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Social Psychology of Education - Recent research has suggested that teachers’ burnout is growing and, consequently, affecting their overall satisfaction with life and professional... 相似文献
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Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency,vocabulary and memory
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Sandra Santos Irene Cadime Fernanda L. Viana Séli Chaves‐Sousa Elena Gayo José Maia Iolanda Ribeiro 《Scandinavian journal of psychology》2017,58(1):1-8
Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC‐n) and another with expository ones (TRC‐e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC‐n and TRC‐e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one‐factor solution for all test forms. Study 2 included 218 students to collect criterion‐related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. 相似文献
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Irene Cadime Sara Lima Alexandra Marques Pinto Iolanda Ribeiro 《European Journal of Developmental Psychology》2016,13(2):254-263
School engagement is a multidimensional construct characterized by vigour, dedication, and absorption towards academic work that is related to school achievement. This study aimed to examine the measurement invariance of a school engagement measure – the Utrecht Work Engagement Scale-Students (UWES-S) – across secondary school pupils and university students. Two samples of secondary school pupils (n = 251) and university students (n = 229) were used. The results supported the original three-factor structure (vigour, dedication and absorption) of the UWES-S instead of a two- or a one-factor structure in both samples. Evidence for the metric and scalar invariance of the measure across secondary school pupils and university students was also found. The university sample had higher scores in vigour and absorption but not in dedication. These findings demonstrate that the UWES-S can be used for developmental studies where school engagement and its relation with other variables needs to be compared across distinct educational levels. 相似文献
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