Psychoeducational Assessment

Understanding the relationship between teacher Emotional intelligence (EI) and student misconduct was the goal of this research. We hypothesized that teachers high in EI tend to establish good working relationships with students by being attentive to their students’ needs. In a sample of 300 Syrian teachers, EI was assessed with the Wong and Law Emotional Intelligence scale (WLEIS; Wong & Law, 2002). Results showed that teachers’ perceived EI was negatively related to student misconduct and that this relationship was mediated by teachers’ attention to student needs. Our findings highlight the role of teachers’ EI in shaping social interactions in the classroom and lead to some practical implications for teacher selection and training.

The main aim of the present study was to examine the cross-cultural equivalence of a newly developed questionnaire, the Emotion Awareness Questionnaire (EAQ30) that assesses emotional awareness of children through self-report. Participants were recruited in three countries: the Netherlands ( N = 665), Spain ( N = 464), and Belgium ( N = 707), reflecting three languages: Dutch, Spanish, and French respectively. The results of multigroup confirmatory factor analysis showed that the 6-factor structure of the EAQ30 is similar in all three samples. These results were confirmed by the high coefficients of congruence that indicated factorial invariance across samples. Comparison between the three samples showed minor cultural differences. These findings support the factorial and construct validity of the EAQ30 and suggest that the EAQ30 accurately captures the structure of children’s emotional dispositions, regardless of cultural differences.

The focus of this study was to analyze a benchmark formative assessment (4Sight) that pr edicts how students will perform on the annual Pennsylvania, USA exam that is given in grades three through eight inclusive and 11. Correlation analysis reported a significant positive linear relationship between students' performance in the Pennsylvania System of School Assessment (PSSA) exam and each of the 4Sight exams. Also the authors found significant correlations between PSSA performance by gender, ethnicity, socio-economic status, and grade levels. The research revealed significant differences in the average scores and student grade level, ethnicity, and socioeconomic status. This study shows significant gains in student scores and the results clearly support the use of the 4Sight Benchmark Assessment. Not only will 4Sight assist school stakeholders in pinpointing academic achievement, it may also help determine a course of action for staff professional development efforts and spending practices to continue formative benchmark assessments.

The present investigation explored the psychometric validity of the five-item Gratitude Questionnaire (GQ-5) using a construct validation approach. Concerning within-network construct validity, results of item response theory (IRT) analysis via graded response model (GRM) showed that this scale could not discriminate individuals who score high in gratitude and the 7-scale response options could be modified to a 6-scale response choice. As regards to between-network construct validity, findings demonstrated that gratitude was positively correlated to both controlled and autonomous motivation. Implications are discussed to refine the assessment of gratitude in the school contexts.

We used multilevel factor analyses to investigate the structure of the Teacher as Social Context Questionnaire (TASCQ)-short form—a prominent measure of teacher practices that promote student motivation to learn. Based on Self-Determination Theory (SDT), the TASCQ contains three scales: Autonomy Support, Structure, and Involvement. Few studies have tested the construct validities of these three scales together. Furthermore, the few studies using factor analyses with these constructs’ scales showed mixed results. Moreover, none of those studies properly modeled the clustered nature of data with a multilevel analysis. We examined the structure of TASCQ scores from 697 fifth and sixth graders in 35 classes by conducting multilevel exploratory and multilevel confirmatory factor analysis, each with half the sample. Results indicated that students did not distinguish among Autonomy Support, Structure, and Involvement items; the best fit was a single factor.

The home learning environment (HLE) index is composed of seven questions regarding educational parent–child interactions. To compare the psychometric characteristics of the six items of HLE index between the two different contexts of Germany and Iran, a sample including 468 preschool children from the National Educational Panel Study (NEPS), Germany, and 465 preschool children from the Longitudinal Study of Iranian Children (LSIC; Growing Up in Iran) were examined. Rasch analysis supports the fitness of the five items of HLE into the model in both countries. However, differential item functioning (DIF) results revealed significant differences between items functioning across the two samples. According to the item difficulty maps, reading to children was the most reported item in the German families, while Iranian parents tended to paint and draw with their children more. While findings support the construct validity and reliability of five of the six items in both samples, different...

