Assessment of classroom behavior: A multiattribute, multisource approach to instrument development and validation

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Abstract

Describes the simultaneous development and validation of 3 parallel instruments for the multidimensional assessment of a young child's classroom behavior. Scales were constructed to depict teacher-, peer-, and self-rated behavior, including positive as well as negative attributes. The scales were continually refined over the course of 3 successive years, with the total sample size approaching 1,000 1st- and 2nd-grade school children. The multidimensional nature, internal consistency, and test-retest properties of each device are explicated. Finally, higher order principal-components analyses are presented highlighting the convergent and divergent characteristics in this multiattribute, multisource battery. The assets and liabilities of the instruments taken individually and collectively are discussed, as well as directions for future research. (13 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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