Factor analysis of the metropolitan readiness test on first-grade children

1984 ◽  
Vol 21 (4) ◽  
pp. 429-432 ◽  
Author(s):  
Ernest O. Watkins ◽  
Michael J. Wiebe
Keyword(s):  
Factor Analysis ◽  
First Grade ◽  
Metropolitan Readiness Test

scholarly journals Reliability and Validity of the Persian Version Emotional Self-efficacy Scale for Young Adolescents

2021 ◽  
Vol 11 (1) ◽  
pp. 61-70
Author(s):  
Zahra Mohammadi ◽  
◽  
Zohreh Meshkati ◽  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Factor Structure ◽  
Self Efficacy ◽  
Reliability And Validity ◽  
First Grade ◽  
Validity And Reliability ◽  
School Students ◽  
Statistical Population ◽  
Persian Version

Background: The present research aimed at determining the reliability and validity of the Persian version of the Emotional Self-Efficiency Scale (ESES) for adolescents of Isfahan city. This study was conducted using a developmental research method. The statistical population consisted of all the first-grade high school students of Isfahan city in 2018 (n=59396). Methods: A total number of 280 students (160 girls and 120 boys, mean±SD age of 12.98±1.14) were selected using a stratified random sampling method, and completed ESES for adolescents (2015), as well as Self-Efficacy Questionnaire for Children (2001). Results: An Exploratory Factor Analysis (EFA) revealed the four-factor structure of ESES. A Confirmatory Factor Analysis (CFA) also confirmed the fit of the four-factor structure of the scale. The results of the within-group correlation coefficient were obtained to investigate the acceptable test-retest reliability. The results of the correlation between the above-mentioned scale and SEQ-C instrument was also significant (P<0.05). Moreover, ESES and its dimensions had proper reliability over time. The reliability obtained by Cronbach’s alpha for all four dimensions of the questionnaire, given the number of items, was higher than 0.5 for each dimension and higher than 0.7 for the whole scale, which was acceptable. Conclusion: These findings indicate the acceptable validity and reliability of ESES for Isfahan’s adolescents, and its validity and reliability should be investigated in broader research on Iranian children and adolescents.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

First-Grade Readiness Predicted by Teachers' Perception of Students' Maturity and Students' Perception of Self

1974 ◽  
Vol 39 (1) ◽  
pp. 395-399 ◽  
Author(s):  
William F. White ◽  
Margaret Simmons
Keyword(s):  
Regression Analysis ◽  
First Graders ◽  
First Grade ◽  
Achievement Tests ◽  
Affective Responses ◽  
Cognitive Achievement ◽  
Self Perceptions ◽  
Perception Of Self ◽  
Metropolitan Readiness Test

To test the hypothesis that affective responses obtained from instruments measuring teachers' perception of students' maturity and students' own self-perceptions are correlated with scores on highly cognitive achievement tests, a step-wise regression analysis was applied to the scores obtained by beginning first graders on the Metropolitan Readiness Test, the Behavioral Maturity Scale, and the I Feel—Me Feel test. Only the teachers' perception of academic maturity as measured by the Behavioral Maturity Scale was a significant predictor ( p < .001).

An Empirical Study of Constructing Index System of Tour Guide’s Compensation and Motivation Effect

2012 ◽  
Vol 433-440 ◽  
pp. 2086-2091
Author(s):  
Yan Jiao Yang
Keyword(s):  
Factor Analysis ◽  
Index System ◽  
First Grade ◽  
Second Grade ◽  
Full Time ◽  
Tour Guides ◽  
Health Factors ◽  
Variable Pay ◽  
The Index System ◽  
Motivation Effect

The index system of tour guides’compensation isn’t reasonable and lack of motivating to tour guides now. The study aims to construct reasonable index system of tour guide’s compensation and analyse motivation effect of every index. According to the data from investigated 188 full-time tour guides, the index system of tour guides’compensation is constructed by using factor analysis firstly, then the motivation effect of indexes of tour guides’compensation is analysed by using multiple linear regression.The study found that reasonable index system of tour guides’compensation is composed of 5 first-grade indexes which include Variable Pay , Basic Pay etc. and 9 second-grade indexes which include Basic Pay, Allowance for Conducting Tour Group etc.. In 5 first-grade indexes, motivation coefficient of Variable Pay , Basic Pay, Legal Benefit and Insurance are 0.468,0.491,0.320. Additional Pay,Year-end Bonus are health factors.(Abstract)

Factor Analytic Investigation of Two Reading Readiness Tests

1968 ◽  
Vol 27 (2) ◽  
pp. 611-614 ◽  
Author(s):  
Arthur V. Olson ◽  
Norinne H. Fitzgibbon
Keyword(s):  
Factor Analysis ◽  
Reading Readiness ◽  
General Factor ◽  
Analytic Investigation ◽  
Factor Analytic ◽  
Metropolitan Readiness Test

Factor analysis of scores from the Metropolitan Readiness Test and the Lee-Clark Reading Readiness Test yielded one general factor. The tests measure similar abilities.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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