This study examined the reliability and validity of the scores of a Chinese-translated version of the Gifted Rating Scales–School Form (GRS-S) using parents as raters and explored the effects of gender and grade on the ratings. A total of 222 parents participated in the study and rated their child independently using the Chinese version of the Parent GRS-S (CVPGRS-S). Results indicate high reliability for parent rating scores and statistically significant correlations between CVPGRS-S scale scores and students' classroom academic achievement scores. The effect sizes of the relationships were moderate. Results revealed no statistically significant grade effect on any of the six CVPGRS-S scales; small but statistically significant differences in favor of females on the six CVPGRS-S scales were found. However, the effect size was small. Research results suggest that the Chinese-translated parent version of the GRS-S holds promise for use with Chinese parents.
Bracken, B.A., Keith, L.K., & Walker, K.C. (1998). Assessment of preschool behavior and social-emotional functioning: A review of thirteen third-party instruments. Journal of Psychoeducational Assessment, 16, 153-169.
2.
Fan, X., & Thompson, B. (2001). Confidence intervals about score reliability coefficients, please: An EPM guidelines editorial. Educational and Psychological Measurement, 61, 517-531.
3.
Funderburk, B.W., Eyberg, S.M., Rich, B.A., & Behar, L. (2003). Further psychometric evaluation of the Eyberg and Behar rating scales for parents and teachers of preschoolers. Early Education and Development, 14, 67-81.
4.
Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6, 304-312.
5.
Glascoe, F.P. (2000). Evidence-based approach to developmental and behavioral surveillance using parents' concerns. Child Care, Health, and Development, 26, 137-149.
6.
Gogel, E.M., McCumsey, J., & Hewett, G. (1985). What parents are saying. G=C=T , 41, 7-9.
7.
Gottfried, A.W., Gottfried, A.E., Bathurst, K., & Guerin, D.W. (1994). Gifted IQ: Early developmental aspects. The Fullerton Longitudinal Study. New York: Plenum .
8.
Henson, R.K. (2001). Understanding internal consistency reliability estimates: A conceptual primer on coefficient alpha. Measurement and Evaluation in Counseling and Development, 34, 177-189. Hurley, D. (2005, April 19). Divorce rate: It's not as high as you think. The New York Times, p. F7. Joan, F. (2004). Cultural influences on gifted gender achievement. High Ability Studies, 15, 7-23.
9.
Kerr, B. (1997). Developing talents in girls and young women. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 483-497). Boston: Allyn & Bacon.
10.
Lee, D., & Pfeiffer, S.I. (2006). The reliability and validity of a Korean-translated version of the Gifted Ratings Scales. Journal of Psychoeducational Assessment, 24, 210-224.
11.
Li, H., & Morris, J.R. (2007). Fears and related anxieties in children with learning disabilities and mild mental retardation. Journal of Research in Developmental Disabilities, 28, 445-457.
12.
Li, H., Pfeiffer, S.I., Petscher, Y., Kumpete, A., & Mo, G. (in press). Validation of the Gifted Rating Scales-School Form in China . Gifted Child Quarterly.
13.
Loeber, R., Green, S.M., & Lahey, B.B. (1991). Mental health professionals' perception of the utility of children, mothers, and teachers as informants on child psychopathology . Journal of Clinical Child Psychology, 19, 136-143.
14.
Marqulies, A.S., & Floyd, R.G. (2004). Book review: Gifted Rating Scales (GRS). Journal of Psychoeducational Assessment, 22, 275-282.
15.
Martin, R.P., & Holbrook, J. (1985). Relationship of temperament characteristics to the academic achievement of first-grade children. Journal of Psychoeducational Assessment, 3, 131-140.
16.
Mooney, P., Epstein, M.H., Ryser, G., & Pierce, C.D. (2005). Reliability and validity of the Behavioral and Emotional Rating Scale-Second Edition: Parent Rating Scale. Children and Schools, 27, 147-155.
17.
Petscher, Y., & Li, H. (in press). Measurement invariance of the Chinese Gifted Rating Scales-Teacher and Parent Forms. Journal of Psychoeducational Assessment .
18.
Pfeiffer, S.I. (2002). Identifying gifted and talented students: Recurring issues and promising solutions. Journal of Applied School Psychology, 1, 30-50.
19.
Pfeiffer, S.I., & Jarosewich, T. (2003). Gifted Rating Scales. San Antonio, TX: PsychCorp, Harcourt Assessment.
20.
Pfeiffer, S.I., & Jarosewich, T. (2007). The Gifted Rating Scale-School Form: Analysis of the standardization sample based on age, gender, race, and diagnostic efficiency. Gifted Child Quarterly, 51, 39-50.
21.
Richert, E.G., Alvino, J., & McDonnel, R. (1989). The national report on identification: Assessment and recommendations for comprehensive identification of gifted and talented youth. Sewell, NJ: Educational Informational and Resource Center, U.S. Department of Education.
22.
Rudowicz, E., & Yue, X. (2003). Concepts of creativity: Similarities and differences among Mainland, Hong Kong and Taiwanese Chinese. Concepts of Creativity, 34(3), 175-191.
23.
Sherry, A., & Henson, R.K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84, 37-48.
24.
Shi, J., & Zha, Z. (2000). Psychological research on and education of gifted and talented children in China. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 757-764). Elsevier: Oxford.
25.
Shore, G.N., & Rapport, M.D. (1998). The Fear Survey Schedule for Children-Revised (FSSC-HI): Ethnocultural variations in children's fearfulness. Journal of Anxiety Disorders, 12, 437-461.
26.
U.S. Department of Education, Office of Educational Research and Improvement. (1993). National excellence: A case for developing America's talent. Washington, DC : Government Printing Office.
27.
Ward, S.A. (2005). Gifted Rating Scales. In R. A. Spiers & B. S. Plake (Eds.), 16th mental measurements yearbook (pp. 404-407). Lincoln: University of Nebraska Press.
28.
Worrell, F.C., & Schaefer, B.A. (2004). Reliability and validity of Learning Behavior Scale (LBS) scores with academically talented students: A comparative perspective. Gifted Child Quarterly, 48, 287-308.
29.
Yewchuk, C., & Bibby, M.A. (1988). A comparison of parent and teacher nominations of gifted hearing-impaired students. American Annals of the Deaf, 133, 344-348.
30.
Young, K.T., Davis, K., Schoen, C., & Parker, S. (1998). Listening to parents: A national survey of parents with young children. Archives of Pediatrics and Adolescent Medicine, 152, 255-252.
