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The term "nei juan" (in English "involution") has become a buzzword in recent Chinese tertiary educational contexts, denoting the intense competition and anxiety among Chinese college students. This project aims to develop a reliable and valid scale measuring Chinese college students' competitive psychology, that is, an Academic Involution Scale for College Students in China (AISCSC). To this end, the scale was administered online to 1015 Chinese college students from a university from the Northern China. Exploratory and confirmatory factor analyses resulted in a determination of three factors (i.e., academic behavior, social activity, and social relationship) with a strong psychometric basis. The correlations between students' academic anxiety and their involutional behavior further confirmed the concurrent validity of AISCSC. Practitioner points: Academic behavior, social activity, and social relationship constitute three major dimensions of academic involution for Chinese college students.Involution in the context of education is a multifaceted issue with political, social, and psychological dimensions beyond anxiety, pressure, and competitive motivation that have been previously studied.Unlike the previous studies highlighting the negative psychological effects of involution, Academic Involution Scale for College Students in China ("AISCSC") was moderately and significantly related to the academic anxiety of the subjects. [ABSTRACT FROM AUTHOR]

This study attempted to create a valid and reliable instrument to measure how gifted children perceive the gifted label and others' perceptions of giftedness. We recruited a total of 300 gifted Turkish children (59.3% males; 40.7% females) aged 10–13 years (M = 11.4, SD = 0.99) to this validity and reliability study. For validity concerns, we first pooled the items relying on the relevant theoretical frameworks. Next, we resorted to expert opinions and employed the Lawshe technique to explore the content validity of the scale. Then, we performed confirmatory factor analysis to investigate the construct validity of the scale after checking multivariate normality through the Relative Multivariate Kurtosis value. Finally, we calculated Cronbach's alpha coefficients to reveal the internal consistency of the five‐factor model. Content validity ratio values showed that each item on the scale yielded an acceptable level of content validity. In addition, we concluded a significant Content validity index for the scale (0.82). Finally, we calculated Cronbach's alpha coefficients to be higher than.70 for the subscales. Overall, the findings suggested that the perception of gifted label scale (PGLS) has an acceptable psychometric quality regarding its validity and reliability. Gifted children's self‐reports may provide more valuable data to better understand the labeling phenomenon and help design preventive educational interventions against the negative impacts of labeling. Therefore the PGLS may lead the way of future studies on the effects of the gifted label on gifted children. Practitioner points: PGLS has an acceptable psychometric quality regarding its validity and reliability.Although the gifted label has positive aspects, it may bring some psychological, emotional, and social obligations.Gifted children's self‐reports may provide more valuable data to better understand the labeling phenomenon and help design preventive educational interventions against the negative impacts of labeling. [ABSTRACT FROM AUTHOR]

The Stanford-Binet Intelligence Scale, Fifth Edition (SB5), is a recently published, multidimensional measure of intelligence based on Cattell-Horn-Carroll (CHC) theory. The author of the test provides results from confirmatory factor analyses in the technical manual supporting the five-factor structure of the instrument. Other authors have examined this factor structure through EFA using the standardization sample, and have not found evidence of a five-factor model. The purpose of the current study was to examine the internal construct validity of the SB5 using an independent sample of high-functioning students. Participants included 201 high-functioning, third-grade students ranging in age from 8 years, 4 months to 10 years, 11 months. Five models of the SB5 were analyzed using Analysis of Moment Structures (AMOS). Our findings indicated that a hierarchical, four-factor, post-hoc model provided the best fit to the data. Generally, implications for school psychologists include a better understanding of the factor structure of the SB5, especially as it relates to high-achieving children. Directions for future research are also discussed. [ABSTRACT FROM AUTHOR]