Measuring Teacher Practices That Support Student Motivation: Examining the Factor Structure of the Teacher as Social Context Questionnaire Using Multilevel Factor Analyses
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918791655
Measuring Bullying and Victimization Among Immigrant and Native Primary School Students: Evidence From Italy
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917732890
Investigating the Theoretical Structure of the Differential Ability Scales—Second Edition Through Hierarchical Exploratory Factor Analysis
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918760724
Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918781431
An Investigation of the Psychometric Properties of the Early Identification System–Student Report
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918758791
Computer Versus Paper-Based Testing: Are They Equivalent When it Comes to Working Memory?
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918761496
The Use of Self-Regulated Cognitive Strategies Across Students With Different Immigrant Backgrounds and Gender
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918785072
Reliability, Factor Structure, and Measurement Invariance of a Web-Based Assessment of Children’s Social-Emotional Comprehension
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917749682
Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917724905
Validation of Scores From the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917735151
Measuring Latino Adolescents’ Coping With Ethnic-Racial Discrimination
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918792384
Adaptation and Validation of a Measure of Students’ Adaptive and Maladaptive Ways of Coping With Academic Problems
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918799389
Wechsler Administration and Scoring Errors Made by Graduate Students and School Psychologists
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918786355
Examining the Latent Structure of the BASC-3 BESS Parent Preschool Form
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917739109
An Examination of the Psychometric Properties and Validation of the Family Resource Scale for Families Seeking Assistance With Their Child’s Behavioral Difficulties
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918769486
Variance in Teacher Ratings of Children’s Adjustment
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917728235
Long-Term Prospects and College Students’ Academic Performance
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918764202
Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918769978
Working Memory Power Test for Children
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917731458
Mattering Versus Self-Esteem in University Students: Associations With Regulatory Focus, Social Feedback, and Psychological Distress
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919890786
The Italian Version of the State-Trait Cheerfulness Inventory Trait Form: Psychometric Validation and Evaluation of Measurement Invariance
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919875639
A Comparison of Different Item Response Theory Models for Scaling Speeded C-Tests
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919889262
Using an Individualized Observational Measure to Understand Children’s Interactions in Underserved Kindergarten Classrooms
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918819579
A Test and Cross-Validation of the Factor Structure of the Engagement Versus Disaffection With Learning Instrument Among Middle School Students
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917742569
Differential Item Functioning of a Truancy Assessment
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919863215
Factorial Validity of the Anxiety Questionnaire for Students (AFS): Bifactor Modeling and Measurement Invariance
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918794834
Indiscriminate Responding Can Increase Effect Sizes for Clinical Phenomena in Nonclinical Populations: A Cautionary Note
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918758809
Evaluation of the Autism Spectrum Rating Scales in a Diverse, Nonclinical Sample
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919880051
What Is in a Name? A Historical Review of Intelligence Test Score Labels
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918786651
The Positive Effect of Intrinsic Feedback on Motivational Engagement and Self-Efficacy in Information Literacy
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917747423
Do Global Ability Composites Differentially Predict Academic Achievement Across Gender?
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919892731
Convergent Validity of the A-ToM (Adult Theory of Mind) Test for Individuals With Autism Spectrum Disorder
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918787433
Assessing Students’ Enjoyment in Physical Education: Measurement Invariance Across School Tracks and Relationships With Grades
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918804600
Testing the Reliability and Construct Validity of a Chinese Translation of BASC-3-SRP for 12- to 18-Year-Old Youth
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919874257
Factorial Structure of the German Version of the Emotion Expression Scale for Children in Early Adolescents
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918773478
Investigation of Broad Autism Phenotype Traits as Measured by the 26-Item Autism Quotient
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918768706
The Development of the Children’s Emotional Adjustment Scale–Preschool Version
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282917744731
Precision of Single-Skill Math CBM Time-Series Data: The Effect of Probe Stratification and Set Size
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919894096
Assessing Equivalency of PSC-17 Ratings: Does It Matter if Mixed or Grouped Item Format Is Used?
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918819566
Book Review: Assessment of Children: Cognitive Foundations and Applications, by Sattler, J. M.
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919830217
Teacher–Student Working Alliance Among Students With Emotional and Behavioral Disorders
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919874268
Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children’s Emotion Recognition Skill
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919881919
The Reynolds Intellectual Assessment Scales: Measurement Invariance Across Four Language Groups
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918780565
Do Achievement Factors Change Across Development? An Investigation With the KTEA-3
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918754922
Test Review: A Review of the Feifer Assessment of Reading (FAR)
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918810328
Development and Validation of a New Multidimensional Language Class Anxiety Scale
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919875881
Monitoring Instructional Responsiveness−Reading (MIR-R): Preliminary Validity and Reliability With Economically Diverse Learners
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918782338
Applicability of the Ego-Resilience Scale (ER89) in the Chinese Cultural Context: A Validation Study
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919889242
Teacher Trainees’ Administration and Scoring Errors on the Kaufman Test of Educational Achievement
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282919871144
Examining the Reliability of Scores From a Performance Assessment of Practice-Based Competencies
来源期刊：Journal of Psychoeducational AssessmentDOI：10.1177/0734282918816849
