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首页> 外文期刊>Journal of psychoeducational assessment >Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms
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Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms

机译：另一点看看有天赋评级秤的有效性：幼儿园/幼儿园和学校形式

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摘要

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 omega for both the GRS-P and the GRS-S was .95 and omega(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.
机译：本研究进一步在测试验证的内部和外部阶段进一步检测了（a）测试结构保真，如所支持的因素的数量所示，所指示的结构保真度以及所提出的评分模型的对应由作者和（b）审查遗传措施的因素的外部关系，其中据智力的两种广泛使用的智能标准测试的一般因素进行了一般因素，使用Multimethod确认因子分析（CFA）。我们的分析结果揭示了GRS-PRESCHOOL（GRS-P）和GRS学校（GRS-S）形式的大量一般因素。这个因素占GRS-P对GRS-P的差异的80％，占GRS-S的差异的72％，揭示了GRS措施的绝大部分是一般因素。此外，GRS-P和GRS-S的系数ω为0.95和OMEGA（H）是.92，表明该一般因子以高度的可靠性测量。 Multimethod CFA的结果表明，基本上与威施勒级的一般因素基本相关的GRS相关的一般因素，这可能表明GRS主要反映了一般认知能力而不是有天才的多个维度。讨论了这些结果和方向进行进一步研究的影响。

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