Whether the mission is Unconventional Warfare, Foreign Internal Defense, or Counterinsurgency, success is often dependent on an individual's and/or unit's ability to both understand the vulnerabilities of their foreign counterparts on psychological, cultural, and operational levels, and to influence those counterparts in a manner consistent with US military and political objectives. While many of the criteria for assessment and selection, training, and employment of Special Operations Forces (SOF) supporting Special Warfare are skill-based, the conduct of Special Warfare is often relationship-based. In fact, ARSOF Next lists not only empathy as a characteristic of an Army Special Operations Forces (ARSOF) unit but also love as a desired trait of an ARSOF soldier. These psychological constructs are applicable both internally (toward one's in-group) and externally (toward one's out-group) and are measurable, albeit not easily, and therefore capable of being evaluated in assessment and selection and cultivated during training. However, the spectrum of today's assessment and selection arguably misses the most valuable psychological characteristic, emotional intelligence. For the past 2 years, the Paul Ekman Group (PEG) has provided a specialized version of the Evaluating Truthfulness and Credibility (ETaC) seminar to Special Forces soldiers. These facial micro-expressions, or "micros," are proven to be both cross-cultural and involuntary, and are thus an ideal fundamental skill for ARSOF soldiers. ETaC focuses on understanding the five channels of communication (face, body language, voice, verbal style, and verbal content) and their behavioral manifestations to better assess the credibility of another. The seminars were not only well received by the participants but also, despite a relatively high baseline competency, demonstrated statistically significant performance improvement in a matter of hours. Not only do such results begin to validate the emotional intelligence of this specifically chosen audience, but it helps to demonstrate the capacity of these unique soldiers to develop their cognitive processes to effectively influence their environment. While the sample size is small, the results are promising and are worthy of additional research. This paper presents the background and summary of these seminars, as well as some recommendations for incorporating more emotional components of Special Warfare.

We respond to Naglieri and Das' criticisms of the methodology used in a study designed to explore the simultaneous-successive-planning (S-S-P) model (Cowart & McCallum, 1988). That study represents the first attempt to partial trait and method variance using the multi-trait-multi-method technique (for the S-S-P model). Principal limitations cited by Naglieri and Das were noted in the original study. In this article we address those and other limitations raised by Naglieri and Das and conclude that our original concern is still valid. That is, the methods typically used to assess these processing constructs, particularly simultaneous and successive processing, confound their interpretability. Consequently, future efforts to assess the constructs should address the need to separate and determine the relative contributions of method vs. trait (to the total variance).

Parent and teacher ratings of adaptive behavior were compared using a new instrument designed to measure adaptive functioning for limited-English-proficient children: the Universal Brief Adaptive Behavior Index (UBABI). The UBABI was designed to briefly assess constructs of adaptive behavior for all children, and particularly for at-risk children who have limited use of the English language. The instrument measures adaptive functioning in 10 areas in accordance with the 1992 AAMR definition of adaptive behavior. Participants were 135 teachers and 115 parents of students in elementary, middle, and high schools from six states. Students were selected randomly from regular education classrooms. UBABIs were first completed by the parents and, upon return of the completed parent form, then completed by the classroom teacher. Cronbach alpha correlation coefficients provided evidence of the UBABI's reliability and ranged from .86 to .90 for the 10 domains. The reliability for the compo...

Although there is a strong legislative base and perceived efficacy for multidisciplinary team decision making, limited evidence supports its effectiveness or consistency of implementation in practice. In recent research, we used the Decision Observation, Recording, and Analysis (DORA) tool to document activities and adult behaviors during positive behavior support team meetings. In this study, we revised the DORA to provide evidence of the extent to which the solutions that teams developed were implemented with fidelity and associated with improvements in student behavior. Using trained observers, we documented decision making at 18 meetings in 10 schools where team members discussed a total of 44 problems. We found that scores on the Decision Observation, Recording, and Analysis–II (DORA-II) were acceptable indicators for documenting problem solving during team meetings and that they provided technically adequate information on the extent to which teams were assessing whether they ...

Problem solving is fundamental to psychoeducational assessment practices and generally grounded in activities related to identifying problems, developing and refining hypotheses, generating solutions, developing and implementing actions, and evaluating outcomes. While the process is central to response-to-intervention practices as well, little research has addressed the form, content, or outcomes of decision-making teams as they operate in schools. One barrier to building a program of research on team problem solving has been the absence of a credible and feasible measure of team performance. We developed the Decision Observation, Recording, and Analysis (DORA) tool to document problem-solving behaviors during team meetings. We were interested in evaluating problem solving during team meetings that focus on academic and behavior concerns in school. We describe the development and preliminary psychometric data for DORA in this article. Our discussion focuses on the implications of DO...

