Dataset Information

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning.

ABSTRACT: Research findings:Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (Total N = 164; 14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate inter-rater reliability. When examined longitudinally, preschool teacher-rated approaches to learning made unique contributions to the prediction of kindergarten and first grade academic outcomes, need for supplemental services, and grade retention, even after accounting for preschool academic skills. In contrast, preschool teacher-rated social-emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and first grade. Practice implications:The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social-emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.

SUBMITTER: Hunter LJ

PROVIDER: S-EPMC6913903 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning.

Hunter Leah J LJ Bierman Karen L KL Hall Cristin M CM

Early education and development 20180803 8

<h4>Research findings</h4>Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (Total <i>N</i> = 164; 14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate inter-rater reliability. When examined longitudinally, preschool teacher-rated approaches to learning made unique contribut ...[more]

PMID: 31844377

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Project description:Tertiary-level interpreter training and education have developed rapidly in China, and over 200 undergraduate and over 200 postgraduate T&I programs have been launched over the past decade. Despite the rapid development, there has been no standardized framework allowing for the reliable and valid measurement of interpreting competence in China. Against this background, the China Standards of English (CSE), which are the Chinese counterpart to the Common European Framework of Reference (CEFR), were unveiled in 2018 after 4 years of government-funded research and validation. One vital component of the CSE is the descriptor-referenced interpreting competence scales. This article provides a systematic account of the design, development, and validation of the interpreting competence scales in China. Within the CSE, the construct of interpreting competence was defined according to an interactionist approach. It not only encompasses cognitive abilities, interpreting strategies, and subject-matter knowledge but also considers performance in typical communicative settings. Based on the construct definition, a corpus of relevant descriptors was built from three main sources, including: (a) interpreting training syllabuses, curricular frameworks, rating scales, and professional codes of conduct; (b) previous literature on interpreting performance assessment, competence development, and interpreter training and education; and (c) exemplar-generation data on assessing interpreting competence and typical interpreting activities, which were collected from interpreting professionals, trainers, and trainees. The corpus contains 9,208 descriptors of interpreting competence. A mixed-method survey was then conducted to analyze, scale, and validate the descriptors among 30,682 students, 5,787 teachers, and 139 interpreting professionals from 28 provinces, municipalities, and regions in China. The finalized set included 369 descriptors that reference interpreting competence. The CSE-Interpreting Competence Scales with theoretically and empirically based descriptors represent a major effort in research on interpreting competence and its assessment, and they have significant potential to be applied widely in interpreting training, research, and assessment.

Project description:Defense mechanisms are psychological factors that influence emotional distress and quality of life. There are a number of measures assessing the construct of defense mechanisms, but only few available instruments reflect the gold-standard theoretical hierarchical organization of defenses. We report on the development of a novel 30 item self-report questionnaire, the DMRS-SR-30, based on the parent instrument, the Defense Mechanism Rating Scales (DMRS). This study tested preliminary reliability and validity of the Italian version of the DMRS-SR-30. We first extracted 30 items from the DMRS Q-sort version (DMRS-Q) and adapted them for a self-reported format. We then applied the DMRS quantitative scoring algorithms to provide proportional scores for the 28 individual defenses and summary scores for seven defense levels and overall defensive functioning (ODF) scores. A dynamic interview was used for assessing participant’s defense mechanisms with the observer-rated DMRS and DMRS-Q. We examined internal consistency of the scales along with criterion, concurrent, convergent and discriminant validity among participants (N = 94) who completed the DMRS-SR-30, SCL-90, BDI, and IES-R. Results showed very good internal consistency for ODF (Cronbach’s alpha = .890) and the high adaptive defense level, whereas some subscales with few items had lower values. Correlation analyses between DMRS-SR-30 and the two DMRS-based observer-rated measures showed very good criterion and concurrent validity for ODF and moderate to high for defense levels subscales. Correlations between the DMRS-SR-30 ODF and SCL-90 GSI, BDI and IES=R (r = ?.456, r= ?.540, r = ?.402, respectively, all p <.001), indicated good convergent validity. Despite the well-known limitations of self-report methods of psychodynamic phenomena, self-report measures are highly practicable for assessing large samples. The DMRS-SR-30 is the first self-assessed measure describing the whole hierarchy of 28 defense mechanisms and providing scores for ODF, defensive categories, defense levels, and individual defenses. Preliminary examination of the Italian version of the DMRS-SR-30 showed promising results of internal consistency, criterion and concurrent validity, and convergent validity and of the measure. Further validation is needed to confirm these findings and explore other aspects of validity and reliability.

Dataset Information

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning.

Publications

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social-Emotional Competence and Approaches to Learning.

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