Searching for a more valid form of parental rating scales of preschoolers’ intellectual giftedness – development and validation of the Preschooler’s Ability Rating Scale (PARS)

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F21%3A00119166" target="_blank" >RIV/00216224:14230/21:00119166 - isvavai.cz</a>

Result on the web

<a href="https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/143/45" target="_blank" >https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/143/45</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.51561/cspsych.65.4.317" target="_blank" >10.51561/cspsych.65.4.317</a>

Result language

angličtina

Original language name

Searching for a more valid form of parental rating scales of preschoolers’ intellectual giftedness – development and validation of the Preschooler’s Ability Rating Scale (PARS)

Original language description

Objectives. The aim of this study was to develop a new parental rating scale for identification of intellectually gifted preschoolers (4 to 6 years of age). This new scale, the Preschooler’s Ability Rating Scale (PARS), consists of two parts – PARS-PRE, which follows the principle of precocity and inquires about the age at which giftedness-relevant behavior appeared for the first time; and PARS-CUR, which focuses on the current level of abilities. Participants and setting. In total, 263 Czech mothers and 90 children participated in the main study. Hypotheses. PARS will have a two-dimensional structure corresponding to its two parts. Both parts will significantly correlate with scores on the Woodcock-Johnson: International edition II (WJ IE II COG). Statistical analysis. 1. Item analysis; 2. Exploratory factor analysis; 3. Correlational analyses with WJ IE II COG; 4. ROC analysis to evaluate the specificity and sensitivity. Results. Factor analysis suggests a three-factor structure – two of the factors correspond to the scale’s original parts, and the third factor reflects early reading and counting (4 items from the precocity part). The diagnostic accuracy of the first two factors is similarly low (rPRE = .33, rCUR = .25), but substantially higher for the early reading/counting factor (rLIT = .52). Additionally, parental ratings are, in general, based more on children’s verbal abilities than their nonverbal abilities. Given the low criterial validity, the authors do not recommend utilizing the PARS scale in practical setting, however, the conclusions are useful for further development of similarly-minded scales. Study limitations. Only 90 children were administered the WJ IE II COG – the small sample size affects the precision of parameter estimates. The parentsʼ sample consists only of mothers.

Czech name

—

Czech description

—

Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50100 - Psychology and cognitive sciences

Project

<a href="/en/project/GA17-14715S" target="_blank" >GA17-14715S: Development of Metacognitive Skills in Gifted Children</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2021

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Československá psychologie

ISSN

0009-062X

e-ISSN

1804-6436

Volume of the periodical

65

Issue of the periodical within the volume

4

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

19

Pages from-to

317-335

UT code for WoS article

000696192600001

EID of the result in the Scopus database

2-s2.0-85115251936