Matthew C Lambert

Biographic Data

ID	5822669
NAME	Matthew C Lambert
GIVEN NAMES	Matthew C
FAMILY NAME	Lambert
SIGNATURE	LAMBERT M C
AFFILIATIONS	University of Nebraska–Lincoln
ORCID	0000-0002-7387-3780
VERIFIED	Yes
TOTAL WORKS	18
TOTAL CITATIONS	15
AUTHOR COUNT	18
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2012
LATEST PUBLICATION YEAR	2025
H-INDEX	2

ADHD rating scale adaptation in Saudi Arabia: Factor structure, measurement invariance, and normative data
Open AccessCorey D Pierce, Abdulkarim Alhossein et al.ARTICLEBMC Psychology2025
The ADHD Rating Scale is widely used to assess ADHD in the United States, and psychometrically sound. However, when assessments are translated into other languages, it is necessary to re-examine psychometrics. This study aimed to analyze the factor structure, test measurement invariance, and provide normative data for an adaptation of the ADHD Rating Scale in Saudi Arabia using parent ratings of 3,127 youth and teacher ratings of 2,595 students. …
The development of sources of self‐efficacy in self‐regulation during one primary school year: The role of gender, special educational needs, and individual strengths
Open AccessMinna J Ikävalko, Erkko Sointu et al.ARTICLEPsychology in the Schools2024
The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old ( N = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, specia…
Characteristics of emotional disturbance of female and male students in elementary, middle, and high school
Open AccessDouglas Cullinan, Matthew C Lambert et al.ARTICLEPsychology in the Schools2023
Provide data on the five characteristics of emotional disturbance (ED). For 503 students with ED and 2016 without disabilities, teachers rated the characteristics ( Inability to Learn ; Relationship Problems ; Inappropriate Behavior ; Unhappiness or Depression ; Physical Symptoms or Fears ), plus Socially Maladjusted . We applied a 2 (ED, without disabilities) × 2 (female, male) × 3 (elementary, middle, high school) covariance analysis, with foll…
Preliminary evidence of key factors in successful flipping: Predicting positive student experiences in flipped classrooms
Open AccessErkko Sointu, Mareena Hyypiä et al.ARTICLEHigher Education2023
Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, wh…
Differential item functioning of the Scales for Assessing Emotional Disturbance‐3 for White and African American students
Open AccessMatthew C Lambert, Jodie Martin et al.ARTICLEPsychology in the Schools2021
The present study investigated the psychometric properties of the Scales for Assessing Emotional Disturbance – Third Edition: Rating Scale (SAED‐3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance of SAED‐3 RS scores between White and African American students and (b) the impact of differential item functionin…
Psychometrics of family empowerment scale scores for caregivers of youth transitioning from therapeutic residential care
Matthew C Lambert, Alexandra L Trout et al.ARTICLEJournal of Public Child Welfare2020References: 3
The Family Empowerment Scale (FES) is one of the most widely used measures for assessing the empowerment of caregivers of youth with emotional difficulties. The purpose of this study was to examine the internal factor structure, score reliability, and convergent validity of the FES scores with caregivers of youth who had recently departed therapeutic residential care. Results indicated that the hypothesized three-factor model fit the data adequat…
Legal professional perspectives on barriers and supports for school-aged students and families during reunification from foster care
Open AccessJacqueline Huscroft-D’Angelo, Alexandra L Trout et al.ARTICLEChildren and Youth Services Review2019Cited by: 1References: 22
Investigating the factor structure and validity of the family empowerment scale for parents of children with emotional disturbance in middle school
Open AccessJacqueline Huscroft-D’Angelo, Kristin Duppong Hurley et al.ARTICLEChildren and Youth Services Review2018Cited by: 1References: 48
TPACK updated to measure pre-service teachers’ twenty-first century skills
Open AccessTeemu Valtonen, Erkko Sointu et al.ARTICLEAustralasian Journal of…2017
Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development o…
The impact of family group decision-making on preventing removals
Open AccessMatthew C Lambert, Leah E Johnson et al.ARTICLEChildren and Youth Services Review2017References: 10
Confirmatory factor analysis of the Warwick-Edinburgh Mental Wellbeing Scale among youth in Mexico
Open AccessSteven Hoffman, Heidi Adams Rueda et al.ARTICLEInternational Social Work2017Cited by: 4References: 1
The internal structure of the Warwick-Edinburgh Mental Wellbeing Scale was evaluated using confirmatory factor analysis for a sample of youth living in Michoacán, Mexico. While the chi-square test of model fit suggested misfit to the data, the alternative fit indices and standardized factor loadings supported the conclusion that the items are adequate and reliable indicators of a single underlying latent factor. The utilization of this strengths-…
Cross-informant agreement of the Behavioral and Emotional Rating Scale for youth in community mental health settings
Open AccessStacy-Ann A January, Matthew C Lambert et al.ARTICLEChildren and Youth Services Review2015References: 18
Program records as a source for program implementation assessment and youth outcomes predictors during residential care
Open AccessThomas J Gro, Kristin Duppong Hurley et al.ARTICLEChildren and Youth Services Review2015Cited by: 2References: 54
Psychometrics of the Preschool Behavioral and Emotional Rating Scale With Children From Early Childhood Special Education Settings
Open AccessMatthew C Lambert, Cynthia J Cress et al.ARTICLEInfant Mental Health Journal2015References: 26
In a previous study with a nationally representative sample, researchers found that the items of the Preschool Behavioral and Emotional Rating Scale can best be described by a four‐factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement). The findings of this investigation replicate and extend these previous results with a national sample of children ( N = 1,075) with disabilities enrolled in earl…
Therapeutic alliance between youth and staff in residential group care: Psychometrics of the therapeutic alliance quality scale
Open AccessKristin Duppong Hurley, Matthew C Lambert et al.ARTICLEChildren and Youth Services Review2013Cited by: 1References: 35
Teacher Possible Selves: How Thinking about the Future Contributes to the Formation of Professional Identity
Doug Hamman, Fanni Liu Coward et al.ARTICLESelf and Identity2012
Researchers see the value of future-oriented thinking for teacher development. Inthis study, ten teacher candidates (Elementary = 1; Middle-level = 2; Secondary = 6; All-level = 1) from a large university in the southwestern United States were interviewed about their teacher “possible selves,” and the regulative role these had on learning-to-teach behaviors. We found that all participants regulated behaviors through the use of strategies; used fu…
Confirmatory factor analysis of the PedsQL among youth in a residential treatment setting
Open AccessSteven Hoffman, Matthew C Lambert et al.ARTICLEQuality of Life Research2012
Expediting permanent placement from foster care systems: The role of family group decision-making
Open AccessEugene W Wang, Matthew C Lambert et al.ARTICLEChildren and Youth Services Review2012Cited by: 6References: 9