Journal of Psychoeducational Assessment, Ahead of Print.
Psychometric Properties of the Scale of Positive and Negative Experience (SPANE) have been extensively evaluated in numerous countries, but not in Indonesia. This study investigated factor structure, reliability, measurement invariance, and validity of SPANE scores among a sample of Indonesian university students (N = 405). Multiple measurement models, including one-factor and two-factor models, were tested. The results supported a correlated two-factor structure, with the uniqueness of general and specific items allowed to correlate with each other. The SPANE scores indicated acceptable internal consistency reliability for the sample in this study. Measurement invariance analyses indicated that the two-factor structure was invariant across sex. Furthermore, the SPANE scores correlated with life satisfaction in the expected direction: Positive feelings showed a positive correlation with life satisfaction, while negative feelings showed a negative correlation. With its conciseness, the SPANE shows promising results, though future research on its invariance across different population subgroups is needed.

Journal of Psychoeducational Assessment, Ahead of Print.
Teacher well-being is a psychological asset for educators, often associated with job engagement and retention. However, sophisticated measures to comprehensively assess teacher well-being are still under investigation. This study explores the factor structure and cross-country comparability of the Teacher Subjective Wellbeing Questionnaire (TSWQ) among 393 early childhood education teachers from four European countries. Exploratory and confirmatory factor analyses generally supported the TSWQ’s proposed dimensionality, identifying teaching efficacy and school connectedness as two distinct latent factors, along with indications for the existence of a general, higher-order factor. Additionally, measurement equivalence was established at all levels across the four countries. Discriminant validity analyses highlighted culturally specific nuances in the relationship between teacher well-being and burnout. The findings underscore the TSWQ’s potential to advance theoretical and methodological research on teacher well-being and broaden the instrument’s applicability across diverse educational settings.

Journal of Psychoeducational Assessment, Ahead of Print.
Fetal Alcohol Spectrum Disorder (FASD) is a significant public health concern arising from prenatal alcohol exposure. This study examines the clinical utility of Wechsler intelligence tests in assessing cognition in 108 children with confirmed prenatal alcohol exposure. Data were analysed using multidimensional scaling and Guttman’s Structural Model of Intelligence, with a view to assessing the application of the Wechsler Intelligence Scale for Children 4th Edition (WISC-IV) and 5th Edition (WISC-V) in characterising cognitive ability for this clinical population. WISC-IV and WISC-V subtests exhibited distinct clustering patterns within the sample compared to normative populations. Subtests appeared to cluster based on response modality, aligning with Guttman’s Structural Model of Intelligence. The findings demonstrate an alternative interpretation approach for intelligence tests in children with prenatal alcohol exposure, which may complement existing FASD diagnostic frameworks. The clustering patterns underscore the importance of considering response modality in understanding cognitive abilities.

Journal of Psychoeducational Assessment, Ahead of Print.
The study aimed to assess the suitability of the Beck Hopelessness Scale (BHS) in evaluating the hopelessness of parents with children diagnosed with autism spectrum disorder (ASD). Using multidimensional item response theory modelling, the research involved 437 participants recruited from a private psychological institution in Shenzhen, China. The findings indicated a method effect on the factor structure of the BHS, with a bifactor model representing the best fit for the data, consisting of a general hopelessness factor and two method effect factors. Moreover, the study verified the measurement invariance of the BHS across genders and concluded that it measures a single latent construct among parents of children with ASD, despite its multidimensional nature being attributed to the wording of items. In general, the research supports the BHS as a psychometrically sound instrument for assessing the hopelessness of family members of children with ASD.

Journal of Psychoeducational Assessment, Ahead of Print.
Inference is considered an important factor in comprehension models and has been described as a causal factor in predicting comprehension. To date, specific tests for inference are rare and often rely on specific thematic texts. This reliance on thematic inference may raise some concerns as inference is related to prior text-specific knowledge. The Riddle Knowledge Inference Test consists of 14 riddles written in French with different specific topics for each item and was administered to 565 participants in a longitudinal study from grade 2 to grade 5. Both classical test theory and item response theory provide evidence of reliability, with a one-factor solution of [math] = .860 and metric invariance for gender and social background. However, due to the large differences in the level of latent scores between participants, it was not possible to establish a standard setting for each grade.

Journal of Psychoeducational Assessment, Ahead of Print.
Perfectionism is a multidimensional personality characteristic associated with mental health problems. However, its features are commonly misunderstood, and many people are unaware of the risks it can pose. This study aimed to develop the first self-report measure of perfectionism literacy. That is, the degree of knowledge someone has about perfectionism, its features and consequences, and when and where to seek help if needed. The Perfectionism Literacy Questionnaire (PLQ) was validated over four stages using four samples of community adults (N = 1078 total; Mage = 37.17 years). In stage one, we generated a pool of items. In stage two, we used exploratory and confirmatory factor analysis to derive a 29-item, seven-factor measure. In stage three, we assessed relationships between the PLQ, perfectionism, and attitudes toward help-seeking for mental health support and found the PLQ is distinguishable from these constructs. In stage four, we examined whether the PLQ was responsive to change following an educational video on perfectionism. We found tentative evidence that minimal intervention can increase perfectionism literacy. Our findings suggest that the PLQ is valid and reliable and may be useful for educational purposes and primary prevention of mental health problems.