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Direct linkVsevolod Scherrer; Maria Jalynskij; Andrew J. Elliot; Jasmin L. Becker; Franzis Preckel – Journal of Educational Psychology, 2024
Stability and change in students' achievement goals (AGs) are of great relevance for educational research and practice. In two separate meta-analyses, we investigated the rank-order stability (93 studies, 569 effect sizes, 54,736 students), as well as the mean-level change (157 studies, 1,170 effect sizes, 81,464 students) in AGs throughout…
Descriptors: Elementary School Students, Middle School Students, High School Students, College Students
Dowdy, Erin; Nylund-Gibson, Karen; Felix, Erika D.; Morovati, Diane; Carnazzo, Katherine W.; Dever, Bridget V. – Educational and Psychological Measurement, 2014
The practice of screening students to identify behavioral and emotional risk is gaining momentum, with limited guidance regarding the frequency with which screenings should occur. Screening frequency decisions are influenced by the stability of the constructs assessed and changes in risk status over time. This study investigated the 4-year…
Descriptors: Screening Tests, Risk, Behavior Disorders, Emotional Disturbances
Mitchell, Angela D.; Booker, Kimberly W.; Strain, Jeffrey D. – Journal of Psychoeducational Assessment, 2011
The purpose of this study was to investigate the factor structure, internal consistency, and reliability of the Readiness to Respond to Intervention Scale (RRIS), which is designed to assess adolescents' readiness to change. This measure is based on the Stage of Change Scale and assesses three stages of the Stage of Change Model (i.e.,…
Descriptors: Change, Readiness, Response to Intervention, Nontraditional Education
