By Laura H. Lippman, Kristin Anderson Moore, Lina Guzman, Renee Ryberg, Hugh McIntosh, Manica F. Ramos, Salma Caal, Adam Carle, Megan Kuhfeld
This quantity offers the result of the Flourishing young children venture. The research addressed gaps within the learn on signs of confident improvement of kids. Such signs are crucial for the balanced and scientifically sound learn of kids. but measures of many features of flourishing usually are not to be had, and once they do exist, they're not often measured in a developmentally acceptable demeanour for teens. furthermore, they can be too lengthy for software reviews and surveys, haven't been demonstrated on various populations, nor rigorously confirmed as predictors of optimistic results. The Flourishing little ones venture undertook the improvement of scales for kids a while 12-17 for 19 elements of flourishing protecting six domain names: flourishing in class and paintings, own flourishing, flourishing in relationships, dating talents, supporting others to flourish, and environmental stewardship. This quantity describes the four-stage technique of constructing the scales, together with: Reviewing the literature for extant measures for goods to check and synthesizing the present examine into consensus definitions for every build; undertaking cognitive trying out of things with kids and their mom and dad; pilot checking out the goods; and accomplishing psychometric analyses.
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Additional info for Flourishing Children: Defining and Testing Indicators of Positive Development
L. H. 2 Procedures After participants were recruited into the study, parents completed a screener and consented for their child to participate. In addition to parental consent for the teen to participate, teen assent was also obtained. Parents and teens completed their surveys separately but had the option of completing their respective surveys in one sitting. Reminder e-mails and automated phone calls were used to remind parents and teens to complete the surveys. 3 Incentives Initially, incentives of $5 for parents and $5 for teens were offered.
Use easy-to-understand syntax (Krosnick and Presser 2010). 3. Use concrete, specific, unambiguous wording to reduce misunderstanding and various item interpretations (Devellis 2003; Tourangeau and Bradburn 2010; Krosnick and Presser 2010). 4. Use exhaustive, mutually exclusive response categories (Krosnick and Presser 2010). 5. Avoid leading questions (Krosnick and Presser 2010). 6. Avoid double-barreled questions (Krosnick and Presser 2010). 7. Avoid negative wordings (Krosnick and Presser 2010).
Bifactor models posit that a general factor primarily (though not fully) accounts for the covariance among responses. One or more small ‘‘specific’’ (as opposed to general) factors account for the remaining covariance. These specific factors tend not to represent substantively meaningful constructs. , a set of items on a scale that all ask about behaviors in the home vs. another set all asking about behaviors in a school). If a bifactor model that fits the data well can be developed, the extent to which the loadings on the general factor in the bifactor model differ from loadings on the general factor in the unidimensional model can be examined.