The Reliability and Validity of Behavior Rating Inventory of Executive Functions Tool Teacher’s Form Among Iranian Primary School Students

In China, researchers have translated and validated several scales to measure victimization behavior. The aim of the present study was to validate the Chinese version of the victimization subscale of the Revised Peer Experiences Questionnaire (RPEQ) among primary school students. Primary school students aged between 8 and 13 years old (n = 1048) were asked to complete the Chinese version of the victimization subscale of the RPEQ and related scales. We examined internal consistency and the factor structure using confirmatory factor analysis (CFA). Depression, peer relationship, and sleep scales were used to measure construct validity. The CFA results suggested that the four-factor model had a good model fit. The results indicated that internal reliability was good (Cronbach’s α = 0.83). Construct validity was mostly supported by scores on the Chinese version of the victimization subscale of the RPEQ that strongly and positively correlated with depression and negatively correlated with peer relationship and sleep quality. The present study indicated that the Chinese version of the victimization subscale of the RPEQ has adequate reliability and validity for measuring bullying problems among Chinese primary school students.

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The relation between executive functions and reading comprehension in primary-school students: A cross-lagged-panel analysis

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2018.04.010 ◽

2019 ◽

Vol 46 ◽

pp. 62-74 ◽

Cited By ~ 10

Author(s):

Johannes M. Meixner ◽

Greta J. Warner ◽

Nele Lensing ◽

Ulrich Schiefele ◽

Birgit Elsner

Keyword(s):

Reading Comprehension ◽

Executive Functions ◽

Primary School ◽

Panel Analysis ◽

Primary School Students ◽

School Students

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A study on the influencing factors of classroom teaching tact of primary school students

International Journal of Electrical Engineering Education ◽

10.1177/00207209211005252 ◽

2021 ◽

pp. 002072092110052

Author(s):

Hanxue Li ◽

Yujia Liu ◽

Yinyuan Li

Keyword(s):

Primary School ◽

Professional Identity ◽

Influencing Factors ◽

Curriculum Reform ◽

Class Size ◽

Reliability And Validity ◽

Classroom Teaching ◽

Primary School Students ◽

School Students ◽

The Face

Classroom teaching tact is a kind of sensitive, rapid and accurate judgment and response ability of teachers in the face of complex classroom teaching situations. The implementation of the new curriculum reform requires teachers to have a higher level of teaching tact. Based on the self-designed questionnaire, this study investigated 200 primary school students in Hunan Normal University, explored the main influencing factors of their classroom teaching tact, and verified the rationality, reliability and validity of the questionnaire structure. It is found that the differences of gender and major have no influence on the level of classroom teaching tact of primary school students on post internship, while the differences of professional identity, personality, teaching class size, teaching reflection and post job training will bring the differences of classroom teaching tact level of primary school students on post internship. The primary school students who have high degree of professional identity, outgoing personality, small class size, good teaching reflection and more job-related classroom teaching and training have higher level of classroom teaching wit. But at the same time, we should also consider the interaction of various factors and do a holistic and dialectical thinking on the analysis of the factors that affect the level of classroom teaching tact of primary school students.

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Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions

10.20944/preprints201810.0455.v1 ◽

2018 ◽

Author(s):

Markus Gebhardt ◽

Jeffrey M. DeVries ◽

Jana Jungjohann ◽

Gino Casale ◽

Andreas Gegenfurtner ◽

...

Keyword(s):

Primary School ◽

Measurement Invariance ◽

Student Behavior ◽

Progress Monitoring ◽

Behavior Rating ◽

Longitudinal Assessment ◽

Primary School Students ◽

School Students ◽

Direct Behavior Rating ◽

Over Time

Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been evaluated mostly in observational studies with small samples based on generalizability theory. However, for standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary school students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary school students and 14 students in a clinical setting were rated daily over one week (five measurement points). IRT analyses confirmed the instrument’s technical adequacy, and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs are discussed.