Proportionate levels of emotional intelligence among NCE students of Federal College of Education (Technical) Bichi, Kano state Proportionate levels of moral reasoning among NCE students in Federal College of Education (Technical) Bichi, Kano state Difference in Academic Achievement of NCE Students with regard to their level of Emotional Intelligence Multiple Comparison (Tukey HSD Posthoc Test) Difference in Academic Achievement of NCE Students with regard to their level of Moral Reasoning Multiple Comparison (Tukey HSD Post hoc Test) Model Summary of Regression analysis ANOVA Table for Model Fitness for Regression Analysis Regression Coefficient xii OPERATIONAL DEFINITION OF TERMS For the purpose of proper understanding and comprehension of this study, some key terms are defined below as used in the study: Emotional Intelligence: In this study refers to the type of aptitude that involves the ability to monitor one's feelings and that of others, to discriminate among them and to 'use this information to guide one's feeling and thinking. It is going to be measured using Emotional Intelligence Scale (EIS) developed by Shuttle, Haggenrty, Cooper, Golden and Donhein (1998) Moral Reasoning: on the other hand, signifies the processes involved in how individuals think about right and wrong and how they acquire and apply moral values and guidelines. It will be measured using Moral Reasoning Scale (MRS) adopted from Maqsud (1976) Academic Achievement: In the conduct of this study, refers to observable measurable behavior of an individual student in a given instructional situation. It will be measured using students CGPA.

The Personality Inventory for Children (PIC) was compared with measures of cognitive functioning (e.g., WISC-R) and classroom behavior (e.g., WPBIC). The results demonstrated that the PIC can identify salient personality and cognitive features of learning-disabled, emotionally disturbed, and intellectually handicapped children. Furthermore, correlations between the PIC profile scales and the WISC-R showed that the majority of significant correlations clustered around PIC scales intended to identify cognitive deficits, whereas significant correlations with the WPBIC were with PIC scales intended to identify disruptive, acting-out behavior. These relationships provide support for both the construct validity and diagnostic potential of the PIC with children referred for special education services.

This study analyzed the relationship between benchmark scores from the newly published Dynamic Indicators of Basic Early Literacy Skills Math (i.e., Acadience™) math probes and student performance on math and reading sections of a state-mandated high-stakes test. Participants were 420 students enrolled in third, fourth, and fifth grades in a rural southeastern school district. Specific to this study was the calculation of the predictive validity of benchmark scores obtained in the spring from curriculum-based measurement probes measuring math computation, math application skills, and reading ability. Results of the study suggest that math application probes have strong predictive validity. The study also provides evidence that even at early grades the skill of reading is associated with performance on a high-stakes math test. The study provides some evidence that calculation skills are needed, but do not account for as much of the variance as reading ability does in grades as low as...

Using an iterative design along with multiple methodological approaches and a large representative sample, this study presents reliability, validity, and fairness evidence for two surveys measuring student attitudes toward science, technology, engineering, and math (S-STEM) and interest in STEM careers for (a) 4th- through 5th-grade students (Upper Elementary S-STEM) and (b) 6th- through 12th-grade students (Middle/High S-STEM). Findings from exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) suggested the use of a four-factor structure to measure student attitudes toward science, math, engineering/technology, and 21st century skills. Subject matter experts and literature reviews provided evidence of content validity. Reliability levels were high for both versions. Furthermore, both the Upper Elementary S-STEM and Middle/High S-STEM Surveys demonstrated evidence of configural, metric, and scalar invariance across grade levels, races/ethnicities, and genders. Th...

This paper offers a systematic review that follows the PRISMA protocol; its aim is to offer a compendium of intervention programs and strategies that have been developed in the university context for promoting oral competencies and public speaking skills. After a blind pair selection process, 23 studies were included, analyzed in depth, and their methodological quality evaluated, using one checklist for experimental studies and another for nonexperimental studies. The results reveal a variety of methodologies and techniques based on presentation and practice both in the classroom and using video recordings. Participation in debate, small group classroom organization for problem solving, and the use of feedback are presented as adequate teaching strategies for improving these skills. By compiling and analyzing the key elements of the interventions, guidance may be found for the design of future interventions, through a list of resources and activities that address these purposes.

