Work

Validation of the Gifted Rating Scales–School Form in China

Year: 2008

Type: article

Abstract: The Gifted Rating Scales–School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students ( N = 499). The Chinese GRS-S was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students.

Source: Gifted Child Quarterly

DOI: 10.1177/0016986208315802

Authors: Huijun Li, Steven I. Pfeiffer, Yaacov Petscher, Alper T. Kumtepe, Guofang Mo

Institutions: Harvard University, Florida State University, Anadolu University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development