scholarly journals Merske značilnosti slovenskega prevoda Lestvic za ocenjevanje nadarjenosti GRS-S

2020 ◽  
pp. 170-182
Author(s):  
Žan Lep ◽  
Valentin Bucik
Keyword(s):  
Convergent Validity ◽  
Rating Scales ◽  
Good Practice ◽  
Gifted Students ◽  
Academic Ability ◽  
Gifted Student ◽  
Psychometric Characteristics ◽  
Identification Process ◽  
High Internal Consistency ◽  
Larger Sample

The importance of individualized work with gifted students has been acknowledged in both domestic and international environments, and the process of gifted student identification is a professionally demanding one. The Slovene Concept of Identifying and Working with Gifted Students, which has been internationally cited as an example of good practice, is currently being renewed. Psychologists should simultaneously secure methodologically sound instruments for the teachers to assess giftedness in students, as they are indispensable in identifying the gifted in educational settings. In the present article, we describe the process of translation and adaptation of the Gifted Rating Scales GRS-S (Pfeiffer & Jarosewich, 2003) into Slovene. The scales could be used by teachers and other mentors to assess their students’ potentials and abilities in areas of intellectual and academic ability, creativity, artistic talent, leadership, and motivation. We looked into the psychometric characteristics of the scales, gathered the raters’ comments about them, and conducted a convergent validity analysis with the currently used Scales for the Teacher’s Assessment of Giftedness (OLNAD07). Thirty-six teachers from around Slovenia participated in the study and rated the giftedness of 175 4th grade students. The translated scales exhibit good psychometric characteristics (high internal consistency, criterion validity, factorial structure) and satisfactory convergent validity with OLNAD07. While the participating teachers are in general wary of the present instrument, they feel the proposed GRS-S scales are more suitable for use in the identification process. We thus propose a standardization study to be conducted with a larger sample and we propose the possibility of implementing the scales into the process of working with the gifted in Slovenia.

Beck Anxiety Inventory: Psychometric Characteristics in a Sample from the Clinical Spanish Population

2014 ◽  
Vol 17 ◽  
Author(s):  
Antonio J. Vázquez Morejón ◽  
Raquel Vázquez-Morejón Jiménez ◽  
Gloria Bellido Zanin
Keyword(s):  
Convergent Validity ◽  
Mental Health Center ◽  
Beck Anxiety Inventory ◽  
Normative Values ◽  
Limited Data ◽  
Psychometric Characteristics ◽  
Obsessive Compulsive ◽  
Spanish Populations ◽  
High Internal Consistency ◽  
Test Retest Reliability

AbstractEven though the Beck Anxiety Inventory (BAI) is one of the most popular instruments to assess anxiety today, only limited data is available about its psychometric characteristics and normative values in clinical Spanish populations. A study was conducted to test the psychometric characteristics of a Spanish adaptation of the Beck Anxiety Inventory (BAI) in a sample of 918 outpatients being treated at a community mental health center in Spain. Results confirmed the adaptation’s high internal consistency (∝ = .91), substantial test-retest reliability at 8–10 weeks (r = .84, p < .01), and satisfactory convergent validity with the Anxiety (r = .86, p < .01), Somatization (r = .81, p < .01), Obsessive-compulsive (r = .60, p < .01), and Phobic Anxiety (r = .63, p < .01) dimensions of the SCL-90-R, and with the Anxious Thoughts Inventory (r = .57, p < .01). Gender differences in BAI scores did occur, so normative values appear separately for each gender.

scholarly journals Spanish Validation of the “Life Snapshot Inventory”

2021 ◽  
Vol 14 (2) ◽  
pp. 9-17
Author(s):  
Antonio Ruiz-García ◽  
Juan José Macías-Morón ◽  
Rafael Ferro-García ◽  
Luis Valero-Aguayo
Keyword(s):  
Convergent Validity ◽  
Self Esteem ◽  
Self Report ◽  
Functional Analytic Psychotherapy ◽  
Psychometric Characteristics ◽  
Family Work ◽  
Continuous Evaluation ◽  
Spanish Validation ◽  
High Internal Consistency ◽  
First Time

Introduction: The Life Snapshot Inventory (LSI) is a self-report instrument to measure the meaningful vital, personal, and social directions. It was created in the Functional Analytic Psychotherapy as a continuous evaluation of vital changes in areas of life (family, work, love, spirituality, sexuality, health, etc.). Objective: The aim was to validate its psychometric characteristics for the first time. Method: This study involved 530 participants (average age 33 years), in a Spanish sample. The questionnaire has been compared with the Rosenberg Self-Esteem Scale (RSES) to obtain convergent validity. Results: The results showed a high internal consistency (α=.93) and a correlation of .61, both statistically significant. The factorial analysis showed only one factor (43.56% of variance). In addition, it was sensitive to changes due to interventions, and made it possible to differentiate those people with vital problems. Conclusion: This questionnaire could be a helpful measure for healthcare and clinical contexts.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

scholarly journals Citizenship matters: Translating and adapting the Citizenship Measure to Norwegian

