Validation of the Gifted Rating Scales-School Form in China

The Gifted Rating Scales - School Form in Greek elementary and middle school learners: a closer insight into their psychometric characteristics

The Gifted Rating Scales - School Form (GRS-S), an evaluation tool for the identification of gifted elementary and middle school children, was the subject of the current study, which focused on its psychometric features (internal consistency reliability and structural validity). Four hundred and eighty-nine teachers (342 women, 139 men, and 8 without gender declaration) used the GRS-S to estimate the dimensions of giftedness in their students for the current study. Particularly, 489 children (253 girls and 236 boys) were evaluated by their teachers. Eight elementary and middle school classes and sixteen 6-month age bands were used to stratify the student population. The scales' outstanding internal consistency and good factorial validity were revealed by statistical analyses (EFA, CFA, and Cronbach's coefficients). According to the current research findings, the GRS-S as a reliable and valid assessment tool for identifying gifted students (by their teachers) within the Greek cultural environment.

The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P): A Preliminary Examination of Their Psychometric Properties in Two Greek Samples

The present paper is based on data of two samples concerning the Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) that aimed to gain insight into the psychometric properties (internal consistency reliability, structural and convergent validity) of the Greek version of the GRS-P. In both studies, teachers estimated their students' giftedness with the GRS-P and executive functions with the Childhood Executive Functioning Inventory (Study 1). In Study 2, kindergarteners were examined in cognitive measurements which included the colored progressive matrices, the children category test, the Athena test, and the mini-mental state examination. Statistical analyses (EFA, CFA, Cronbach's α, and Pearson's r coefficients) revealed the excellent internal consistency of the scales as well as their good factorial and convergent/discriminant validity. In relation to the children's cognitive ability measures, it emphasized the fact that the GRS-P is a reliable and valid tool for teachers to assess their gifted students in a Greek cultural context.

Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution

The factor structure, the concurrent validity, and test–retest reliability of the Czech translation of the Gifted Rating Scales-School Form [GRS-S; Pfeiffer, S. I., & Jarosewich, T. (2003). GRS (gifted rating scales) - manual. Pearson] were evaluated. Ten alternative models were tested. Four models were found to exhibit acceptable fit and interpretability. The factor structure was comparable for both parent ( n = 277) and teacher raters ( n = 137). High correlations between the factors suggest that raters might be subject to a halo effect. Ratings made by teachers show a closer relationship with criteria (WJ IE II COG, CFT 20-R, and TIM3–5) than ratings made by parents. Test–retest reliability of teacher rating (with median 93 days) was quite high for all GRS-S subscales ( r = .84–.87).

Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms

This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of factors underlying GRS ratings with the general factor from two widely used standardized tests of intelligence using the multimethod confirmatory factor analysis (CFA). Results of our analyses revealed the presence of a large general factor on both the GRS-Preschool (GRS-P) and the GRS-School (GRS-S) forms. This factor accounted for 80% of the variance on the GRS-P and 72% of the variance on the GRS-S, revealing that the vast majority of what the GRS measures is the general factor. In addition, coefficient ω for both the GRS-P and the GRS-S was .95 and ω H for the GRS-S was .92, demonstrating that this general factor is measured with a high degree of reliability. Results of multimethod CFAs indicated the general factor underlying the GRS correlated substantially with the general factor underlying the Wechsler scales, which may suggest that the GRS primarily reflects general cognitive ability and not multiple dimensions of giftedness. Implications of these results and directions for further research are discussed.

Identifying gifted students in Puerto Rico

The challenge of correctly identifying gifted students is a critical issue. Gifted education in Puerto Rico is marked by insufficient support and a lack of appropriate identification methods. This study examined the reliability and validity of a Spanish translation of the Gifted Rating Scales-School Form (GRS) with a sample of 618 island-residing Puerto Rican students. Alpha values for the Spanish-translated version ranged from 0.98 to 0.99, comparable to those reported for the USA standardization sample. Scores on the Spanish-translated GRS correlated positively and significantly with classroom grades, Naglieri Non-verbal Test of Intelligence (NNAT) scores and with the island’s local norm-referenced achievement test. Confirmatory factor analysis supported the six-factor model. Overall, findings provide evidence supporting the use of a Spanish-translated GRS for Puerto Rican island students.

