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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]

Systematic direct observations (SDOs) and behavior rating scales are integral to multimethod behavioral assessment approaches. The present study investigated the convergent validity of the Behavior Observation of Students in Schools (BOSS) form, a widely utilized SDO system, with the most frequently used teacher rating scales in schools, the Behavioral Assessment System for Children, Third Edition (BASC‐3) and the Behavioral and Emotional Screening System, third edition (BESS‐3). Specifically, the present study compared independent observer data collection of student on‐task and disruptive behaviors on the BOSS with teachers' ratings of behavioral problems on the BASC‐3 and BESS‐3. Data come from a sample of 136 teachers and 349 students with or at risk of disruptive behavior disorders (DBDs). Pearson correlations were computed between BOSS and teacher ratings on the BASC‐3 and BESS‐3. Findings demonstrated significant, small to moderate correlations. Results indicate evidence of convergent validity for the BOSS and BASC3 assessments and highlight multimethod behavioral assessment's utility in supporting students with or at risk of DBDs. Practitioner Points: Increased student engagement in learning was associated with less behavioral risk and symptoms as rated by classroom teachers.Disruptive and off‐task behaviors observed in students' were associated with increased behavioral risk and symptoms as rated by classroom teachers.Externalizing and overt student disruptive behaviors demonstrated stronger relationships with teacher‐rated behavioral risk and symptoms compared to students' internalizing and less disruptive behaviors. [ABSTRACT FROM AUTHOR]

Data collected from 97 educators provide preliminary support for the psychometric integrity of an experimental self‐report instrument designed to operationalize emotional intelligence (EI) specifically for educators, the Scale of Emotional Functioning: Educators, or SEF:ED. Data analyses relied in part on results from an exploratory factor analysis, which provided evidence for a three‐factor solution, and additional correlational analyses (e.g., item‐scale correlations). Reliability estimates (i.e., split‐half reliability correlations) for the SEF:ED Emotional Awareness, Emotional Management, and Interpersonal Relations subscales are.86,.80, and.71, respectively. Correlation coefficients (i.e., Pearson r) between the SEF:ED composites and the Profile of Emotional Competence composites (PEC) range from.35 to.72, providing evidence for concurrent validity of the SEF:ED. Finally, correlation coefficients between SEF:ED and the Maslach Burnout Inventory for Educators (MBI‐ES) range from −.21 to.59 and provide limited evidence of its ability to predict an important work site characteristic, that is, burnout. Once the SEF:ED was completed, descriptive statistics were obtained for EI and burnout and show relatively similar means/standard deviations across various demographics (e.g., gender, educator degree, years in service, and classroom setting—general vs. special education). Limitations of the study and implications for application of the SEF:ED are discussed. Practitioner Points: 1.Data provides preliminary support for the integrity of a self‐report measure for emotional intelligence for educators (Scale of Emotional Functioning: Educators [SEF:ED]).2.The SEF:ED subscales had moderate to strong reliability estimates.3.Correlation coefficients between the SEF:ED and both Profile of Emotional Competence and Maslach Burnout Inventory for Educators provide evidence for concurrent validity and limited evidence for the ability of the SEF:ED to predict burnout. [ABSTRACT FROM AUTHOR]

The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most widely used instruments to measure students' motivation and self‐regulated learning. However, the MSLQ was developed and has been predominantly used in the Western context, is a domain‐general measure, and is quite lengthy. Hence, adapting the MSLQ to the Chinese educational context, validating its application in specific subjects, and developing a short form would be an optimal way to improve its accessibility. This study aimed to investigate the psychometric properties of the Chinese version of the MSLQ in mathematics learning (i.e., MSLQ‐C) and develop a short form (i.e., MSLQ‐CS) using set exploratory structural equation modeling. The sample consisted of 563 senior secondary students in China. Results demonstrated that both MSLQ‐C and MSLQ‐CS showed acceptable construct validity, reliability, and concurrent validity. Furthermore, structural relationships and interrelationships among the subscales and their relationships with mathematics achievement were highly similar for MSLQ‐C and MSLQ‐CS. Theoretical and practical implications are discussed. Practitioner Points: We developed the MSLQ‐CS as a short form of the Motivated Strategies for Learning Questionnaire (MSLQ) in the Chinese context for mathematics learningEach variable of the MSLQ‐CS was reduced to three items but we kept the MSLQ's conceptual scope unchangedThe MSLQ‐CS is psychometrically sound and able to reproduce the information obtained from the longer form of the MSLQThe MSLQ‐CS could reduce participants' burden and be used when test time is limited [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 present investigation aims to test the validity of scores on the math homework purpose scale (MHPS) for high school students. Factorial results found that the MHPS contained three subscales: academic purpose, self‐regulatory purpose, and approval‐seeking purpose. Furthermore, the MHPS had a sufficient level of measurement and latent factor mean invariance across gender and grade level. Additionally, the MHPS had adequate coefficient alpha and omega coefficients. Regarding its validity evidence, consistent with theoretical predictions, the MHPS was associated positively with homework effort and completion. In summary, our investigation presents strong evidence showing that the MHPS is a valid tool for use with high school students. [ABSTRACT FROM AUTHOR]

