| Psychometric Assessment of the Short Grit Scale Among Chinese Adolescents |
22 |
| Measuring Bullying and Victimization Among Immigrant and Native Primary School Students: Evidence From Italy |
9 |
| Measuring Adolescent Flourishing: Psychometric Properties of Flourishing Scale in a Sample of Chinese Adolescents |
9 |
| Personal and Classroom Achievement Goals: Their Structures and Relationships |
8 |
| Investigating the Theoretical Structure of the Differential Ability Scales-Second Edition Through Hierarchical Exploratory Factor Analysis |
8 |
| Identifying Severity Standards on the Cognitive Test Anxiety Scale: Cut Score Determination Using Latent Class and Cluster Analysis |
7 |
| Psychometric Characteristics of Strengths Knowledge Scale and Strengths Use Scale Among Adolescents |
5 |
| School Refusal Assessment Scale-Revised Chilean Version: Factorial Invariance and Latent Means Differences Across Gender and Age |
5 |
| Evaluating the Psychometric Properties of the Original Grit Scale Using Rasch Analysis in an Arab Adolescent Sample |
4 |
| Preliminary Validation of the Teacher-Rated DESSA in a Low-Income, Kindergarten Sample |
4 |
| Does School Climate Mean the Same Thing in the United States as in Mexico? A Focus on Measurement Invariance |
4 |
| Cross-Cultural Validity of Preschool Learning Behavior Scale in Chinese Cultural Context |
4 |
| Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children |
4 |
| Scores in Space: Multidimensional Scaling of the WISC-V |
4 |
| Malingered Attention Deficit/Hyperactivity Disorder on the Conners' Adult ADHD Rating Scales: Do Reasons for Malingering Matter? |
3 |
| Development and Validation of an Enlarged Version of the Student Agentic Engagement Scale |
3 |
| Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability |
3 |
| Assessing College Student Engagement: Development and Validation of the Student Course Engagement Scale |
3 |
| Resiliency Across Cultures: A Validation of the Resiliency Scale for Young Adults |
3 |
| Agreement and Disagreement on Emotional and Behavioral Problems in a Sample of Preschool-Age Children |
3 |
| ADHD Assessment in College Students: Psychologists' Adherence to DSM-5 Criteria and Multi-Method/Multi-Informant Assessment |
3 |
| School Climate and School Achievement in the Romanian Secondary Education |
3 |
| A Multilevel MTMM Approach to Estimating the Influences of Contextual Factors on Trait and Informant-Based Method Effects in Assessments of School Climate |
3 |
| Trait Emotional Intelligence Questionnaire-Adolescent Short Form: A Psychometric Investigation in Greek Context |
3 |
| Homework Expectancy Value Scale: Measurement Invariance and Latent Mean Differences Across Gender |
3 |
| Assessing Students' Enjoyment in Physical Education: Measurement Invariance Across School Tracks and Relationships With Grades |
3 |
| A Pilot Study Exploring the Relationship Between Perfectionism and Anxiety in an Urban Middle School |
2 |
| Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms |
2 |
| Reliability and Relationship to Retention of Assessing an Acquisition Rate for Sight Words With Kindergarten Students |
2 |
| Growth in Reading Comprehension and Verbal Ability From Grades 1 Through 9 |
2 |
| Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study |
2 |
| Teacher-Student Relationships in Special Education: The Value of the Teacher Relationship Interview |
2 |
| Separate Room Testing Accommodations for Students With and Without ADHD |
2 |
| Perfectionism and Academic Performance in Italian College Students |
2 |
| Psychometric Properties of the German School Refusal Assessment Scale-Revised |
2 |
| Fine-Tuning Cross-Battery Assessment Procedures: After Follow-Up Testing, Use All Valid Scores, Cohesive or Not |
2 |
| Computer Versus Paper-Based Testing: Are They Equivalent When it Comes to Working Memory? |
2 |
| Assessing Teacher Wellness: Confirmatory Factor Analysis and Measurement Invariance of the Teacher Subjective Wellbeing Questionnaire |
2 |
| Psychometric Validity and Gender Invariance of the Academic Buoyancy Scale in the Philippines: A Construct Validation Approach |
2 |
| Psychometric Properties of the 3 x 2 Achievement Goal Questionnaire in a Hong Kong Sample |
2 |
| Evaluating the Student-Teacher Relationship Scale in Italian Young Children: An Exploratory Structural Equation Modeling Approach |
2 |
| Examining the Latent Structure of the BASC-3 BESS Parent Preschool Form |
2 |
| Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students |
2 |
| Validation of Scores From the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers |
2 |
| Variance in Teacher Ratings of Children's Adjustment |
2 |
| Validation of a Revised Observation-Based Assessment Tool for Children Birth Through Kindergarten: The COR Advantage |
2 |
| Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten |
2 |
| The Scale of Student Engagement in Statistics: Development and Initial Validation |
2 |
| The Psychometrics of the Children's Depression Inventory When Used With Children Who Are Chronically Ill and Matched Community Comparison Peers |
2 |
| The Use of Self-Regulated Cognitive Strategies Across Students With Different Immigrant Backgrounds and Gender |
2 |