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Oral Communicative Competence of Primary School Students

Journal of Education and Learning ◽

10.5539/jel.v6n4p57 ◽

2017 ◽

Vol 6 (4) ◽

pp. 57

Author(s):

Isabel Cantón Mayo ◽

Elena Pérez Barrioluengo

Keyword(s):

Primary School ◽

Primary Education ◽

English Language ◽

Communicative Competence ◽

Reliability And Validity ◽

Semantic Field ◽

Primary School Students ◽

School Students ◽

Private Lessons ◽

Oral Expression

Oral communicative competence enables speakers of a language to interact effectively with each other. Oral communicative competence includes a wide semantic field since the oral expression is a way of expression for the thought and it provides feedback and develops by means of the linguistic function (Vygotsky, 1992; Piaget, 1983a, 1983b; Pinker, 2003). English communicative competence is based on the use of the language as a tool of communication, both oral and written, of representation, of interpretation and of reality comprehension. This investigation aims to analyse the oral communicative competence in English of students who have finished the stage of Primary Education. It also tries to know if the center where students study, the students’ gender, the attitude towards the English language and attendance to private lessons increase the oral communicative competence. The sample was intentional and stratified (rural-urban and ordinary-bilingual). It is composed by 265 students and the instrument is a questionnaire provided with reliability and validity. The results show high levels of competence, higher than expected, and with light differences that favor the girls and the urban bilingual schools in the acquisition of the oral communicative competence in English.

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Reliability and validity of ecological literacy scale for primary school students

European Journal of Public Health ◽

10.1093/eurpub/ckaa166.103 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

E E Öcal ◽

M F Önsüz

Keyword(s):

Primary School ◽

Energy Transport ◽

Reliability And Validity ◽

Ecological Literacy ◽

Primary School Students ◽

Cronbach’S Alpha ◽

School Students ◽

Cronbach's Alpha ◽

Expert Opinions ◽

The Mean

Abstract Background Ecological literacy aims to build up a framework of view that identifies the association with nature and enhances the improvement of new areas to produce sustainable lifestyles. Today, this concept has become one of the important requirements for a sustainable community. The aim of the study was to develop the Ecological Literacy Scale (ELS) to determine the ecological literacy of primary school students. Methods This methodological study carried out in 233 primary school 4th grade students in an eco-school in the 2019-2020 academic year. By using literature 91 questions was collected including water, energy, transport and air, biodiversity, purchasing and waste topics which were main issues of ecological footprint. After taking expert opinions, a scale that consists of 32 questions and scored as I agree:3, undecided:2, I disagree:1 and was created named ELS. In order to evaluate the reliability of the scale, item total score correlation and internal consistency (Cronbach's alpha) analyzes and exploratory factor analysis was used for construct validity. Results Of the 52.8% students were male and their age ranges from 8-11, the mean was 9.5±0.6. After the scale development study, the scale consisted of 19 items and unidimension. Scale items explain 27.37% of total variance and factor loadings ranged from 0.42-0.64. The Cronbach's alpha coefficient was 0.846 for the scale. In the last form of the scale, the score that can be taken from scale range 19-57. It was accepted that by increasing of the score, ecological literacy level was increased. The mean score of the students was 51.73 ± 5.39 and the median was 53.0. Conclusions Ecological literacy could be considered as high level for primary school students in eco-school. ELS was found to be a valid-reliable tool for assesing ecological literacy in primary school students. Key messages Ecological literacy is an issue that students should be informed from the primary school period. In the literature, ELS seems the first scale about ecological literacy for primary school students and needs to be tested in large groups of students.

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The Effectiveness of Dawson-Guare Program on the Executive Functions of Pre-School Students with Neurological Learning Disability

Review of European Studies ◽

10.5539/res.v8n2p22 ◽

2016 ◽

Vol 8 (2) ◽

pp. 22

Author(s):

Ali Akbar Ebrahimi ◽

Ahmad Abedi ◽

Ahmad Yarmohammadian ◽

Salar Faramarzi

Keyword(s):

Executive Functions ◽

Learning Disability ◽

Intervention Group ◽

Control Group ◽

Behavior Rating ◽

School Students ◽

Developmental Learning ◽

Primary Scale ◽

Behavior Rating Inventory ◽

And Behavior

<p>The present study aimed to examine the effectiveness of the Dawson-Guare Program on executive functions in children with Neuropsychological/Developmental Learning Disability (NDLD). The Wechsler Preschool and Primary Scale Intelligence (WPPSI) and Behavior Rating Inventory for Executive Function-Preschool (BREIEF-P) were chosen for the purposes of this study and 40 children of the total number of 700, exhibited executive functions difficulties indicating a probable NDLD. The 40 students diagnosed with NDLD were equally separated into two groups. The intervention group attend a 15-week Dawson-Guare program while students of the control group followed the regular preschool schedule. All participants were tested prior to the start and after the end of the 15-week period. The results indicated that after a 15-week Dawson-Guare program, the intervention group improved all of dimensions of executive functions that examined. In conclusion, Dawson-Guare program training can be an effective intervention for improving executive functions for children with NDLD.</p>

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