The aim of this article is twofold: (a) to validate the psychometric properties of the Academic Resilience Scale (AR‐S) in a Spanish university context; and (b) to test a model where different coping strategies are antecedents of AR, and where academic satisfaction and performance are its consequences. The studies were conducted with 185 (study 1) and 780 (study 2) students. In study 1, the construct validity, reliability, and convergent and divergent validity of the AR‐S were analyzed. The hypothesized model (study 2) was tested using structural equation modeling. The results confirmed the good psychometric properties of the AR‐S in the Spanish context, providing evidence of its validity. Furthermore, the distinctive role of different coping strategies in resilience was confirmed, as well as the relationship between resilience and academic satisfaction. No direct relationship between resilience and performance was found, highlighting the full mediation of satisfaction. [ABSTRACT FROM AUTHOR]

Abstract: This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales – 2nd Edition (PKBS‐2 Portuguese version). Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS‐2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' social‐emotional and behavioral challenges. [ABSTRACT FROM AUTHOR]

Convergent and discriminant validity evidence was examined for scores on the Spanish Record Form of the Bracken School Readiness Assessment, Third Edition (BSRA-3). Participants included a sample of 68 Hispanic, Spanish-speaking children ages 4 to 5 years enrolled in preschool programs in Puerto Rico. Scores obtained from the BSRA-3 Spanish Record Form were compared with scores from the Nonverbal Index of the Kaufman Assessment Battery for Children, Second Edition, and the Preschool and Kindergarten Behavior Scales, Second Edition. As expected, the correlation between school readiness scores and nonverbal intelligence was significant and moderate in the positive direction and the correlations between school readiness scores and behaviors were low. Discriminant validity evidence for BSRA-3 scores was demonstrated using Steiger's Z test to compare correlations of similar and dissimilar constructs. As hypothesized, significant results emerged. [ABSTRACT FROM AUTHOR]

Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum-based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two-way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators. [ABSTRACT FROM AUTHOR]

This article proposes a model of student school engagement, comprising aspirations, belonging, and productivity. From this model, items for the Student School Engagement Measure (SSEM) were developed. The SSEM was validated with data from 396 eighth graders in an urban school district. Utilizing structural equation modeling, the second-order empirical model of the SSEM was found to fit the data well, to have good reliability for the three factors, and to be predictive of district-identified risk factors and state standardized academic assessment results. These results suggest that the Student School Engagement Model and the SSEM may be useful tools for understanding which students might be at increased risk for school dropout and how to intervene to support school completion. Recommendations for practitioners and future research are given. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the 'simple view' of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict comprehension through both word recognition and language comprehension. Scores from the DIBELS Oral Reading Fluency (ORF) subtest, a measure of word recognition speed and accuracy, strongly and significantly predicted multiple measures of reading comprehension. No other DIBELS subtest score explained additional variance beyond DIBELS ORF. Although experimental DIBELS Word Use Fluency (WUF) was significantly correlated with a language comprehension measure and measures of reading comprehension, WUF scores did not predict reading comprehension beyond ORF scores. Alternatively, first-grade Peabody Picture Vocabulary Test scores did predict additional, significant variance in reading comprehension, beyond DIBELS ORF. [ABSTRACT FROM AUTHOR]

Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English-language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two-year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non-ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

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 Spanish translation of the six-factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four-factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc. [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]

This study examined the accuracy of three shortened measures of intelligence: the Woodcock–Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford–Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K-BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and K-BIT. Four scores (SB5 ABIQ, K-BIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K-BIT score was the least accurate in identifying giftedness. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Focuses on a study which analyzed the development, national standardization and validation of the Preschool Learning Behaviors Scale for use with children aged three to five-and-a-half years. Methods; Results; Discussion and conclusion.

Deals with a study which examined the concurrent validity of the Slosson Full Range Intelligence Test. Laws on the provision of education for the handicapped among public schools in the U.S.; Method; Results; Discussion.