Validation of Instruments for Measuring Affective Outcomes in Gifted Education

Autor/inn/en	Callahan, Carolyn M.; Azano, Amy Price; Park, Sunhee; Brodersen, Annalissa V.; Caughey, Melanie; Bass, Erika L.; Amspaugh, Christina M.
Titel	Validation of Instruments for Measuring Affective Outcomes in Gifted Education
Quelle	In: Journal of Advanced Academics, 31 (2020) 4, S.470-505 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Callahan, Carolyn M.) ORCID (Amspaugh, Christina M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X20929963
Schlagwörter	Gifted Education; Affective Measures; Test Validity; Elementary School Students; Academically Gifted; Rural Schools; Learner Engagement; Self Efficacy; Cognitive Structures; Stereotypes; Psychological Patterns; Factor Structure + Suchen Sie Ihr Suchwort? Testvalidität; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Self-efficacy; Selbstwirksamkeit; Cognitive structure; Kognitive Struktur; Klischee; Faktorenstruktur
Abstract	With increasing attention to examining cognitive strengths and achievements related to social and emotional variables, it is imperative that instruments developed and used to assess change be valid and reliable for measuring underlying constructs. This study examines instruments identified and/or developed to measure four noncognitive constructs (i.e., student engagement, self-efficacy, growth mindset, and stereotype threat) as outcome variables in a study with elementary-aged students in high-poverty rural communities. The process of creating and examining the psychometric properties of these instruments is a necessary step in documenting the usefulness of the instruments not just in our study but also in other studies with elementary students. We note in our descriptions of the development and assessment of measures that underlying factors may or may not parallel those identified in the general population or in older students and that measurement of noncognitive variables in the population of young gifted students requires considerable attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01