Impact of Test-Taking Behaviors on Full-Scale IQ Scores from the Wechsler Intelligence Scale for Children-IV Spanish Edition

Autor/inn/en	Oakland, Thomas; Harris, Josette G.
Titel	Impact of Test-Taking Behaviors on Full-Scale IQ Scores from the Wechsler Intelligence Scale for Children-IV Spanish Edition
Quelle	In: Journal of Psychoeducational Assessment, 27 (2009) 5, S.366-373 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282909332045
Schlagwörter	Intelligence Tests; Testing; Intelligence Quotient; Measures (Individuals); Spanish Speaking; Adults; Scores; Correlation; Factor Analysis; Attention Control; Behavior Problems; Test Results; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Testdurchführung; Testen; Intelligenzquotient; Messdaten; Korrelation; Faktorenanalyse; Aufmerksamkeitstest
Abstract	Research on children's counterproductive test behavior supports a three-factor model for behaviors: inattentiveness, avoidance, and uncooperative mood. In this study, test behaviors measured by the Guide to the Assessment of Test Session Behaviors (GATSB) are rated on a sample of 110 Hispanic Spanish-speaking children included in the Wechsler Intelligence Scale for Children-IV (WISC-IV) Spanish standardization to further understand the relationship of test behavior to test performance in Spanish-speaking children tested in their native language. GATSB scores generally are within the average range. Correlations between WISC-IV Spanish Full-Scale IQ and GATSB Total Score are significant for the total group, females and males, and ages 13-16 but not for ages 6-8 or 9-12. The amount of variance accounted for by the GATSB score is substantially less than in prior studies of Hispanic children tested in English with the WISC-III. Possible reasons for these discrepant findings are discussed. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10