Introduction. The relevance of communicative competences and the management of oral expression in university education is reflected in different curricula and subjects within the European Higher Education Area (EHEA). These skills are a priority for professional development in different fields and involve the learning of a series of skills ranging from the management of appropriate vocabulary, the organization of speech and information, to the regulation of the anxiety that is usually caused by public speaking. The objectives of the present study are: 1. to promote the learning of oral skills and to reduce public speaking anxiety in university students; 2. to test and compare the effects of the educational and psychoeducational strategies applied. Methodology: For this purpose, an experiment (pre-post) was applied in which three different strategies were implemented in a sample of 51 participants divided into three groups (workshop intervention group; discussion intervention group; control group). Results: Positive and effective results were observed in the improvement of oral skills and confidence in public speaking, as well as a reduction of anxiety after the different interventions. Discussion: these findings are relevant for their implementation in specific programs to improve communication skills in students. Conclusions: educational and psychoeducational interventions improve oral competence and anxiety, and the application of a communication workshop is more effective than other strategies, generating a climate of active participation in the classroom.

This study explored the factor structure and psychometric properties of the Perceived Sense of School Membership (PSSM-18) Scale in two samples of South African adolescents. Principal components analysis ( n = 1,052; males = 50.86%, Mage = 14.89, SD = 1.68) supported the retention of 15 items across a revised, three-factor structure of acceptance, belonging, and inclusion (PSSM–South African version [PSSM-SA]). Confirmatory factor analysis ( n = 1,418; males = 49.86%, Mage = 14.93, SD = 1.70) provided an acceptable level of fit for the PSSM-SA. The structure was found to be invariant across sex, age, and poverty quintile groupings. Follow-up group comparisons showed selected scales were able to discriminate between groups and predicted alcohol and substance use, and the mean inter-item correlations indicated each scale possessed an appropriate level of internal consistency. The findings suggest the PSSM-SA is a valid and reliable measure of school belonging among South African high ...

The researchers employed a confirmatory tetrad analysis (CTA) using partial least squares–structural equation modeling (PLS-SEM) with Outcome Questionnaire–45.2 (OQ-45) data, examining the measurement model of the OQ-45 scores with a sample of male adult clients ( N = 1,558) receiving individual therapy at a university-based community counseling and research center (UBCCRC). Using CTA-PLS, this study examined the reflective and formative nature of each of the OQ-45 items and dimensions. These results identified the innovative second-order formative–formative three-factor model as a best alternative measurement model to represent and calculate the scores of OQ-45 scale.

This article describes the development and initial validation of a new instrument to measure academic stress—the Educational Stress Scale for Adolescents (ESSA). A series of cross-sectional questionnaire surveys were conducted with more than 2,000 Chinese adolescents to examine the psychometric properties. The final 16-item ESSA contains five latent variables: Pressure from study, Workload, Worry about grades, Self-expectation, and Despondency, which together explain 64% of the total item variance. Scale scores showed adequate internal consistency, 2-week test–retest reliability, and satisfactory concurrent validity. A confirmatory factor analysis suggested the proposed factor model fits well in a different sample. For researchers who have a particular interest in academic stress among adolescents, the ESSA promises to be a useful tool.

Background:  Borderline  intellectual  functioning  (BIF)  and  schizoid  personality  disorder  (Schizoid  PD)  are clinical  conditions  under-researched  and  poorly  understood.  The  principal  aim  of  this  retrospective  study  was  to investigate cognitive abilities in people with BIF and Schizoid PD. Clinical, demographic, and neuropsychological data of forty-seven  Schizoid  PD  participants,  with  an  average  age  of  35,  were  analyzed.  The  sample  split  into  two  groups: Schizoid PD with BIF (BIF+: n =  24; intelligence  quotient – IQ range: 71-84)  and Schizoid PD without BIF (BIF-: n =  23; IQ  range:  89-121).  A  descriptive  analysis  of  the  clinical  and  demographic  characteristics  of  the  two  groups  was performed. Methods:  Neuropsychological measures (Wechsler  Adult Intelligence Scale-Revised – WAIS-R IQ, factor index, subtest scores) and cognitive performance deficits in the two groups were compared using parametric and non-parametric tests, as  necessary.  Correlation  coefficients  were  calculated  for  relationships  between  variables.  Regression  analyses  were conducted to identify predictors associated with negative outcomes, such as substance use behavior. Results: The results revealed that the cognitive profile of BIF+ deviated significantly from that observed in BIF-. Peculiar BIF+ dysfunctions were found in the domains of verbal and perceptual reasoning, attention, memory, processing speed, planning, and problem-solving. The verbal IQ had the highest discriminative value for the presence of BIF in patients with Schizoid PD. Conclusions: The BIF condition and the verbal comprehension index were the predictors most associated with substance use  behavior.  Early  identification  of  BIF  should  be  relevant  to  planning  targeted  intervention  strategies  to  improve  daily life skills and outcomes.

