CONVERGENT VALIDITY OF THE IPAT CHILDREN'S PERSONALITY QUESTIONNAIRE AND TEACHERS' RATINGS OF THE ADJUSTMENT OF ELEMENTARY SCHOOL CHILDREN

1974 ◽  
Vol 2 (2) ◽  
pp. 222-229 ◽  
Author(s):  
Elise E. Lessing ◽  
Mark I. Oberlander ◽  
Linda Barbera
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Convergent Validity ◽  
Teacher Ratings ◽  
Personality Questionnaire ◽  
American School ◽  
White American ◽  
Two Samples

The IPAT Children's Personality Questionnaire was administered to two samples of white American school children. Both samples were divided into well-adjusted and maladjusted subgroups on the basis of teacher ratings. The CPQ Neuroticism score and the teacher ratings of adjustment status yielded biserial correlations of 0.12 and 0.22, while the biserial correlations of teacher ratings and 10 scores were -0.52 and -0.50, with higher 10 scores being associated with healthier (but numerically lower) teacher ratings. Implications for the validity of the CPQ Neuroticism index were discussed.

scholarly journals Validation of a newly developed instrument establishing links between motivation and academic hardiness

2016 ◽  
Vol 12 (1) ◽  
pp. 29-48
Author(s):  
Spiridon Kamtsios ◽  
Evangelia Karagiannopoulou
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Convergent Validity ◽  
Factor Model ◽  
Relevant Literature ◽  
Goal Orientations ◽  
Coping Scale ◽  
Academic Hardiness

The purpose of the study was to establish the reliability, the structural and the convergent validity of the “Dimensions of Academic Hardiness Questionnaire” for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the “Athens Coping Scale”. Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the “Dimensions of Academic Hardiness” scores with one theoretically related measure, the “Athens Coping Scale”. The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children’s previous experiences has been distinguished. The relation between the “Dimensions of Academic Hardiness” and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

Birth Order and Personality Adjustment as Evaluated by the California Test of Personality and the IPAT Children's Personality Questionnaire

1972 ◽  
Vol 31 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Elise E. Lessing ◽  
Mark Oberlander
Keyword(s):  
Elementary School ◽  
Birth Order ◽  
School Children ◽  
Elementary School Children ◽  
Personality Questionnaire ◽  
Research Focus ◽  
Personality Adjustment ◽  
Family Constellation ◽  
Dependent Variables ◽  
Main Effects

The 3 adjustment scores of the California Test of Personality and the Anxiety and Neuroticism scores of the IPAT Children's Personality Questionnaire served as dependent variables in statistical analyses of data from 144 elementary school children in one sample and 238 in another. No main effects of birth order or family size were obtained and interactions involving these variables were few. It was concluded that though the effects of family constellation factors are limited and variable, a continuing research focus on them is justified because of the low ratio of costs to benefits when they do yield valid predictions.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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