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Direct linkBrackett, Marc A.; Palomera, Raquel; Mojsa-Kaja, Justyna; Reyes, Maria Regina; Salovey, Peter – Psychology in the Schools, 2010
The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion-regulation ability (ERA), as assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary-school…
Descriptors: Emotional Intelligence, Teacher Effectiveness, Secondary School Teachers, Job Satisfaction
Morgan, Kimberly E.; Rothlisberg, Barbara A.; McIntosh, David E.; Hunt, Madeline S. – Psychology in the Schools, 2009
The present study assessed the Kaufman Assessment Battery for Children, Second Edition (KABC-II) in relation to the synthesized Cattell-Horn-Carroll (CHC) theory of intelligence with a preschool sample. Participants were 200 preschool children between four and five years of age. A confirmatory factor analysis (CFA) was conducted, and different…
Descriptors: Intelligence, Preschool Children, Factor Analysis, Item Analysis
Newton, Jocelyn H.; McIntosh, David E.; Dixon, Felicia; Williams, Tasha; Youman, Elizabeth – Psychology in the Schools, 2008
This study examined the accuracy of three shortened measures of intelligence: the Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford-Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K-BIT) in predicting…
Descriptors: Gifted, Children, Comparative Analysis, Prediction
Beaujean, A. Alexander; McGlaughlin, Sean M.; Margulies, Allison S. – Psychology in the Schools, 2009
The Reynolds Intellectual Assessment Scales (RIAS) is a recently developed, individually administered psychometric instrument designed to measure general cognitive ability, as well as verbal (crystallized) intelligence, nonverbal (fluid) intelligence, and memory. Test reviewers have recommended the use of the RIAS despite the fact that, although…
Descriptors: Intelligence Tests, Cognitive Ability, Verbal Ability, Nonverbal Ability
Peer reviewedFlanagan, Dawn P.; Alfonso, Vincent C. – Psychology in the Schools, 1993
Provides tables of critical values for determining statistically significant discrepancies between Wechsler Verbal/Performance IQ and Wechsler Individual Achievement Test subtests and composite scores based on predicted-achievement method. Recommends that tables be used when statistically significant and diagnostically meaningful Verbal…
Descriptors: Intelligence Quotient, Intelligence Tests, Statistical Significance
Peer reviewedLobello, Steven G. – Psychology in the Schools, 1991
Presents age-referenced tables for Wechsler Preschool and Primary Scale of Intelligence-Revised that provide differences required at .05 and .01 levels of significance between any Verbal scale subtests and average of Verbal scale subtests, any Performance scale subtests and average of Performance scale subtests, and any subtest with average of all…
Descriptors: Intelligence Tests, Test Interpretation, Young Children
Lassiter, Kerry S.; Matthews, T. Darin; Feeback, Greg – Psychology in the Schools, 2007
The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from…
Descriptors: College Students, Cognitive Ability, Verbal Ability, Nonverbal Ability
Peer reviewedSimpson, Robert L. – Psychology in the Schools, 1970
In comparing individual intelligence tests with individual reading achievement tests, it was found that the readingtests surpass individual intelligence tests in ability to predict successful graduation from regular high school classes for low achieving students. (Author/KJ)
Descriptors: Intelligence Tests, Low Achievement, Prediction, Reading
Peer reviewedVance, Booney; And Others – Psychology in the Schools, 1991
Compared the Cognitive Levels Test (CLT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 55 children who were referred for remedial educational services. A comparison of the correlations for each of the criterion measures from the WISC-R showed a consistent significant positive relationship with the CLT. (Author/LLL)
Descriptors: Children, Concurrent Validity, Elementary Education, Intelligence Tests
Peer reviewedFlanagan, Dawn P.; Alfonso, Vincent C. – Psychology in the Schools, 1993
Provides tables of Wechsler Individual Achievement Test (WIAT) subtests and composite predicted-achievement standard scores based on Wechsler Intelligence Scale for Children-Third Edition (WISC-III) Verbal and Performance intelligence quotients (IQs). Tables allow examiners to determine quickly ability-achievement discrepancies based on WISC-III…
Descriptors: Achievement Tests, Intelligence Tests, Prediction, Test Interpretation
Peer reviewedCarvajal, Howard; And Others – Psychology in the Schools, 1988
A kindergarten class of nine boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of six correlations of total scores and subtests pairs, only the correlation of total scores was statistically significant. (Author)
Descriptors: Comparative Testing, Intelligence Tests, Kindergarten Children, Primary Education
Peer reviewedSilverstein, A. B.; Legutki, Greg – Psychology in the Schools, 1982
Compared factor structures of the WISC and the WISC-R using the data for age groups 7.5, 10.5, and 13.5 years in the two standardization samples. Results demonstrated that the structures of the two scales are as similar as the structure of either scale is for different age groups. (Author)
Descriptors: Adolescents, Children, Comparative Analysis, Factor Structure
Peer reviewedPatchett, Robin F.; Stansfield, Michael – Psychology in the Schools, 1992
Examined subtests scatter on Wechsler Intelligence Scale for Children-Revised by analyzing Verbal-Performance Intelligence Quotient (IQ) discrepancies, subtest scaled-score ranges, and subtests scaled-score standard deviations of 290 psychoeducationally normal 9 year olds whose IQs ranged from 100 to 140+. Found substantial differences on measures…
Descriptors: Elementary Education, Foreign Countries, Gifted, Intelligence Tests
Peer reviewedAnthony, John J. – Psychology in the Schools, 1973
This comparative study of these two instruments indicates that they yield similar IQ scores when used in the assessment of disadvantaged preschool children. (Author)
Descriptors: Disadvantaged Youth, Intelligence, Intelligence Tests, Measurement Techniques
Peer reviewedWalker, Kenneth P.; Walker, Carol A. – Psychology in the Schools, 1972
Descriptors: Intelligence Tests, Mental Retardation, Standardized Tests, Testing Problems
