Development and Validation of the Youth Externalizing Behavior Screener: A Brief and Effective Measure of Behavioral Problems

Autor/in	Arslan, Gökmen
Titel	Development and Validation of the Youth Externalizing Behavior Screener: A Brief and Effective Measure of Behavioral Problems
Quelle	In: International Journal of School & Educational Psychology, 7 (2019), S.64-74 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan, Gökmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2018.1466747
Schlagwörter	Test Validity; Screening Tests; Behavior Problems; Hyperactivity; Mental Health; Emotional Problems; Adolescents; At Risk Students; Attention Deficit Disorders; Public Schools; Secondary School Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Testvalidität; Screening-Verfahren; Hyperaktivität; Psychohygiene; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Public school; Öffentliche Schule; Sekundarschüler; Ausland; Türkei
Abstract	Universal screening is a useful way to identify emotional and behavioral problems and develop prevention or intervention strategies for adolescents at-risk in schools. The purpose of the present study is to report the preliminary development and validation of a brief and effective instrument--the Youth Externalizing Behavior Screener (YEBS)--aimed at measuring youths' externalizing behavior problems. Findings from exploratory factor analyses (N = 229) showed that responses to the scale yielded a three-factor latent structure, which consisted of 12 items, targeting core symptoms of conduct problems, hyperactivity, and attention problems. Thereafter, confirmatory factor analysis (N = 243) confirmed the three-factor measurement model providing a good data--model fit. Three constructs were characterized by adequate-to-strong latent construct and internal reliability coefficients. The concurrent validity outcomes provided further evidence, indicating the small-to-strong associations between the YEBS and criterion variables. Latent variables path model showed the second-order measurement model had moderate-to-large predictive effect on the school-specific well-being structures, self-report academic achievement, and happiness. Taken together, these results suggested that the YEBS was a structurally reliable and valid instrument for assessing externalizing behavior problems among adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01