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Resultados 2 recursos
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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 (r PRE = .33, r CUR = .25), but substantially higher for the early reading/counting factor (r LIT = .52). Addition-ally, 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. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCíle: Cílem studie bylo vytvoření nové posuzovací škály pro identifikaci nadaných předškoláků ve věku 4-6 let. Tato nová metoda, Preschooler’s Ability Rating Scale (PARS), má dvě části. První je PARS-PRE, která vychází z principu předčasné zralosti a její položky se zaměřují na věk, ve kterém rodiče poprvé pozorovali určité projevy chování, které mohou souviset s nadáním. Druhá je PARS-CUR, která se zaměřuje na aktuální úroveň schopností. Vzorek: Do hlavní části studie bylo zapojeno celkem 263 matek a 90 dětí z České republiky. Hypotézy: Posuzovací škála PARS bude mít dvoudimenzionální strukturu odpovídající jejím dvěma částem. Obě části budou silně korelovat se skóry baterie Woodcock-Johnson: International edition II (WJ IE II COG). Analýzy. 1. Položková analýza; 2. Explorační faktorová analýza; 3. Korelace s WJ IE II COG; 4. ROC analýza ke stanovení specificity a senzitivity. Výsledky: Výsledky faktorové analýzy naznačují třídimenzionální strukturu—dva faktory odpoví-dající dvěma částem škály a třetí faktor tvořený 4 položkami části PARS-PRE, které se zaměřují na časné čtení a počítání. Diagnostická přesnost dvou hlavních faktorů je srovnatelně nízká (r PRE = .33, r CUR = .25), výrazně vyšší je u třetího fak-toru (r LIT = .52). Dá se říci, že obecně je rodi-čovské hodnocení více založeno na verbálních schopnostech dítěte než na těch neverbálních. S ohledem na nízkou kriteriální validitu nelze doporučit škálu PARS pro využívání v praxi, závěry mohou být nicméně užitečné při vývoji podobně zaměřených nástrojů v budoucnu. Limity: Baterie WJ IE II COG byla administrována pouze 90 dětem—takto malý vzorek ovlivnil přesnost odhadu parametrů. Do rodičovské-ho hodnocení škálou PARS se zapojily pouze matky. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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Objectives: The number of identified gifted children in Slovakia is small and Slovak psychologists need more modern and specialized assessment tools. Test for Identifying Gifted Children in Mathematics in Grades 3–5 (TIM3–5) is standardized in Czechia and has excellent psychometric properties with two parallel and fully equated forms. The study aims to adapt the test in the Slovak language and support its practical use. The authors ran a small pilot study using form A only and compared it to the Czech standardization sample. Sample and settings: The Slovak sample consisted of 169 pupils from four elementary schools and was supplemented by the Czech standardization sample (404 children in form A). The Slovak data were collected in February 2022; informed consent from the parents/legal guardians was obtained before data collection with approx. 40 % drop-out. The original authors of the test provided the Czech data collected in 2015. Hypotheses and analysis: The authors compared descriptives of Slovak and Czech pupils, assessed essential psychometric parameters (reliability and factor validity), and mainly performed measurement invariance and Differential Item Functioning analyses. Results: The psychometric parameters of the Slovak test form were excellent, fully comparable, or even better than the original Czech version. The mean of IRT reliability across grades was .76. However, the test differentiates mainly in above-average children. The confirmatory IRT analyses suggested clear unidimensionality and scalar invariance across the Czech and Slovak samples. However, Slovaks outperformed Czech pupils. The difference was highest in the third grade with 9.6 and 95%CI = [6.7–12.1] points at the T-score scale and lowest in the fifth grade, 3.6 with 95% CI = [0.9–6.3] points. The authors recommend the test for practical use using Czech norms. However, a user should be aware of possible differences in average performance, considering that the Czech norms could be too mild for Slovak children. Limits: Such a massive difference between Czech and Slovak populations is not plausible. The authors provided several explanations based mainly on the sampling procedure and systematic missingness in the Slovak sample, correlated to math ability. The most realistic explanation of the difference is a systematic sampling error in one or both samples. Therefore, the results are of importance for Czech users as well since it might be the case that the norms are too mild also for the Czech pupils. The authors advise Czech test users to interpret the test results with caution (and rather conservatively) until a new norming study is performed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Tipo de recurso
- Journal Article (2)
Año de publicación
- Entre 2000 y 2026 (2)