Measurement Invariance of the Resiliency Scales for Children and Adolescents With Respect to Sex and Age Cohorts

Prince‐Embury, Sandra; Courville, Troy

doi:10.1177/0829573508316590

Cited by 49 publications

(29 citation statements)

References 18 publications

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“…For the purpose of this study's interest in resiliency, only the Sense of Mastery and Emotional Reactivity scales were used to measure elements of resilience that were most likely to moderate this type of intervention. Previously reported Cronbach's alphas were α = .88 for the Sense of Mastery scale and α = .95 for the Emotional Reactivity scale (Prince-Embury & Courville, 2008). In this study, the Sense of Mastery and Emotional Reactivity scales exhibited good internal consistency at pre-test (α = .89 and .90 respectively) and at post-test (α = .91 and .91 respectively).…”

Section: Resiliencysupporting

confidence: 59%

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

Markopoulos

Bernard

2015

J. relat. res.

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This study evaluated the Bullying: The Power to Cope program (Bernard, 2012), which is designed to teach children the ideas espoused in the practice of rational emotive behaviour therapy (REBT) to employ in response to bullying. Self-report data were collected at pre-and post-test of children's cognitive, behavioural, and emotional coping responses to four written bullying vignettes. At pre-test, children's personal qualities of intrinsic resiliency were also measured. The sample consisted of 139 participants in Melbourne, Australia (n = 80 in the experimental group and n = 59 in the control group), aged from 10 to 14 years. Results indicated children in the experimental group improved in cognitive and emotional coping responses relative to children in the control group. Females showed greater improvement than males in coping responses to bullying as a consequence of the intervention. Entering levels of intrinsic resiliency did not moderate the effects of the intervention program on children's coping responses. The cognitive and emotional coping responses of females to bullying vignettes (pre-test) were significantly more negative and emotionally intense than males. The implications of these findings are discussed, as well as limitations and directions for future research.

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Section: Resiliencysupporting

confidence: 59%

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

Markopoulos

Bernard

2015

J. relat. res.

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“…Thus, the RSCA allows for assessment of the three personal resiliency factors individually and relative to one another, and a more differentiated assessment of personal resilience than assessments that measure it as a single score. Also the RSCA supports a more factorial consistent model of personal resiliency than other assessments (Prince-Embury & Courville, 2008b;Prince-Embury et al, 2015).…”

Section: Rscamentioning

confidence: 95%

The Resiliency Scale for Young Adults

Prince‐Embury¹,

Saklofske

Nordstokke

2016

Journal of Psychoeducational Assessment

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The Resiliency Scale for Young Adults (RSYA) is presented as an upward extension of the Resiliency Scales for Children and Adolescents (RSCA). The RSYA is based on the three-factor model of personal resiliency including mastery, relatedness, and emotional reactivity. Several stages of scale development and studies leading to the current RSYA are described that provide construct validity (i.e., internal consistency, confirmatory factor analyses, and convergent-divergent validity) support for the three-factor structure and 10 subscales of this measure for young adults who are attending college. This work is a step in a longer-term project of translating the constructs of personal resiliency for application across the life span.

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“…In addition, previous research has supported the three‐factor structure underlying the RSCA three‐scale format in normative samples (Prince‐Embury & Courville, 2008a). Measurement invariance for the three‐factor structure was found across gender within the normative sample of children and adolescents aged 9 to 18, and partial invariance was found across three age‐bands (Prince‐Embury & Courville, 2008b). This research suggests that the three‐scale structure applies similarly across genders.…”

Section: Resiliency Scales For Children and Adolescents: An Examplementioning

confidence: 99%

Assessing personal resiliency in the context of school settings: Using the resiliency scales for children and adolescents

Prince‐Embury¹

2011

Psychology in the Schools

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This article addresses measurement issues in the examination of resiliency within school settings. The Resiliency Scales for Children and Adolescents is described as an example of an instrument developed specifically for this purpose. This description identifies developmentally sound factors of personal resiliency that are relevant for youth in school settings. Also addressed are criteria of psychometric soundness required for universal screening and impact tracking, norm-based profiles of personal resiliency, and summary indices of resource and vulnerability for use in screening. C 2011 Wiley Periodicals, Inc.There are a number of methodological issues related to resilience/resiliency research and practice, which include defining, measuring, and interpreting resilience. This article describes the potential of the Resiliency Scales for Children and Adolescents (RSCA; Prince-Embury, 2006b, 2007 as a measure of resiliency in students that is applicable for school practice within the classroom environment. Particular attention will be paid to the RSCA's utility as a screening measure to identify students with strengths or limitations in personal resiliency, as a planning measure on which to focus the design of resiliency interventions, and as an evaluation measure of the impact of resiliency interventions. Consistent with the zeitgeist of response to intervention (RTI), the RSCA has been designed to be an assessment method that is useful in school settings because it: (a) is based on developmentally appropriate factors of personal resiliency that are well grounded in theory, (b) is brief, user friendly, and easy to administer and thus applicable for classroom-wide and individual use, (c) is easy to interpret as well as theoretically and practically linked to intervention, and (d) has the sound psychometric properties required for use to monitor progress or evaluate the effectiveness of interventions.

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Measurement Invariance of the Resiliency Scales for Children and Adolescents With Respect to Sex and Age Cohorts

Cited by 49 publications

References 18 publications

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

Effect of the Bullying: The Power to Cope Program on Children's Response to Bullying

The Resiliency Scale for Young Adults

Assessing personal resiliency in the context of school settings: Using the resiliency scales for children and adolescents

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