item response models and EIRMs, recently elaborated by De Boeck and Wilson (2004), is presented within the statistical framework of generalized linear mixed models.…
Descriptors: Science Achievement, Science Tests, Measurement, Error of Measurement
Social Allocation Models of Intelligence: A Methodological Inquiry
Light, Richard J.; Smith, Paul V. – Harvard Educ. Rev, 1969
Descriptors: Blacks, Environmental Influences, Genetics, Heredity
Construct Validity of the GRE Aptitude Test across Populations--An Empirical Confirmatory Study.
Rock, D. A.; And Others – 1982
The study evaluated the invariance of the construct validity and thus the interpretation of Graduate Record Examinations (GRE) Aptitude Test scores. A systematic procedure for investigation of test bias from a construct validity frame of reference was developed and applied. Invariant construct validity was defined as similar patterns of loadings…
Descriptors: Black Students, College Entrance Examinations, Factor Structure, Graduate Study