This study aimed to adapt the Selfitis Behavior Scale (SBS) to measure university students' selfitis behavior in Turkey. Within the scope of the study, the SBS was translated from English to Turkish. Data were collected in the validity and reliability studies from four study groups, including 343 university students. According to the confirmatory…

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress- monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure…

In Oman and elsewhere in Arab countries school professionals rely on measures that were developed in Western countries. Measures that assess adaptive behaviour (AB) that have been developed in Western cultures are argued to be culturally bound. Nevertheless, these measures are used elsewhere despite a paucity of data that examine their…

The current study further establishes the reliability and validity of the Bullying Participant Behaviors Questionnaire (BPBQ), a self-report survey that allows for an examination of participation in various bullying participant role behaviors including bully, assistant to the bully, victim, defender of the victim, and outsider. The study included…

The reliability and validity of scores on the Disruptive Behavior Rating Scale-second edition-teacher version (DBRS-II-T) was analyzed. The DBRS-II-T was designed to assess teacher observations of students referred for behavioral difficulties. The five-factor model fit the data poorly, but convergent and diagnostic validities were excellent.…

This study reports on the replication of the four-factor structure and the internal consistency of the Learning Behaviors Scale (LBS) with an independent sample of 241 students in Grades 1 through 7. Internal consistency estimates were as high or higher than those obtained with the standardization sample. Substantial replication of the four LBS…

Examines the factor structure of the Dogmatism Scale Form E and gathers evidence pertaining to the questions of validity, multidimensional, and use of the DS as a summated rating scale--questions inherent in the Vacchiano (1967) and Penhazur (1971) studies. (Author)

Japanese school teachers provided examples of cooperative and competitive student behaviors in order to construct rating scales. Further ranking and factor analysis resulted in nine competitive and eight cooperative items. Age differences are discussed, as well as the Japanese society's encouragement of cooperative activities. The items are…

Relationships among behaviors, defined within each of several observation systems, were determined and relationships across systems were examined to empirically derive dimensions of classroom behavior. These four observation systems were selected to include as broad a range of categories as possible: Fuller Affective Interaction Records (FAIR),…

The purpose of the Florida KEY is to provide teachers with a single instrument to infer self-concept as learner of students in grades 1-6. The KEY identifies selected behaviors of students who seem to possess positive and realistic self-concepts in the area of school success. The KEY contains 23 interrogative items that describe student behavior…

In a study conducted in Ireland, factor analysis of IQ, mathematics, and English standardized test scores, together with the 15 teacher ratings, showed that there is overlap between ratings and test results but that the information obtained is not redundant. (Author/RL)

The development and validation of three instruments for the multidimensional assessment of a child's classroom behavior are described. The multidimensional nature, internal consistency, and test-retest properties of scales depicting teacher-, peer-, and self-rated behavior are explicated. Principal-components analyses demonstrate the convergent…

The School Anxiety Questionnaire (SAQ) is a 105-item, multiple-choice instrument designed to measure five aspects of anxiety behavior: 1) Recitation Anxiety; 2) Test Anxiety; 3) Report Card Anxiety; 4) Achievement Anxiety; and 5) Failure Anxiety. The five scales are typically 13 or 14 items in length and have reliability in the middle to high…

The Behavior Rating Checklist (BRC) was developed in the Austin Independent School District to evaluate the counseling component in the Elementary Secondary Education Act Title I compensatory education programs for students in kindergarten through grade 5. The BRC was developed by: defining the behavior on which the counseling activities focused;…

THIS DOCUMENT DESCRIBES A RESEARCH STUDY IN WHICH THE CLASSROOM BEHAVIOR OF EQUAL NUMBERS OF TEACHER-APPROVED AND TEACHER-DISAPPROVED YOUNGSTERS WAS ANALYZED IN RELATION TO FAMILY BACKGROUNDS. THE STUDENTS WERE FURTHER DIVIDED EVENLY INTO RURAL AND URBAN GROUPS AND END OF YEAR THIRD-, SIXTH-, AND NINTH-GRADE STUDENTS. A SECOND LIST WAS GENERATED 2…