Lastly,
the criterion validity of the model was examined by evaluating the relations between the bifactor model and observations of physical and relational aggression and results generally supported the validity of the bifactor model.
Not exact matches
Brian has been involved with creating policies,
models, and
criteria for promoting
validity, reliability, and credibility in both assessments and accountability systems through work with groups such as the U.S. Department
of Education (co-author
of Accountability Peer Review guidance; Growth
Model Pilot guidance), Council
of Chief State School Officers (CCSSO)(author
of documents on the design
of accountability systems and balanced assessment systems), National Center for Educational Outcomes (NCEO)(author
of research reports on standardization and reliability for assessment systems for students with disabilities), and several state Technical Advisory Committees.
Climate
models are not generally subjected to as stringent
criteria of validity as weather
models.
Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor
model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative
of a satisfactory stability
of the measures over time; d) preliminary evidence
of convergent and discriminant
validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version
of the COPE - questionnaire; e) preliminary evidence
of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence
of incremental
validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.
Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor
model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative
of a satisfactory stability
of the measures over time; d) preliminary evidence
of convergent and discriminant
validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version
of the COPE - questionnaire; e) preliminary evidence
of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence
of incremental
validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.