Evaluating a Short Form of the Academic Competence Evaluation Scales: Expanded Examination of Psychometric Properties

Autor/inn/en	Owens, Julie Sarno; Allan, Darcey M.; Kassab, Hannah; Mikami, Amori Yee
Titel	Evaluating a Short Form of the Academic Competence Evaluation Scales: Expanded Examination of Psychometric Properties
Quelle	In: School Mental Health, 12 (2020) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-019-09347-9
Schlagwörter	Competence; Rating Scales; Academic Ability; Psychometrics; Factor Structure; Interpersonal Competence; Student Motivation; Learner Engagement; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Elementary School Teachers; Attention Deficit Disorders; Hyperactivity; Academic Achievement; Parent Attitudes; Student Attitudes; Peer Groups; Correlation; Test Validity; Scoring + Suchen Sie Ihr Suchwort? Kompetenz; Rating-Skala; Psychometry; Psychometrie; Faktorenstruktur; Interpersonale Kompetenz; Schulische Motivation; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Schulleistung; Elternverhalten; Schülerverhalten; Gleichaltrigengruppe; Peer Group; Korrelation; Testvalidität; Bewertung
Abstract	The Academic Competence Evaluation Scales (ACES; DiPerna and Elliott in School Psychol Rev 31(3):293, 2002) is a 73-item teacher rating scale that assesses academic skills and enablers. The ACES Short Form (ASF) is a newly extracted 32-item short form of the ACES that has promising psychometric properties (Anthony and DiPerna in School Psychol Q 32(4):552, 2017; School Mental Health 10(3):314-321, 2018). The goals of this study were to examine the factor structure and extend the psychometric assessment of three subscales of the ASF (interpersonal skills, motivation, and engagement) with an independent sample. Participants were 193 students (63.2% White; 46.1% female) in grades K through 4, in the classrooms of 12 teachers. Teachers completed three subscales of the ACES and reported on student inattention, hyperactivity/impulsivity, social functioning, and academic functioning. We also obtained parent and peer assessments of student social functioning. Results corroborated the factor structure found by Anthony and DiPerna (School Mental Health 10(3):314-321, 2018) and the high internal consistency ([alpha]'s > 0.90; [omega]'s > 0.80) of the three subscales. In an extension of previous work, correlations with parent, peer, and teacher report on other measures provided evidence for convergent and divergent validity of the three ASF subscales. ASF scores also differed significantly for students with and without academic, behavioral, and social difficulties, in a manner similar to that of the ACES. These findings, along with those of Anthony and DiPerna (School Psychol Q 32(4):552, 2017; School Mental Health 10(3):314-321, 2018), provide evidence that the subscales of ASF, although substantially shorter than the respective subscales of the ACES, retain the strong psychometric properties and clinical utility of the full-length measure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01