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Measurement invariance of maternal ratings of ADHD symptoms across clinic referred children’s with and without ADHD

Advances in Developmental and Educational Psychology 2019年第1期1卷 7-17页

作者： Rapson Gomez Alasdair Vance Vasileios Stavropoulos Royal Childrens Hospital and The University of Melbourne VictoriaAustralia Cairnmillar Institute Australia

The study examined the measurement invariance (configural,metric,scalar,and error variances) and factor mean scores equivalencies of a modified version of the strengths and Weaknesses of ADHDSymptoms and Normal Behavior Scale (SWAN-M) across ratings provided by mothers of clinic-referred children and adolescents,diagnosed with (N = 666) and without (N = 202) ADHD. Confirmatory factor analysis (CFA) of these ratings provided support for the bi-factor model of ADHD [orthogonal general and specific factors for inattention (IA) and hyperactivity/impulsivity (HI) symptoms]. Multiple-group confirmatory factor analysis (CFA) of the bi-factor model supported full measurement invariance. Findings also showed that for latent mean scores,the ADHD group had higher scores than the non-ADHD group for the ADHD general and IA specific factors. The findings indicate that observed scores (based on maternal ratings of the SWAN-M) are comparable,as they have the same measurement properties. The theoretical,psychometric and clinical implications of the findings are discussed.

关键词： strengths and weaknesses of ADHD-Symptoms and Normal Behavior Scale factor structure measurement invariance children and adolescents mother ratings

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Resilience and Social Emotional Health of Teachers in Slovakia, Latvia, Lithuania in Pandemic Times

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Psychology Research 2022年第7期12卷 425-443页

作者： Eva Gajdošová Ala Petrulytė Guna Svence Paneuropean University BratislavaSlovak Republic Vytautas Magnus University VilniusLithuania University of Latvia RigaLatvia

*** on teachers’resilience and social emotional health is important for quality learning and well-being at school,especially during the challenges of the COVID-19 *** on mental health and resilience of teachers from Slovak republic,Latvia,and Lithuania was conducted as part of the ERASMUS+project“Supporting Teachers to Face the Challenge of Distance Teaching”(2020-1-LV01-KA226-SCH-094599).*** primary goal of the first project phase was to assess social emotional health,so-called Covitality and resilience of teachers in elementary,secondary,and high schools in post-pandemic times and to focus on those areas which require significant support and development.1,200 teachers,400 from each participating country,took part in the *** were based on data from research methods:Resilience Scale(RS 14)and social-emotional health survey-teachers(SEHS-T)with the approval of the authors and with the consultation of ***,University of California,*** reported in all high level of social-emotional health overall indicator-Covitality,as well as enough high level in four of its domains:Belief in Self,Belief in Others,Emotional Competence,Engaged *** of teachers’resilience has reached a moderate level in all three participating *** were found high significant positive correlations between teachers’resilience and overall covitality,as well as between resilience and covitality domains:Engaged living,Emotional Competence,and Belief in *** teacher strengths that were identified are self-regulation,empathy,cognitive *** demonstrated limits in resilience as a whole,in Belief in Others,especially in institutional and colleagues support,and in Engaged Living subscales gratitude,zest,and *** weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase in ***

关键词： social-emotional health resilience strengths teachers

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