2021 ◽  
pp. 145507252110186
Author(s):  
Linda Nesse ◽  
Marianne Thorsen Gonzalez ◽  
Michael Rowe ◽  
Ruth Kjærsti Raanaas
Keyword(s):  
Internal Consistency ◽  
Convergent Validity ◽  
Mental Health Problems ◽  
Supported Housing ◽  
Measurement Properties ◽  
Convenience Sample ◽  
Marginalised Groups ◽  
Two Factors ◽  
Back Translation ◽  
High Internal Consistency

Citizenship is considered intertwined with recovery, and may be a useful perspective for advancing quality of life among marginalised groups. Yet, matters of citizenship among persons with co-occurring substance use and mental health problems both in research and practice. Aims: In order to measure citizenship among persons with co-occurring problems in a Norwegian study, a measure of citizenship was translated from English to Norwegian. The aims of the study were to 1) translate and adapt the Citizenship Measure, developed by Rowe and colleagues at the Yale Program for Recovery and Community Health, to Norwegian, and 2) to assess the internal consistency and convergent validity of the Norwegian translated measure. Methods: The translation process was carried out using forward and back translation procedures. To examine measurement properties, a convenience sample of 104 residents with co-occurring problems living in supported housing completed the measure. Results: Two factors were identified, related to rights, and to relational citizenship. The Norwegian translation of the Citizenship Measure showed has high internal consistency and adequate convergent validity. Conclusions: We argue that the measure can be useful in assessing perceived citizenship, and in initiating efforts to support citizenship among persons with co-occurring problems.

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

Development of a Questionnaire to Measure Concern for Dental Appearance

2001 ◽  
Vol 89 (2) ◽  
pp. 425-430 ◽  
Author(s):  
Michael Frazer ◽  
Stan Lindsay
Keyword(s):  
Internal Consistency ◽  
Dental Treatment ◽  
Dental Practice ◽  
Statistical Regression ◽  
Varimax Rotation ◽  
Reliable Measure ◽  
Item Questionnaire ◽  
Dental Appearance ◽  
High Internal Consistency ◽  
Larger Sample

100 adults, selected for cosmetic dental treatment in a general dental practice, completed a 42-item questionnaire designed, on the basis of previous research and the author's clinical experience, to measure concern for dental appearance. This had high internal consistency and was reduced to a questionnaire of 23 items with internal consistency shown by a standardised Cronbach alpha of .84. An exploratory factor analysis with varimax rotation identified six factors, the main one appearing to be a measure of concern for dental appearance. The high internal consistency suggests that the total score for the revised questionnaire is a measure of a construct, concern for dental appearance. Although the simplest measure of that may be contained in the items for the first factor, a much larger sample would be necessary to confirm the complex factor structure and so the questionnaire's total score is probably the more reliable measure at present. A study is summarised showing that the total score provides a measure that, in statistical regression analysis, may predict the intentions of adults to take care of the appearance of their teeth.

scholarly journals The Counseling Needs of female Gifted Students in Asir Region According to the Vision of the Kingdom 2030: A Proposal Counseling plan for Gifted students

2019 ◽  
Vol 3 (7) ◽  
Author(s):  
Prof. Boshra Ismail Ahmed Arnaout - Dr. Fatima Yahya Hassan
Keyword(s):  
Standard Deviation ◽  
Middle Schools ◽  
Secondary Schools ◽  
Gifted Students ◽  
Social Needs ◽  
Gifted Student ◽  
Educational Counseling ◽  
Counseling Needs ◽  
Social Counseling ◽  
Asir Region

