Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale

Autor/inn/en	Kim, Helyn; Murrah, William M.; Cameron, Claire E.; Brock, Laura L.; Cottone, Elizabeth A.; Grissmer, David
Titel	Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale
Quelle	In: Journal of Psychoeducational Assessment, 33 (2015) 7, S.640-651 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282914551536
Schlagwörter	Psychomotor Skills; Rating Scales; Measures (Individuals); Mathematics Achievement; Teacher Attitudes; Factor Analysis; Academic Achievement; Child Behavior; Human Body; Alphabets; Motor Development; Psychometrics; Low Income; After School Programs; Visual Perception; Spatial Ability; Elementary School Students; Grade 1; Kindergarten; Interpersonal Competence; Correlation; Structural Equation Models; Construct Validity; Regression (Statistics); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Rating-Skala; Messdaten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerverhalten; Faktorenanalyse; Schulleistung; Menschlicher Körper; Buchstabenschrift; Motorische Entwicklung; Psychometry; Psychometrie; Niedriglohn; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; School year 01; 1. Schuljahr; Schuljahr 01; Interpersonale Kompetenz; Korrelation; Regression; Regressionsanalyse
Abstract	Children's early motor competence is associated with social development and academic achievement. However, few studies have examined teacher reports of children's motor skills. This study evaluated the psychometric properties of the Motor Skills Rating Scale (MSRS), a 19-item measure of children's teacher-reported motor skills in the classroom. Results of a confirmatory factor analysis (CFA) support the validity of the three-factor structure of MSRS. The subscales of the MSRS were also associated with child academic and behavioral outcomes, with differences in the associations depending on the subscale. Only the "Classroom Fine Motor" skills subscale was uniquely associated with academic knowledge and mathematics achievement, whereas "Body Awareness" and "Shapes and Letters" were not significantly associated with either of the academic outcomes. Implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01