Development and validation of the Hope for Parenting Scale.

2021 ◽  
Vol 10 (2) ◽  
pp. 124-135
Author(s):  
Brian P. Cole ◽  
Paul Ingram ◽  
Alyssa Dye ◽  
Sonia Molloy ◽  
Daniel B. Singley
Keyword(s):  
Parenting Scale ◽  
Development And Validation

Development and Validation of a Parenting Scale Short Form (PS-8) in a Representative Population Sample

2018 ◽  
Vol 28 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Sören Kliem ◽  
Anna Lohmann ◽  
Thomas Mößle ◽  
Heather M. Foran ◽  
Kurt Hahlweg ◽  
...  
Keyword(s):  
Short Form ◽  
Population Sample ◽  
Parenting Scale ◽  
Development And Validation

scholarly journals Development and Validation of the Praise, Indulgence, and Status Parenting Scale

2019 ◽  
Vol 102 (6) ◽  
pp. 804-816 ◽  
Author(s):  
Kristel Thomassin ◽  
Lauren Fay Wilson ◽  
Rachel Vaughn-Coaxum ◽  
W. Keith Campbell ◽  
Amos Zeichner ◽  
...  
Keyword(s):  
Parenting Scale ◽  
Development And Validation

18: Measuring Quality-of-Life after Surgery: Development and Validation of the Convalescence and Recovery Evaluation (CARE)

2007 ◽  
Vol 177 (4S) ◽  
pp. 7-7
Author(s):  
Brent K. Hollenbeck ◽  
J. Stuart Wolf ◽  
Rodney L. Dunn ◽  
Martin G. Sanda ◽  
David P. Wood ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Development And Validation

Der Erziehungsfragebogen (EFB)

Diagnostica ◽  
2010 ◽  
Vol 56 (3) ◽  
pp. 144-157 ◽  
Author(s):  
Sebastian Naumann ◽  
Heike Bertram ◽  
Annett Kuschel ◽  
Nina Heinrichs ◽  
Kurt Hahlweg ◽  
...  
Keyword(s):  
Parenting Scale

Zusammenfassung. Der Erziehungsfragebogen (EFB) ist die übersetzte und an den deutschen Sprachraum adaptierte Version der Parenting Scale (PS; Arnold, O’Leary, Wolff & Acker, 1993 ). Der EFB ist ein Selbstbeurteilungsinstrument, mit dem Eltern ihr Erziehungsverhalten einschätzen. Dabei wird dysfunktionales Erziehungsverhalten als Verhaltenstendenz in Erziehungs- bzw. Disziplinierungssituationen erfasst. Der EFB besteht aus folgenden Skalen: Überreagieren, Nachgiebigkeit und Weitschweifigkeit. Außerdem kann ein Gesamtwert gebildet werden. Anhand einer Stichprobe von 654 Müttern und 456 Vätern von 691 Kindergartenkindern, zusammengefasst aus mehreren einzelnen Studien, wurden die faktorielle Struktur untersucht und die Testgütekriterien des EFB bestimmt. Die Struktur der PS ließ sich auch für den EFB bestätigen. Es ergaben sich befriedigende bis gute Testgütekriterien, die vergleichbar mit dem englischen Instrument sind. Darüber hinaus ist der EFB sensitiv für Veränderungen. Aufgrund der Ergebnisse kann der Einsatz des EFB sowohl in entsprechenden Studien als auch im therapeutischen Bereich empfohlen werden.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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