This study aimed to determine counseling needs of female gifted students in the Asir region, as well as to identify the differences in the level of needs among female gifted students due to the school stage, and develop a proposed counseling plan. The researchers selected a random sample of (339) female gifted students in middle and high school for the academic year 1439/1440 AH, who were classified as gifted according to the classification of the Ministry of Education in the Kingdom of Saudi Arabia, their ages ranging between (13-18) years. The number of female gifted students at Middle schools in the research sample were 163 students (48%) their ages ranged between 13-15 years with an average age of 13.97 year and a standard deviation of 0.765, but the number of female gifted students in the secondary schools of the study sample was (176) students (52%), their ages ranging between (16-18) years, with an average age of 17.06 year and a standard deviation of (0.886). The researchers applied the scale of counseling needs of gifted students(prepared by the researchers) on them. The results showed that the total score of counseling needs, educational counseling needs, psychological and social counseling needs of gifted students from the middle schools were high (76.895, 39.184, 37.716) respectively, and the total score of counseling needs, educational needs, psychological and social needs were also high among female gifted students at the secondary schools (77.364, 36.369, 40, 994) respectively. The results showed statistically significant differences at the level of (0.01) among the average scores of the educational counseling needs due to the school stage, the differences were in favor of female gifted students in the middle schools (t = 5.621), which was the highest educational counseling needs (t =7.923), while the differences in the total score of the counseling needs among middle and secondary schools female gifted students were not significant. score in the middle and secondary schools were not significant (t = 0.594). The results have been interpreted in light of the theoretical framework and previous studies. A number of recommendations and a counseling plan for gifted students at the middle and secondary schools have also been proposed as a guide for gifted student counselors.

scholarly journals The Somatomorphic Matrix-Female: More Evidence for the Validity of Bidimensional Figural Rating Scales for Women

2021 ◽  
Author(s):  
Daniel Talbot ◽  
Justin Mahlberg ◽  
Mitchell Cunningham ◽  
Rebecca Pinkus ◽  
Marianna Szabo
Keyword(s):  
Body Fat ◽  
Convergent Validity ◽  
Rating Scales ◽  
Rating Scale ◽  
The Body ◽  
Psychometric Validation ◽  
Drive For Thinness ◽  
Drive For Muscularity ◽  
Eating Disorder Examination ◽  
Undergraduate Women

Our study aimed to develop and provide a preliminary psychometric validation of theSomatomorphic Matrix-Female (SM-F), a new bidimensional female figural rating scale which can be used to gauge actual and desired levels of both body fat and muscularity in a consolidated measure, as well as providing an index of actual–desired body discrepancy based on these measures. Across two studies undergraduate women (n Study 1 = 481; n Study 2 = 391) completed the Eating Disorder Examination Questionnaire, the Body Shape Questionnaire-34, and the Depression Anxiety Stress Scales-21 (Study 1) and the Drive for Thinness Scale and the Drive for Muscularity Scale (Study 2), as well as the SM-F. Overall, the SM-F demonstrated sound content, concurrent, and convergent validity for actual and desired body fat, actual and desired muscularity, and their respective discrepancy scores

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

2009 ◽  
Vol 25 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Deborah L. Rooks ◽  
C. June Maker
Keyword(s):  
Visually Impaired ◽  
Inquiry Learning ◽  
Visual Impairments ◽  
Gifted Students ◽  
Natural World ◽  
Gifted Student ◽  
Gifted Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Visually Impaired Students

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

Comparison of a perfusion simulator to a clinical operating room: evaluation of eye tracking data and subjective perception. A pilot study

Perfusion ◽  
2020 ◽  
pp. 026765912097461
Author(s):  
Cynthia Pawelke ◽  
Frank Merkle ◽  
Dino Kurtovic ◽  
Sina Gierig ◽  
Gisela Müller-Plath
Keyword(s):  
Eye Tracking ◽  
Rating Scales ◽  
Objective Measure ◽  
Subjective Perception ◽  
Tracking Data ◽  
Third Phase ◽  
Heart Lung Machine ◽  
Heart Center ◽  
The Individual ◽  
Larger Sample

Background: With the aim of evaluating the perfusion simulator at the German Heart Center Berlin, similarity between simulation and clinical operation room (OR) was investigated regarding subjective perception and eye movement. Methods: Eight perfusionists performed an operation on the heart-lung machine (HLM) wearing eye tracking glasses, each in real OR and simulator. The three most important phases for perfusionists (going on bypass, cardioplegia administration and coming off bypass) were considered. Additional to eye tracking data as objective measure, questionnaires were completed, and interviews conducted afterwards. Results: The structure of simulator and real OR is perceived as basically the same. Yet there are differences in the HLM-models used and the temporal sequence. Different perception of both situations is reported in interviews and reflected in significant differences in the rating scales (NASA-TLX) on three of six subscales. In eye tracking data, certain AOIs could be identified for the individual phases, both in OR and simulator—an indication of fundamental similarity. However, differences regarding the proportions of the individual AOIs, especially in the first and third phase, are leading to the assumption that the simulator, and especially the simulation process, is only valid to a limited extent regarding subjective perception and eye tracking data. Conclusion: The use of the simulator for (advanced) training is accepted and explicitly requested by perfusionists. Yet further research is needed to identify the decisive factors (like simulation duration or additional tasks) for a valid execution in the simulator. Furthermore, a larger sample size should be regarded to allow statistical analysis.

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