Correlated Trait–Correlated Method Minus One Analysis of the Convergent and Discriminant Validity of the Conners 3 Short Forms.
This study used the correlated trait–correlated method minus one model to examine the convergent and discriminant validity of the scales of the Conners 3 Short [C 3 (S)]. The C 3 (S) scales in the analysis were inattention (IN), hyperactivity/impulsivity (HY), learning problems (LP; learning problem...
| Publicado en: | Assessment Vol. 27; no. 7; pp. 1463 - 1476 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Oct2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145141411&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145141411 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10731911 G70 jtl: Assessment issn: 10731911 maglogo: Y pubinfo: dt: Oct2020 vid: 27 iid: 7 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 145141411 145141411 145141411 10.1177/1073191118803714 145141411 ppf: 1463 ppct: 13 formats: tig: atl: Correlated Trait–Correlated Method Minus One Analysis of the Convergent and Discriminant Validity of the Conners 3 Short Forms. aug: au: Gomez, Rapson Vance, Alasdair Stavropoulos, Vasileios affil: Cairnmillar Institute, Hawthorn East, Victoria, Australia sug: subj: Criterion-Related Validity Evaluation Discriminant Validity Evaluation Scales Models, Theoretical Human Validation Studies Male Female Child Adolescence Attention Deficit Hyperactivity Disorder Diagnosis Descriptive Statistics Child: 6-12 years Adolescent: 13-18 years Male Female ab: This study used the correlated trait–correlated method minus one model to examine the convergent and discriminant validity of the scales of the Conners 3 Short [C 3 (S)]. The C 3 (S) scales in the analysis were inattention (IN), hyperactivity/impulsivity (HY), learning problems (LP; learning problems/executive functioning from the teacher version), aggression (AG), and peer relations (PR, only for parent and teacher versions). A total of 529 adolescents and children (75% males, mean age = 11.75 years, SD = 2.97 years) provided self-ratings, and were also rated by their mothers and teachers. The findings indicated no support for the convergence of IN and HY across the three respondents. In contrast, there was convergence for LP, AG, and PR. There was support for the discriminant validity of the traits, except between IN and HY. The findings are discussed in relation to the convergent and discriminant validity of the C 3 (S) measures, and the clinical use of the C 3 (S). pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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