Given the importance of math in today’s society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children ( Mage = 4.9 years), and a follow-up sample of 3,691 children ( Mage = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability (α = .94) and test–retest reliability ( r = .78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels ( rs from .55–.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to b...

Parents completed the Behavior Assessment System for Children, Second Edition: Parent Rating Scale (BASC2 PRS) while their children (94 boys, 61 girls; M = 11 years 11 months) were given tests. Evidence-based profiles of multiple test scores and history (emergence and persistence) were used to assign to groups without specific learning disabilities in written language (SLDs-WL; n = 42 control) or with SLDs-WL ( n = 29 dysgraphia, n = 65 dyslexia, or n = 19 oral and written language learning disability [OWL LD]). Parent ratings fell in the clinical or at-risk ranges for some individuals in all groups, but mean BASC2 PRS ratings showed nine significant main effects for group ( n = 4): Behavioral Symptoms Index, Internalizing Problems Composite, Adaptive Skills Composite, two Clinical Scales (Atypicality and Attention Problems), and four Adaptive Scales (Adaptability, Activities of Daily Living, Leadership, and Functional Communication). Each SLDs-WL group differed significantly from t...

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The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers’ ratings of student skills, as a substitute. However, prekindergarten teachers’ ratings of students’ mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers’ ratings of students’ mathematical skills, controlling for direct assessment of these skills. Results indicate that students’ race/ethnicity and social competency, as well as teachers’ self-efficacy, are significantly related to prekindergarten teachers’ ratings of students’ mathematical sk...

This research aimed to construct and validate the School Conflict Negotiation Effectiveness Questionnaire (QENCE). This objective is both based on the increasing relevance of the area of constructive conflict management in schools and also in the scarcity of instruments that try to measure these dimensions in the educational context. We used two samples of students from middle and high school in two urban public schools in Oporto, one with 622 students and another with 505, the last one to confirm validation. The results of the samples show values of Cronbach's alpha of .84 and .87, respectively. The data suggests the feasibility and validity of QENCE to assess the construct under study. We consider relevant to continue the psychometric studies of the scale, so future research should address this topic in depth. Concerning the findings, results of the present study reveal that affective groups statistically differ in their self-reported conflict management styles. Positive moods and feelings have been found to be related to the preference for more cooperative strategies. In terms of practical implications, according with what science nowadays indicates, we suggest that, in order to handle conflicts properly, individuals should take into account both their cognition and emotion.

This study examined the convergent relations between scores from four clinical clusters from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III) and measures of executive functions using a sample of school-aged children and a sample of adults. The WJ III clinical clusters included the Working Memory, Cognitive Fluency, Broad Attention, and Executive Processes clusters, and the measures of executive functions were from the Delis-Kaplan Executive Function System (D-KEFS). Across both samples, all clinical clusters demonstrated evidence of statistically significant and moderate positive relations with at least some measures of executive functions. The Executive Processes cluster demonstrated relations with measures of executive functions that tended to be the strongest and most consistent of the WJ III clinical clusters. When these relations between the clinical clusters and the measures of executive functions were contrasted with the relations between the WJ III Comprehensi...

Culturally responsive assessment practices include validated measures appropriate for use with diverse populations. Considering the increasing population of Latinx students in US schools, measures need co-validated English and Spanish (Social and Emotional Health Survey (SEHS)) language forms. This study examined the SEHS-Secondary with Latinx students who completed a form in either Spanish or English. With a matched sample of 1404 Latinx students across 113 California schools, the analyses examined the factor structure, measurement invariance, and latent trait factor means of students who completed the SEHS in either Spanish or English. The factor structure was invariant across groups with some latent mean differences observed. Educational practice implications are considered.

School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States ( n = 15,099) and Mexico ( n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 scho...

Experiences of wonder should be valued, protected, and promoted in academic settings. Identification of learning environments and interventions that cultivate students' capacity for wonder (CfW) first requires a means to measure it. We used a mixed-methods approach to develop and validate a measure of CfW. In the qualitative component (Studies 1-3), we content analyzed open-ended descriptions of wonder (Study 1), interviewed people whom others identified as exemplifying CfW (Study 2), and conducted focus groups to review, for quality and consistency, and to establish face validity of, potential inventory items that capture wonder (Study 3). These items were then subjected to standard psychometric analyses in the quantitative component of our methods (Studies 4-6). In Study 4, exploratory factor analysis (EFA) revealed CfW may contain two subscales representing "Perspective Shifting" and "Emotional Reawakening." In Study 5, confirmatory factor analysis (CFA) corroborated this two-factor structure in an independent sample and longitudinally across 17 months, establishing a final 10-item CfW scale; In Study 6, we assessed the scale's discriminant and convergent validity. CfW was weakly to moderately correlated with theoretically related constructs of curiosity, tolerance for ambiguity, humility, and empathy. We conclude with a discussion of future directions and potential applications.

