Trinidad and Tobago National Standardization of the Adjustment Scales for Children and Adolescents

Autor/inn/en	McDermott, Paul A.; Watkins, Marley W.; Rhoad, Anna M.; Chao, Jessica L.; Worrell, Frank C.; Hall, Tracey E.
Titel	Trinidad and Tobago National Standardization of the Adjustment Scales for Children and Adolescents
Quelle	In: International Journal of School & Educational Psychology, 3 (2015) 4, S.278-292 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2015.1067873
Schlagwörter	Foreign Countries; Children; Adolescents; Adjustment (to Environment); Factor Analysis; Item Response Theory; Bayesian Statistics; Scores; Scoring; Correlation; Standards; Cultural Influences; Elementary School Students; Student Adjustment; Student Behavior; Rating Scales; Behavior Problems; Teacher Attitudes; Parent Attitudes; Trinidad and Tobago; Adjustment Scales for Children and Adolescents + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Faktorenanalyse; Item-Response-Theorie; Bewertung; Korrelation; Standard; Cultural influence; Kultureinfluss; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Rating-Skala; Lehrerverhalten; Elternverhalten; Trinidad und Tobago
Abstract	Given relevant cultural distinctions across nations, it is important to determine the dimensional structure and normative characteristics of psychological assessment devices in each focal population. This article examines the national standardization and validation of the Adjustment Scales for Children and Adolescents (ASCA) with a nationally representative sample of Trinidad and Tobago schoolchildren (N = 900). ASCA is a 156-item teacher rating scale that measures sociobehavioral adjustment. Results from exploratory and confirmatory analyses yielded the same Overactivity and Underactivity dimensions observed in international samples. The dimensions were scaled using IRT and Bayesian scoring, with scores evincing expected moderate to strong relationships with other teacher observations and weaker relationships with parent observations and reading achievement. Population performance trends are explored and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06