Validation of the narcissistic personality questionnaire for children--revised among U.S. students.

In the present studies, the Narcissistic Personality Questionnaire for Children-Revised (NPQC-R), which was previously validated with 7th- and 9th-grade students in Singapore, was examined with a sample of U.S. students.

An examination of the RCMAS-2 scores across gender, ethnic background, and age in a large Asian school sample.

The present study investigated the factor structure, reliability, convergent and discriminant validity, and U.S. norms of the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2; C.

Significant predictors of test anxiety among students with and without learning disabilities.

In the present study, the relationship between students with and without learning disabilities (LD) and different aspects of test anxiety was examined on a new multidimensional measure of test anxiety. A sample of 774 elementary and secondary school students--195 students with LD and 579 students not identified with LD--completed the Test Anxiety Inventory for Children and Adolescents (TAICA), a new multidimensional measure of test anxiety for elementary and secondary school students in Grades 4 through 12. Examination of the factor structure of the TAICA scores across LD status to determine whether accurate test score interpretation was possible revealed that the majority of the coefficient of congruence values between each pair of six corresponding factors of the TAICA (Cognitive Obstruction/ Inattention, Performance Enhancement/Facilitation Anxiety, Physiological Hyperarousal, Social Humiliation, Worry, and Lie) and the Total Test Anxiety factor were above .

Gender differences in memory test performance among children and adolescents.

Gender differences among children and adolescents were examined on 14 separate measures of short-term memory. A nationally stratified sample of 1,279 children and adolescents, 637 males and 642 females, ranging in age between 5 and 19 years, were assessed on the 14 subtests of the Test of Memory and Learning (TOMAL). Factor structure of the TOMAL was determined to be invariant as a function of gender.