Research on perfectionism with the Almost Perfect Scale–Revised (APS-R) distinguishes adaptive perfectionists versus maladaptive perfectionists based primarily on their responses to the 12-item unidimensional APS-R Discrepancy subscale, which assesses the sense of falling short of standards. People described as adaptive perfectionists have high standards but low levels of discrepancy (i.e., relatively close to attaining these standards). Maladaptive perfectionists have perfectionistic high standards and high levels of discrepancy. In the current work, we re-examine the psychometric properties of the APS-R Discrepancy subscale and illustrate that this supposedly unidimensional discrepancy measure may actually consists of more than one factor. Psychometric analyses of data from student and community samples distinguished a pure five-item discrepancy factor and a second four-item factor measuring dissatisfaction. The five-item factor is recommended as a brief measure of discrepancy fro...

Students generally report poor experiences of group work in university settings. This study examines whether individual student perceptions of team social cohesion are determined by their level of emotional intelligence (EI) and whether this relationship is mediated by their communication skills. Business students ( N = 273) completed the 16-item self-report Workplace Emotional Intelligence Profile—Short Version (WEIP-S; Jordan & Lawrence, 2009) before forming teams. Students worked in teams for 8 weeks to complete group work. Afterwards, peer ratings of student communication appropriateness and effectiveness were collected as was each student’s self-report perceptions of the level of team social cohesion. The effect of management of others’ emotions on team social cohesion was mediated by communication effectiveness. The authors discuss the implications of EI training and student team allocation as possible ways to improve student team cohesion.

The researchers employed a confirmatory tetrad analysis (CTA) using partial least squares–structural equation modeling (PLS-SEM) with Outcome Questionnaire–45.2 (OQ-45) data, examining the measurement model of the OQ-45 scores with a sample of male adult clients ( N = 1,558) receiving individual therapy at a university-based community counseling and research center (UBCCRC). Using CTA-PLS, this study examined the reflective and formative nature of each of the OQ-45 items and dimensions. These results identified the innovative second-order formative–formative three-factor model as a best alternative measurement model to represent and calculate the scores of OQ-45 scale.

ÖZETMATEMATİK ÖĞRETMEN ADAYLARININ İSTATİSTİK DERSİKONULARINDAKİ KAVRAM YANILGILARI AND İSTATİSTİKDERSİNE YÖNELĠK ÖZ YETERLILIK INANÇLARI Bu çalışmanın amacı, matematik öğretmen adaylarının istatistik dersi konularındaki kavram yanılgılarının ve istatistik dersine yönelik öz yeterlilik inançlarının incelenmesidir. Bu çalışmada nitel ve nicel veriler bir arada kullanılmıştır. Araştırmanın örneklemini 2013-2014 öğretim yılı, Filistin Cumhuriyeti'nin Al-Quds ve Al-Quds Open Üniversitesi Fen Fakültesi’nin toplam 100 Matematik öğretmen adayı oluşturmaktadır. Veri toplama araçları olarak İstatistik Kavram Testi ve İstatistik Dersine Yönelik Öz Yeterlilik İnanç Ölçeği kullanılacaktır. Veri analizinde frekans ve yüzde oranları, basit korelasyon kullanılmıştır.Anahtar Sözcükler: Istatistik Dersi, Matematik Öğretmen Adayları, Öz Yeterlilik Inancı, Kavram Yanılgıları.ABSTRACTPALESTINIAN PRE-SERVICE TEACHERS’ CONCEPTUAL KNOWLEDGE AND SELF-EFFICACY LEVELS IN STATISTICSMisconceptions in stati...

This article aims to investigate the reliability and validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF) score in a sample of 440 Greek adolescents. The instrument's score demonstrated good internal consistency and was significantly correlated with core self-evaluations as well with somatic complaints, self-report psychopathology, and personal strengths. It also explained a statistically significant increase in the prediction of outcome variables beyond core self-evaluations. It is concluded that the findings of the present study provide evidence that support the interpretation and use of the TEIQue-ASF score to assess the emotional self-perceptions of Greek adolescents.

