Measuring the Emotional and Behavioral Problems among Iranian Students: A Psychometric Study

Autor/inn/en	Asanjarani, Faramarz; Arslan, Gökmen
Titel	Measuring the Emotional and Behavioral Problems among Iranian Students: A Psychometric Study
Quelle	In: Journal of Education for Students Placed at Risk, 26 (2021) 4, S.302-315 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asanjarani, Faramarz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2020.1854761
Schlagwörter	Measures (Individuals); Emotional Problems; Behavior Problems; Foreign Countries; Psychometrics; High School Students; Elementary School Students; Factor Analysis; Test Validity; Test Reliability; Child Behavior; Questionnaires; Screening Tests; Sense of Community; Iran; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Messdaten; Ausland; Psychometry; Psychometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Faktorenanalyse; Testvalidität; Testreliabilität; Fragebogen; Screening-Verfahren
Abstract	The present study investigated the initial psychometric properties of the Youth Internalizing (YIBS) and Externalizing Behavior Screener (YEBS) in a sample of Iranian adolescents. The participants of the present study included two independent samples of 676 adolescents attending public elementary and high schools in Arak city, Iran. Findings from confirmatory factor analysis indicated that both measures yielded good data-model fit statistics with strong factor loadings for each first-order factor, and all scales had adequate to strong internal and latent construct reliability coefficients. Concurrent validity analyses demonstrated the moderate-to-large and significant associations between the measures and criterion validity outcomes (e.g., emotional problems, peer problems, and conduct problems), and the scales were moderate-to-largely correlated with well-being indicators (i.e., prosocial behavior and school belonging). Furthermore, the results showed substantial differences between youths classified as externalizing and internalizing cases and non-cases, which were characterized by moderate-to-large effect sizes for each of the concurrent variables. Overall, these outcomes provide initial validity and reliability evidence in favor of the Persian version of the YEBS and YIBS as multidimensional measures of students' emotional and behavioral problems at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01