Perfectionism has been studied for almost 30 years. In the present study, we investigated the internal validity of The Perfectionism Inventory in an occupation that encourages perfectionistic tendencies in own behavior or in students' behavior. We collected data from a large sample of schoolteachers recruited using a snowball sampling approach, and we analyzed the factor structure of the PI using confirmatory factor analyses. We found that the 8-factor structure of PI provided a reasonable fit root mean square error of approximation (...) [RMSEA = 0.055, 90% CI = ; SRMR = 0.071]. However, additional analyses revealed problematic divergent validity only in the case of the scales associated with self-evaluative perfectionism, not in the case of the scales associated with conscientious perfectionism. We found that teachers displayed distinguishably different forms of perfectionism only when it referred to own person, not when it referred to perfectionism imposed to others. Based on these findings, we suggested that the PI could provide a useful framework for investigating the role of conscientious-related forms of perfectionism in the development of teacher beliefs regarding their school behavior. (shrink)

The importance of self-regulated learning has increased during the COVID-19 pandemic and measures for assessing students’ self-regulation skills and knowledge are greatly needed. We present the results of the first thorough adaptation of the Children’s Perceived use of Self-Regulated Learning Inventory. The inventory, consisting of 15 scales measuring nine components of SRL, was administered to a sample of 541 Slovenian ninth graders. Confirmatory factor analyses supported internal structure validity of most components, but two components required some structural modifications. Internal consistency (...) coefficients were acceptable for the majority of scale scores and were highly comparable to the original ones. While metric invariance across gender was confirmed, the scalar invariance of some scales needs further examination. Meaningful correlations with relevant externally assessed and self-reported self-regulation and school performance variables indicated good criterion validity of the inventory. The Slovenian version of the CP-SRLI thus proved to be a sufficiently valid and reliable instrument for assessing pupils’ learning self-regulation. (shrink)

With the popularity of computer-based testing, it is easier to collect item response times in psychological and educational assessments. RTs can provide an important source of information for respondents and tests. To make full use of RTs, the researchers have invested substantial effort in developing statistical models of RTs. Most of the proposed models posit a unidimensional latent speed to account for RTs in tests. In psychological and educational tests, many tests are multidimensional, either deliberately or inadvertently. There may be (...) general effects in between-item multidimensional tests. However, currently there exists no RT model that considers the general effects to analyze between-item multidimensional test RT data. Also, there is no joint hierarchical model that integrates RT and response accuracy for evaluating the general effects of between-item multidimensional tests. Therefore, a bi-factor joint hierarchical model using between-item multidimensional test is proposed in this study. The simulation indicated that the Hamiltonian Monte Carlo algorithm works well in parameter recovery. Meanwhile, the information criteria showed that the bi-factor hierarchical model is the best fit model. This means that it is necessary to take into consideration the general effects and the multidimensionality of the RT in between-item multidimensional tests. (shrink)

In educational and clinical settings, few norm-referenced tests have been utilized until now usually focusing on a single or a few language subcomponents, along with very few language rating scales for parents and educators. The need for a comprehensive language assessment tool for preschool and early school years children which could form the basis for valid and reliable screening and diagnostic decisions, led to the development of a new norm-referenced digital tool called Logometro®. The aim of the present study is (...) to describe Logometro® as well as its psychometric characteristics. Logometro® evaluates an array of oral language skills across the different language domains such as phonological awareness, listening comprehension, vocabulary knowledge, narrative speech, morphological awareness, pragmatics, as well emergent literacy skills in Greek-speaking 4–7 years old children. More specifically, Logometro® has been designed in order to: map individual language development paths as well as difficulties, provide a descriptive profile of children’s oral language and emergent literacy skills, and assist in the identification of children who are at risk for Developmental Language Disorder or Specific Learning Disabilities. The sample consisted of 926 children aged from 4 to 7 years, which were recruited from diverse geographical provinces and represented a variety of socioeconomic backgrounds in Greece. Eight hundred participants were typically developing children, 126 children represented children with Special Educational Needs, and 126 children were typically developing peers matched for gender and age with the clinical groups. The administration lasted 90 min, depending on the participant’s age and competence. Validity as well as internal consistency and test–retest reliability were assessed. Results indicated that Logometro® is characterized by good psychometric properties and can constitute a norm-referenced battery of oral language and emergent literacy skills. It could be used to inform the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate individualized intervention if needed. (shrink)