Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F21%3A00120825" target="_blank" >RIV/00216224:14230/21:00120825 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.sagepub.com/doi/10.1177/0734282920970718" target="_blank" >https://journals.sagepub.com/doi/10.1177/0734282920970718</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/0734282920970718" target="_blank" >10.1177/0734282920970718</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution

Popis výsledku v původním jazyce

The factor structure, the concurrent validity, and test–retest reliability of the Czech translation of the Gifted Rating Scales-School Form [GRS-S; Pfeiffer, S. I., &amp; Jarosewich, T. (2003). GRS (gifted rating scales) - manual. Pearson] were evaluated. Ten alternative models were tested. Four models were found to exhibit acceptable fit and interpretability. The factor structure was comparable for both parent (n = 277) and teacher raters (n = 137). High correlations between the factors suggest that raters might be subject to a halo effect. Ratings made by teachers show a closer relationship with criteria (WJ IE II COG, CFT 20-R, and TIM3–5) than ratings made by parents. Test–retest reliability of teacher rating (with median 93 days) was quite high for all GRS-S subscales (r = .84–.87).

Název v anglickém jazyce

Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution

Popis výsledku anglicky

The factor structure, the concurrent validity, and test–retest reliability of the Czech translation of the Gifted Rating Scales-School Form [GRS-S; Pfeiffer, S. I., &amp; Jarosewich, T. (2003). GRS (gifted rating scales) - manual. Pearson] were evaluated. Ten alternative models were tested. Four models were found to exhibit acceptable fit and interpretability. The factor structure was comparable for both parent (n = 277) and teacher raters (n = 137). High correlations between the factors suggest that raters might be subject to a halo effect. Ratings made by teachers show a closer relationship with criteria (WJ IE II COG, CFT 20-R, and TIM3–5) than ratings made by parents. Test–retest reliability of teacher rating (with median 93 days) was quite high for all GRS-S subscales (r = .84–.87).

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Journal of Psychoeducational Assessment

ISSN

0734-2829

e-ISSN

1557-5144

Svazek periodika

39

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

361-371

Kód UT WoS článku

000601226400001

EID výsledku v databázi Scopus

2-s2.0-85096601210