Evaluation and a Proposed Revision of the CAMM among Underrepresented Elementary School Children

Autor/inn/en	Mezo, Peter G.; Herc, Hannah C.; Pritchard, Kelsey J.; Bullock, Wesley A.
Titel	Evaluation and a Proposed Revision of the CAMM among Underrepresented Elementary School Children
Quelle	In: Assessment for Effective Intervention, 45 (2020) 3, S.235-239 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508419845465
Schlagwörter	Elementary School Students; Metacognition; Measures (Individuals); Psychometrics; Test Reliability; African American Students; Low Income Students; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4 + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Messdaten; Psychometry; Psychometrie; Testreliabilität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; 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
Abstract	The Child and Adolescent Mindfulness Measure (CAMM) is a frequently used measure of mindfulness in school settings. This study evaluates the psychometric properties and internal consistency of the CAMM in a predominantly African American, low socioeconomic status (SES) school sample drawn from students in kindergarten through fourth grade. In addition, a revised version of the CAMM (the CAMM-R) was developed and evaluated in the same sample. Results are generally supportive of the internal consistency and item-level characteristics of both the CAMM and the CAMM-R. These results are discussed in terms of implications for understanding the reliability and validity of the CAMM and CAMM-R among underrepresented students, as well as students within a younger sample. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01