Understanding the dimensionality of social-emotional learning is critical for valid assessment in youth. This study examined the psychometric properties of the Social-Emotional Learning Scale (SELS), and its associations with subjective well-being in a sample of 711 Portuguese students (50.6% girls; M age = 11.01, sd = .81). Structural equation modeling indicated that a bifactor structure (one general and two specific factors: Peer Relationships and Self-regulation) provided the best fit ( CFI robust = .966, RMSEA robust = .031, SRMR = .032). The bifactor indices supported unidimensionality ( ECV = .896, PUC = 0.78, Omega G = 0.88), but not the interpretation of subscale scores. Metric and scalar invariance across gender was supported. An Item Response Theory analysis indicated the SELS is most informative at lower levels of the latent trait. Higher SEL was related to greater positive affect, lower negative affect, and greater life satisfaction. Our findings support unidimensionality and the usefulness of the SELS for identifying youth with lower social-emotional competence.

ChatGPT has shown considerable potential for Automated Item Generation, but the quality of ChatGPT-generated items in language assessment remains insufficiently substantiated. This research recruited 121 participants to systematically compare the psychometric properties of the test items and the linguistic features of the reading passages in ChatGPT-generated and official CET-4 reading comprehension materials, using Item Response Theory and Coh-Metrix. Key findings are as follows: (1) generated items fell short in higher-order reading skills; (2) the generated items were less difficult than official ones, showing weaker discrimination and providing measurement information mainly for lower-performing students; (3) only 22.9% distractors functioned effectively, indicating insufficient distractor performance; and (4) ChatGPT-generated passages were characterized by irregular lexical distribution, higher lexical complexity, weaker cohesion but simpler sentences than CET-4 passages. Although ChatGPT-generated passages were less readable than CET-4 passages, the corresponding items were easier and showed lower discrimination. This discrepancy can be attributed to inadequate distractor functioning that facilitates option elimination without complete passage comprehension, as well as to the underrepresentation of higher-order reading skills. The findings corroborate the conclusion that ChatGPT may function effectively as a supplementary tool in low-stakes assessment; however, substantial refinements in item quality are imperative before its application in high-stakes testing.

Motivational self-regulation is a key component of self-regulated learning. Research has revealed the variety of strategies students use to reach their learning goals, and several instruments, built on one another, have been developed. This study describes the development of the Motivational Regulation Strategies Inventory (MRSI), a French instrument that expands previous tools by measuring a broader range of strategies, including seeking support and emotion regulation. Two studies were conducted to assess its validity: one with 305 middle school students and another with 653 college students. Exploratory factor analysis (Study 1) and confirmatory factor analysis (Study 2) identified 10 strategies. Path analysis examined the nomological network of these strategies, which included intrinsic motivation, self-efficacy beliefs, and procrastination as sources, and academic perseverance as an outcome. The findings provide substantial evidence for the MRSI’s validity.

Digital technologies have reshaped how individuals engage in creative activities, highlighting the need for updated and valid instruments to assess digital creative behavior. This study developed and examined the Digital Creative Behavior Instrument (DCBI) using two samples of university students in Taiwan ( N = 300 and N = 412). Exploratory and confirmatory factor analyses generally supported a three-factor structure: (1) digital media creativity and engagement, (2) digital video editing and production, and (3) digital artwork and design. Overall, the pattern of fit indices (CFI, RMSEA, and SRMR) suggested that the model fit was within a reasonable range for interpretation, although the TLI fell slightly below conventional benchmarks. Evidence of reliability and initial construct validity was observed. Openness to experience was positively associated with digital creative behavior, although the magnitude of the associations was small, providing preliminary support for criterion-related validity. The findings offer initial psychometric support for the DCBI and suggest directions for further refinement and validation in future research. This study contributes to creativity research and offers a basis for educators and researchers to assess digital creative engagement in contemporary contexts.

The current study extended previous work by further examining the psychometric properties of the Mistake Rumination Scale and its associations with depression and evaluative fears, as well as the cognitive experience of perfectionism and procrastination. Most notably, this study also uniquely examined a possible link between mistake rumination and a perfectionistic self-presentational style in line with our view that needing to outwardly seem perfect reflects internal insecurities and ruminative brooding about mistakes. The Mistake Rumination Scale is a seven-item inventory measuring the tendency to ruminate about a past personal mistake. In a sample of 132 university students, the Mistake Rumination Scale had good psychometric properties, including acceptable internal consistency and concurrent validity in terms of its links with perfectionistic self-presentation and ruminative thoughts related to being perfect and procrastination. Mistake rumination was positively associated with all facets of perfectionistic self-presentation. The measures of mistake rumination and automatic thoughts related to perfectionism and procrastination were all positively linked with depression and social anxiety. Regression analyses showed that mistake rumination was the only significant predictor of depression, while mistake rumination and perfectionistic cognitions were both significant predictors of fear of negative evaluation. Our findings attest to the further use of the Mistake Rumination Scale, highlighting the need for interventions that promote a more positive orientation toward making mistakes and an explicit emphasis on reducing the tendency to ruminate about mistakes.