There is hardly any cross-cultural research on the measurement invariance of the Brief Multidimensional Students’ Life Satisfaction Scales (BMSLSS). The current article evaluates the measurement invariance of the BMSLSS across cultural contexts. This cross-sectional study sampled 7,739 adolescents and emerging adults in 23 countries. A multi-group confirmatory factor analysis showed a good fit of configural and partial measurement weights invariance models, indicating similar patterns and strengths in factor loading for both adolescents and emerging adults across various countries. We found insufficient evidence for scalar invariance in both the adolescents’ and the emerging adults’ samples. A multi-level confirmatory factor analysis indicated configural invariance of the structure at country and individual level. Internal consistency, evaluated by alpha and omega coefficients per country, yielded acceptable results. The translated BMSLSS across different cultural contexts presents ...

Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the Mayer–Salovey–Caruso Emotional Intelligence Test—Youth Version (MSCEIT-YV), a performance test of EI. Study 1 examined psychometric attributes of the MSCEIT-YV in a large sample of fifth- to eighth-grade students ( N = 756). Study 2 examined the relationship of the MSCEIT to student and teacher reports of academic, social, and personal functioning among fifth- and sixth-grade students ( N = 273). The authors report that EI can be measured reliably with the MSCEIT-YV and that higher scores on the test are related to healthier psychological functioning and greater social competence based on both teacher and student ratings, as well as to academic performance...

The main aim of the present study was to examine the cross-cultural equivalence of a newly developed questionnaire, the Emotion Awareness Questionnaire (EAQ30) that assesses emotional awareness of children through self-report. Participants were recruited in three countries: the Netherlands ( N = 665), Spain ( N = 464), and Belgium ( N = 707), reflecting three languages: Dutch, Spanish, and French respectively. The results of multigroup confirmatory factor analysis showed that the 6-factor structure of the EAQ30 is similar in all three samples. These results were confirmed by the high coefficients of congruence that indicated factorial invariance across samples. Comparison between the three samples showed minor cultural differences. These findings support the factorial and construct validity of the EAQ30 and suggest that the EAQ30 accurately captures the structure of children’s emotional dispositions, regardless of cultural differences.

Despite its popularity, the factorial structure of the Psychological Sense of School Membership (PSSM) Questionnaire remains controversial. The current study set out to clarify its structure across different cultural contexts. The study was carried out among 1,928 adolescents aged 11 to 20 years in the Netherlands, Kenya, Indonesia, and Spain. Item-based measurement models with a single factor did not show a good fit. A bifactor method (defining a method factor for negatively worded items) did not show a good fit either. However, when items were combined per target to be rated (school, student, teacher, other people, and self), measurement invariance of a one-factorial model was found. Internal consistencies observed across the cultural groups studied were high. In addition, an evaluation of functional equivalence indicated that the relationship between PSSM and life satisfaction was invariant across countries. Implications for assessment and future directions are discussed.

There is hardly any cross-cultural research on the measurement invariance of the Brief Multidimensional Students’ Life Satisfaction Scales (BMSLSS). The current article evaluates the measurement invariance of the BMSLSS across cultural contexts. This cross-sectional study sampled 7,739 adolescents and emerging adults in 23 countries. A multi-group confirmatory factor analysis showed a good fit of configural and partial measurement weights invariance models, indicating similar patterns and strengths in factor loading for both adolescents and emerging adults across various countries. We found insufficient evidence for scalar invariance in both the adolescents’ and the emerging adults’ samples. A multi-level confirmatory factor analysis indicated configural invariance of the structure at country and individual level. Internal consistency, evaluated by alpha and omega coefficients per country, yielded acceptable results. The translated BMSLSS across different cultural contexts presents ...

Despite its popularity, the factorial structure of the Psychological Sense of School Membership (PSSM) Questionnaire remains controversial. The current study set out to clarify its structure across different cultural contexts. The study was carried out among 1,928 adolescents aged 11 to 20 years in the Netherlands, Kenya, Indonesia, and Spain. Item-based measurement models with a single factor did not show a good fit. A bifactor method (defining a method factor for negatively worded items) did not show a good fit either. However, when items were combined per target to be rated (school, student, teacher, other people, and self), measurement invariance of a one-factorial model was found. Internal consistencies observed across the cultural groups studied were high. In addition, an evaluation of functional equivalence indicated that the relationship between PSSM and life satisfaction was invariant across countries. Implications for assessment and future directions are discussed.

