Tara Stevens
Biographic Data
| ID | 4088375 |
|---|---|
| NAME | Tara Stevens |
| GIVEN NAMES | Tara |
| FAMILY NAME | Stevens |
| SIGNATURE | STEVENS T |
| AFFILIATIONS | Texas Tech University |
| ORCID | 0000-0003-3940-9105 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
The Psychometric Properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in a Native American Child and Adolescent Population
The current study evaluated the validity and reliability of the SCARED on a Native American child population. Results suggest excellent internal consistency for the total score. The hierarchical model best fit the data. Overall the SCARED is a valid tool for identifying Native American children at-risk for developing anxiety disorders
Care Coordination with Schools: The Role of Family-Centered Care for Children with Special Health Care Needs
Diversity beliefs as a mediator to faculty attitudes toward students with disabilities
Hispanic Students' Perception of White Teachers' Mastery Goal Orientation Influences Sense of School Belonging
This study postulated a structural model to investigate the degree of influence that White middle-level teachers who employ mastery goal orientation and academic pressure may have on Hispanic students' sense of school belongingness. Participants were 434 5th and 6th grade students and 21 teachers. Initial proposed model estimates fit the data adequately when employing certain fit criteria (Comparative Fix Index = .92, standardized root mean squar…
Use of Self-perspectives and their Sources to Predict the Mathematics Enrollment Intentions of Girls and Boys
The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students
The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the st…
Development and Evaluation of the Mathematics Interest Inventory
This study describes the development of the Mathematics Interest Inventory. Internal reliability and concurrent and construct validity were evaluated using 3 samples of children totaling 724. Exploratory and confirmatory factor analyses revealed the presence of 3 factors representing the psychological stale of individual interest. Cross-validation with older children supported the factors
The Learning and Study Strategies Inventory-High School Version: Issues of Factorial Invariance Across Gender and Ethnicity
The purpose of this study was to investigate the latent structure of the Learning and Study Strategies Inventory-HighSchool(LASSI-HS) through confirmatory factor analysis and factorial invariance models. A simple modification of the three-factor structure was considered. Using a larger sample, cross-validation was completed and the equality of factor structures was compared across gender and ethnicity. Participants for the confirmation of the thr…
The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students
The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the st…
Use of Self-perspectives and their Sources to Predict the Mathematics Enrollment Intentions of Girls and Boys
Development and Evaluation of the Mathematics Interest Inventory
This study describes the development of the Mathematics Interest Inventory. Internal reliability and concurrent and construct validity were evaluated using 3 samples of children totaling 724. Exploratory and confirmatory factor analyses revealed the presence of 3 factors representing the psychological stale of individual interest. Cross-validation with older children supported the factors
The Learning and Study Strategies Inventory-High School Version: Issues of Factorial Invariance Across Gender and Ethnicity
The purpose of this study was to investigate the latent structure of the Learning and Study Strategies Inventory-HighSchool(LASSI-HS) through confirmatory factor analysis and factorial invariance models. A simple modification of the three-factor structure was considered. Using a larger sample, cross-validation was completed and the equality of factor structures was compared across gender and ethnicity. Participants for the confirmation of the thr…
Development and Evaluation of the Mathematics Interest Inventory
This study describes the development of the Mathematics Interest Inventory. Internal reliability and concurrent and construct validity were evaluated using 3 samples of children totaling 724. Exploratory and confirmatory factor analyses revealed the presence of 3 factors representing the psychological stale of individual interest. Cross-validation with older children supported the factors
The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students
The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the st…
Hispanic Students' Perception of White Teachers' Mastery Goal Orientation Influences Sense of School Belonging
This study postulated a structural model to investigate the degree of influence that White middle-level teachers who employ mastery goal orientation and academic pressure may have on Hispanic students' sense of school belongingness. Participants were 434 5th and 6th grade students and 21 teachers. Initial proposed model estimates fit the data adequately when employing certain fit criteria (Comparative Fix Index = .92, standardized root mean squar…
Use of Self-perspectives and their Sources to Predict the Mathematics Enrollment Intentions of Girls and Boys
Diversity beliefs as a mediator to faculty attitudes toward students with disabilities
Care Coordination with Schools: The Role of Family-Centered Care for Children with Special Health Care Needs
The Psychometric Properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in a Native American Child and Adolescent Population
The current study evaluated the validity and reliability of the SCARED on a Native American child population. Results suggest excellent internal consistency for the total score. The hierarchical model best fit the data. Overall the SCARED is a valid tool for identifying Native American children at-risk for developing anxiety disorders
Psychology (7 works) · Social Psychology (6 works) · Education, Achievement, and Giftedness (5 works) · Developmental psychology (4 works) · Social Psychology (4 works) · Early Childhood Education and Development (3 works) · Ethnic group (3 works) · Medicine (3 works) · Clinical Psychology (2 works) · Clinical Psychology (2 works)