Validity and Reliability Evidence of the Toca–C in a Sample of Greek Students

Dados Bibliográficos

ID13675199
AutoresMaria A Kourkounasiou (National and Kapodistrian University of Athens, autor correspondente), Emmanouil Skordilis (National and Kapodistrian University of Athens), Emmanouil K Skordilis (National and Kapodistrian University of Athens)
Ano2014
Volume115
Fascículo3
Páginas766-783
Data de publicação2014-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPsychological Reports (JOURNAL)
Identificadores do periódicoISSN: 0033-2941 • E-ISSN: 1558-691X
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.2466/08.11.pr0.115c31z5
PMID25539170
OpenAlexW2099945401
IdiomaEN
Citações recebidas2
Referências citadas45

Validity and reliability evidence of the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was examined in 186 Greek students through exploratory factor analysis, divergent and concurrent validity, internal consistency, and test-retest reliability. The TOCA-C showed a high internal consistency for the three factors of Concentration Problems, Disruptive/Aggressive Behaviour, and Prosocial Behaviour (αs = .89-.96), and acceptable two-week test-retest reliability. The three-factor solution explained 74.50% of the total variance. Regarding divergent validity, a significant Sex × Disability interaction was evident for Disruptive Behaviour, with women scoring higher in 'special' and lower in 'general' schools compared to men. Main effects were significant across disability, but not across sex. Correlations with the Strengths and Difficulties Questionnaire suggested convergent and divergent validity evidence. The TOCA-C should be useful in testing Greek students with and without disabilities

Checklist · Convergent validity · Developmental psychology · Exploratory factor analysis · Internal consistency · Prosocial behavior · Psychometrics · Reliability (semiconductor · Test (biology · Test validity · Behavioral and Psychological Studies · Clinical Psychology · Early Childhood Education and Development · Family and Disability Support Research · Psychology