Understanding the multifaceted aspects of interest is crucial for improving engagement and learning. However, adequate measurement tools for this complex construct have been lacking. We conducted two studies to address this gap. Study 1 focused on developing the Multidimensional Interest Development Survey (MIS), capturing diverse interest components and stages. Study 2 aimed to validate the MIS. Study 1 ( n = 277) and Study 2 ( n = 342) involved participants from a private university. In the initial phase, we developed the MIS survey, comprising items reflecting distinct interest components and stages. Subsequently, confirmatory factor analysis (CFA) was employed in the second study to confirm the scale’s three-factor structure. Significant differences in interest scores were observed among individuals at different stages, affirming the scale’s sensitivity to developmental nuances in interest. This instrument shows promise for assessing and understanding interest and can inform tailored interventions to enhance engagement and learning.

This paper aims to understand the reliability of English and Mandarin vocabulary measures, and their associations, among infants and toddlers growing up in a multilingual society. Reliability was examined via item-response Rasch models across English and Mandarin word categories. Parents reported on 137 children’s (age = 5 to 27 months) English and Mandarin vocabulary with a newly developed measure, the developmental vocabulary checklist (DVC). High reliability (alpha .91 to .99) was observed across English and Mandarin DVC categories. Wright maps suggest a lack of sensitivity at the tail end of the language-ability distribution. One-way ANOVAs indicating a significant difference across expected categories of DVC words was found. Higher exposure associated with a higher composite score across DVC categories, but only in Mandarin and only among older children in the 1-to-2 year band. A threshold account is discussed as an explanation for differential association of exposure in Mandarin but not English.

With the widespread use of preventive science frameworks in schools, these settings have become prominent contexts in providing youth with supports through programs that promote resilience. Increasing resilience in students is linked to positive outcomes; however, existing assessment practices for resilience have multiple limitations. This study aimed to develop a multidimensional resiliency measure through a rigorous, multi-stage process that included item generation, content validation, and confirmatory factor analyses. The process included 3,609 high school students (Grades 9–12) from 15 school districts in a southeastern state and resulted in the development of a multidimensional general resiliency measure consisting of 70 items across 11 dimensions, along with an overall resilience score. The measure is intended for use as a tool in program evaluation within school settings. Implications for research and future directions are discussed.

The Strengths and Difficulties Questionnaire (SDQ) assesses children’s emotional, behavioral, and social functioning. This study evaluates the psychometric properties of the Italian SDQ-Parents version (SDQ-P) in a sample of 458 children aged 3 to 5 years. Specifically, we analyzed the factorial structure and measurement invariance across gender and age, provided descriptive mean scores for typically developing children, and explored associations with executive functioning (EF). The parents completed the SDQ-P, and a questionnaire assessing five executive functions. The confirmatory factor analyses did not support the original five-factor model; instead, a four-factor structure, excluding the Conduct Problems scale, showed better fit. Measurement invariance was confirmed across gender and age. SDQ difficulties were positively associated with executive impairments across EF domains. Regression analyses revealed distinct EF profiles underlying each SDQ-P dimension.

Response times serve as reliable measures of engagement that are less prone to self-report biases. By utilizing response times, we examined the indicators of Successful Time Management (STM) and Unsuccessful Time Management (UTM) across the 36 countries and benchmarking participants in eTIMSS 2019 and investigated their effects on mathematics achievement through a multilevel analysis. The results showed that students use their time differentially based on item correctness, reflecting the need to include item correctness in the analyses when timing data are examined. Overall, higher-performing students exhibited higher levels of STM and lower levels of UTM, indicating they efficiently managed their time on items they answered correctly and invested relatively more time on challenging items. Conversely, lower-performing students tended to have lower STM and higher UTM, suggesting difficulties or disengagement with challenging items. However, significant differences across countries and benchmarking participants were identified, with the United States and Abu Dhabi being among the outliers. These findings provide insights into how students allocate their time during assessments, and important implications for interpreting student performance are discussed.