A Factorial, Reliability, and Validity Study of the Devereux Elementary School Behavior Rating Scale
| Autor: | Norman Garmezy, Michael J. Ferrarese, David Finkelman |
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| Rok vydání: | 1989 |
| Předmět: |
Male
Personality Tests Psychometrics Child Behavior Disorders Academic achievement Test validity Personality Assessment Developmental psychology Rating scale Humans 0501 psychology and cognitive sciences Child Students General Psychology Teaching 05 social sciences 050301 education Regression analysis Achievement Scale (social sciences) Female Social competence Personality Assessment Inventory Factor Analysis Statistical Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Psychological Reports. 64:535-547 |
| ISSN: | 1558-691X 0033-2941 |
| DOI: | 10.2466/pr0.1989.64.2.535 |
| Popis: | This investigation explored the factor structure, reliability, and validity of the Devereux Elementary School Behavior Raring Scale, employing a large ( n = 648) sample of children. Factor analysis suggested that the Devereux scale can be described by four factors, which were named Disruptive—Oppositional, Poor Comprehension—Disattention, Cooperative—Initiating, and Performance Anxiety. All four factors showed high internal consistency, and three of the four were stable over a 17-mo. period. Correlations of the four factors with academic achievement, IQ, socioeconomic status, and peer ratings of social competence are presented. All four factors showed significant relations with these variables, with Poor Comprehension—Disattention the strongest of all. Multiple regression analysis indicated that the Poor Comprehension—Disattention factor accounted for significant variance in academic achievement even after IQ was taken into account. Large differences between classroom means on the factor scores suggested that Devereux ratings for individual students may need to be interpreted cautiously. |
| Databáze: | OpenAIRE |
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