Examining the factor structure of the Child Behavior Questionnaire-Very Short Form-Teacher Form in a Spanish-speaking Mexican-American sample.

• Construct validity of the teacher version of the Children's Behavior Questionnaire-Very Short Form (CBQ-VSF-TF) examined with Mexican teachers of Mexican preschoolers. • New factor emerges likely representing child self-regulation through self-soothing. • Caution in use of CBQ for populations that differ from norming sample. The purpose of this study was to examine the construct validity of the teacher version of the Children's Behavior Questionnaire-Very Short Form (CBQ-VSF-TF)-a measure of temperament-with a sample of low-income Latinx preschool children. Forty-three teachers (95.3% female; 88.4% Latinx) of 247 preschool children completed the CBQ-VSF-TF. The development sample was primarily Caucasian and lower middle class. Results of our confirmatory factor analyses (CFA) with a sample of Latinx low-income children suggested a six-factor solution, whereas Allan et al. (2013) who adapted the parent version of CBQ-VSF to create the teacher version found a five-factor structure for CBQ-VSF-TF in their exploratory factor analyses. While in our CFA analyses we were able to largely replicate the five factors for CBQ-VSF-TF in Allan et al. (2013) , the items that loaded on the Effortful Control, Sensitivity, and Shyness factors were different in our CFA analyses versus those in the EFA analyses of Allan et al. (2013) , and we found an additional factor likely related to cultural perceptions in the teacher student match. Results of this study suggest caution in the use of the CBQ-VSF-TF as differences in the dimensionality of the CBQ-VSF-TF can emerge from its use with populations or raters that differ from development sample. [ABSTRACT FROM AUTHOR]