Psychometric evaluation of the Korean version of the Diabetes Self-efficacy Scale among South Korean older adults with type 2 diabetes

AIMS AND OBJECTIVES

To evaluate the psychometric properties (reliability and validity) of the Korean version of the Diabetes Self-efficacy Scale among South Korean older adults with type 2 diabetes mellitus.

BACKGROUND

Self-efficacy has been reported to be a key component of enhancing diabetes self-management, and many healthcare providers have paid attention to the instruments to accurately measure self-efficacy as related to diabetes self-management.

DESIGN

A psychometric test of an instrument measuring self-efficacy as related to diabetes self-management.

METHODS

A total of 278 Korean older adults with type 2 diabetes were recruited in one senior centre in Seoul, South Korea. The instrument included the Diabetes Self-efficacy Scale and the summary of the Diabetes Self-care Activities. Item analyses, reliability including internal consistency and stability, and validity including exploratory factor analysis, confirmatory factor analysis, and hypothesised relationships test were used to examine the psychometric properties of the Korean version of the Diabetes Self-efficacy Scale.

RESULTS

The item-total correlation coefficients of all items were >0·30 and ranged from 0·47-0·73. The coefficient alpha for the internal consistency was 0·89, and the intraclass correlation coefficient for the stability was 0·90. Two factors were extracted from the exploratory factor analysis (factor 1, self-efficacy for diet-related self-management behaviours; factor 2, self-efficacy for diabetes self-management behaviours except diet), and the two-factor model for the confirmatory factor analysis had good fitness indices. The diabetes self-efficacy scores were positively correlated with the level of diabetes self-management.

CONCLUSIONS

The findings supported that the Korean version of the Diabetes Self-efficacy Scale was reliable and valid in measuring self-efficacy as related to diabetes self-management in Korean older adults with type 2 diabetes.

RELEVANCE TO CLINICAL PRACTICE

The Korean version of the Diabetes Self-efficacy Scale can allow healthcare providers to effectively measure self-efficacy related to diabetes self-management so that they can provide the appropriate and adequate nursing care to Korean older adults with type 2 diabetes.

Youth leadership: a proposal for identifying and developing creativity and giftedness

There is a considerable amount of literature on leadership, particularly as it relates to organizations, government, and the military. However, educators and psychologists know considerably less about early precursors of leadership, how leadership develops in youth, possible gender differences, and the relationship of leadership, intelligence and creativity. A global consensus exists that leaders are needed and that we shouldn't delay the early development of leadership skills. The authors propose a model to enhance creative leadership and introduce a teacher-completed rating scale, the Gifted Rating Scales to help accomplish this. As demonstrated, there are possibilities to detect early creative and intellectual giftedness among children and youngsters in the classrooms and expectations to move from a basic level of competence to reach an elite or expert level in any field, facilitating the emergence of leadership.

The Reliability and Validity of a Chinese-Translated Version of the Gifted Rating Scale- Preschool/Kindergarten Form

This study examines the reliability and validity of a Chinese-translated version of the Gifted Rating Scales—Preschool/Kindergarten Form (GRS-P) and explores the effect of gender and age on each of the subscales. Data were collected from 250 kindergarten children, with age ranging from 4 years, 0 months to 6 years, 11 months. Results indicated that the reliability for the subscales of GRS-P was high. There were also significant correlations between GRS-P subscale scores and children’s school performance in language, number concept, and music. Results from the confirmatory factor analysis corroborated the five-factor model of the original GRS-P. No significant difference was identified across all age groups and in gender. The study, however, provided some initial findings for the use of GRS-P as a screening tool for identifying gifted young children in a Chinese population. Suggestions for further research on exploring the use of GRS-P for preschoolers are discussed.

Measurement Invariance of the Chinese Gifted Rating Scales: Teacher and Parent Forms

The Gifted Rating Scales-School Form (GRS-S) has been validated in several countries; however, no study has examined the rater invariance of this measure. The present study built on previous validity studies and examined configural and metric invariance between parent and teacher raters using the Chinese version of the GRS-S Teacher and Parent Forms. Analyses were conducted from a Jöreskog tradition, with testing of hypotheses related to group invariance. Model fit indices (i.e., comparative fit index [CFI], root mean square error of approximation [RMSEA], χ²/df) supported equivalence in factor structure and standardized loadings between raters. Additionally, hypothesis testing revealed equivalence in loadings for raters. Implications of the results, as well as limitations and directions for future research, are discussed.