This paper aims to investigate the reliability and validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form score in a sample of 440 Greek adolescents. The instrument's score demonstrated good internal consistency and was significantly correlated with core self-evaluations as well with somatic complaints, self-report psychopathology and personal strengths. It also explained a statistically significant increase in the prediction of outcome variables beyond core selfevaluations. It is concluded that, the findings of the present study provide evidence that support the interpretation and use of the TEIQue-ASF score to assess the emotional self-perceptions of Greek adolescents.

The current study assessed the measurement equivalence of the Wong & Law Emotional Intelligence Scale (WLEIS) with three groups of Chinese university students. Two research sessions were conducted-one in Beijing, China with university students (N = 680), and the other in Calgary, Canada where two groups of Chinese students were administered the WLEIS in either Chinese (N = 151) or English (N = 151). The WLEIS had satisfactory reliability, the four-factor structure was replicated, and metric invariance was supported across the three groups. The present study provided empirical support to the growing emotional intelligence measurement invariance literature and demonstrated the robustness of both the English and Chinese versions of the WLEIS.

This study presents a cross-cultural validation of the recently developed Resiliency Scale for Young Adults (RSYA) with a sample of 289 Canadian university students and 259 Italian university students. The RSYA demonstrated good internal consistency across the two samples and acceptable retest reliability for the Canadian sample. Confirmatory factor analysis supported the three-factor, 10-facet structure of the RSYA, and comparison of the two country samples found metric invariance. As expected, positive correlations also emerged between resiliency and trait emotional intelligence in both samples. Finally, correlations with personality variables were explored in both samples. The present findings provide further support for the RSYA as a valid and reliable measure of personal resiliency for both Canadian and Italian young adults, and for the cross-cultural generalizability of the three-factor model of personal resiliency upon which it is based.

Large-scale international surveys are important to globally evaluate, monitor, and promote children's mental health. However, use of young children's self-reports in these studies is still controversial. The Dominic Interactive, a computerized DSM-IV-based child mental health selfreport questionnaire, has unique characteristics that may make it preeminently appropriate for usage in crosscountry comparisons. This study aimed to determine scale score reliabilities (omega) of the Dominic Interactive in a sample of 8,135 primary school children, ages 6-11 years old, in 7 European countries, to confirm the proposed 7-scale factor structure, and to test for measurement invariance of scale and item scores across countries. Omega reliability values for scale scores were good to high in every country, and the factor structure was confirmed for all countries. A thorough examination of measurement invariance provided evidence for crosscountry test score comparability of 5 of the 7 scales and partial scale score invariance of 2 anxiety scales. Possible explanations for this partial invariance include crosscountry differences in conceptualizing items and defining what is socially and culturally acceptable anxiety. The convincing evidence for validity of score interpretation makes the Dominic Interactive an indispensable tool for crosscountry screening purposes.

Research on adults indicates other-oriented perfectionism (requiring perfection from others) is associated with various consequential outcomes independent of self-oriented perfectionism (requiring perfection of the self) and socially prescribed perfectionism (believing others require perfection of the self). However, historically, the most widely used and researched measure of trait perfectionism in children, the Child-Adolescent Perfectionism Scale (CAPS), has omitted other-oriented perfectionism. In the present study, we address this by reporting on the multisource development and validation of the first self-report measure of other-oriented perfectionism specifically intended for youths: the Other-Oriented Perfectionism Subscale-Junior Form (OOPjr). Children ( N = 107; Mage = 11.5, SD = 1.7) completed the OOPjr, CAPS, and measures of perfectionistic self-presentation, narcissism, social disconnection, depressive symptoms, and parental psychological control. Parents provided ratin...

Are feelings of not mattering an antecedent of depressive symptoms, a consequence, or both? Most investigations focus exclusively on feelings of not mattering as an antecedent of depressive symptoms. Our current study examines a vulnerability model, a complication model, and a reciprocal relations model according to a cross-lagged panel model (CLPM) and a random-intercept cross-lagged panel model (RI-CLPM). A sample of 197 community adults completed the General Mattering Scale (GMS), the Anti-Mattering Scale (AMS), and a depression measure at three time points (i.e., baseline, 3 weeks, and 6 weeks). GMS and AMS scores were associated robustly with depressive symptoms at each time point. Other results highlighted the need to distinguish levels of anti-mattering and mattering. CLPM analyses supported a reciprocal relations model of anti-mattering (assessed by the AMS) and depressive symptoms and a complication model linking mattering (assessed by the GMS) and depressive symptoms. The ...