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The objective of this dissertation is to offer a series of analyses that contribute to the validation of the Aurora Battery, a cognitive assessment based on Robert J. Sternberg's theory of Successful Intelligence that is currently under development. Convergent validity will be examined by exploring how objective and subjective measures of the battery converge, through the novel application of the Correlated Trait Correlated Method-1, a specialized confirmatory factor analysis model that allows subjective measures to be compared against an objective measure. The predictive validity of Aurora will be shown by highlighting Aurora's ability to help predict students' school grade point average through latent growth curve models that are extended into path models. Divergent validity will be demonstrated by establishing sensitivity and specificity between the Aurora Battery and the TerraNova tests. Finally, the current state of the field of giftedness and possible future directions will be discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Although the use of multiple criteria and informants is one of the most universally agreed on practices in the identification of gifted children, few studies to date have examined the convergent validity of multiple informants and objective ability tests in gifted identification. In this study, we illustrate the use of the correlated traits–correlated (methods—1) or CT–C(M—1) model (Eid, Lischetzke, Nussbeck, & Trierweiler, 2003) to examine the convergent validity of self, parent, and teacher ratings relative to objective cognitive ability tests in a sample of 145 4th to 6th graders. The CT–C(M—1) analyses revealed that teacher ratings showed the highest convergence with the objective assessments, whereas self-ratings had the lowest reliabilities and insufficient validity. Parent ratings were more reliable and valid than self-reports, but were outperformed by teacher ratings for most abilities. Overall, the CT–C(M – 1) analyses showed that the convergent validity of the ratings relative to the objective test battery was highest for numerical and lowest for creative abilities. Furthermore, whereas part of the shared variance between parent and teacher ratings reflected true convergent validity, agreement between parent and self-reports was entirely due to a shared rater variance. Our analyses demonstrate the usefulness and proper interpretation of the CT–C(M—1) approach for examining convergent validity and method effects in multitrait–multimethod data. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Tipo de recurso
- Journal Article (2)
- Thesis (1)
Año de publicación
- Entre 2000 y 2026 (3)