An Examination of the Convergent and Discriminant Validity of the Strengths and Difficulties Questionnaire.
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Psychometric properties of online administered parental strengths and difficulties questionnaire (SDQ), and normative data based on combined online and paper-and-pencil administration.Psychometric Properties and Normative Data for the Preschool Strengths and Difficulties Questionnaire in Two-Year-Old Children.Health service use in indigenous Sami and non-indigenous youth in North Norway: a population based survey.Effect of Grade Retention in First Grade on Psychosocial Outcomes.The internal structure of foster-parent completed SDQ for school-aged childrenPsychometric properties of the parent and teacher versions of the strengths and difficulties questionnaire for 4- to 12-year-olds: a review.Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement.Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.Validity and reliability of the strengths and difficulties questionnaire in 5-6 year olds: differences by gender or by parental education?Psychometric behaviour of the strengths and difficulties questionnaire (SDQ) in the Spanish national health survey 2006Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4-7.The context dependency of the self-report version of the Strength and Difficulties Questionnaire (SDQ): a cross-sectional study between two administration settingsLearning-related skills and academic achievement in academically at-risk first graders.Measurement of Stigma in Men Who Have Sex with Men in Hanoi, Vietnam: Assessment of a Homosexuality-Related Stigma Scale.Trajectories of intrusive parenting during infancy and toddlerhood as predictors of rural, low-income African American boys' school-related outcomes.Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student supportShort-term effects of grade retention on the growth rate of Woodcock-Johnson III broad math and reading scores.Effect of Retention in First Grade on Children's Achievement Trajectories Over 4 Years: A Piecewise Growth Analysis Using Propensity Score Matching.Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories.Who is Retained in First Grade? A Psychosocial Perspective.Preventing Internalizing Problems in Young Children: A Randomized Controlled Trial of the Feelings and Friends (Year 3) Program with a Motor Skills Component.Differential Growth Trajectories for Achievement Among Children Retained in First Grade: A Growth Mixture ModelPsychosocial adjustment of children with migraine and tension-type headache - a nationwide study.Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis.Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.Confirmatory factor analysis of the Strengths and Difficulties Questionnaire in Singaporean kindergartners.Indirect Effects of Extracurricular Participation on Academic Adjustment Via Perceived Friends' Prosocial Norms.Validation of the SDQ in a multi-ethnic population of young children.The Strengths and Difficulties Questionnaire (SDQ): the factor structure and scale validation in U.S. adolescents.Mental health among children and adolescents: Construct validity, reliability, and parent-adolescent agreement on the 'Strengths and Difficulties Questionnaire' in Chile.The Strengths and Difficulties Questionnaire: Factor Structure of the Father-Report and Parent Agreement in 2-Year-Old Children.Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.Parent Ratings of the Strengths and Difficulties Questionnaire: What Is the Optimum Factor Model?Correlated trait-correlated method minus one analysis of the convergent and discriminant validities of the strengths and difficulties questionnaire.
P2860
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P2860
An Examination of the Convergent and Discriminant Validity of the Strengths and Difficulties Questionnaire.
description
2007 nî lūn-bûn
@nan
2007年の論文
@ja
2007年論文
@yue
2007年論文
@zh-hant
2007年論文
@zh-hk
2007年論文
@zh-mo
2007年論文
@zh-tw
2007年论文
@wuu
2007年论文
@zh
2007年论文
@zh-cn
name
An Examination of the Converge ...... nd Difficulties Questionnaire.
@en
type
label
An Examination of the Converge ...... nd Difficulties Questionnaire.
@en
prefLabel
An Examination of the Converge ...... nd Difficulties Questionnaire.
@en
P2860
P1476
An Examination of the Converge ...... nd Difficulties Questionnaire.
@en
P2093
Crystal R Hill
Jan N Hughes
P2860
P304
P356
10.1037/1045-3830.22.3.380
P577
2007-09-01T00:00:00Z