Development of the Elementary Anxiety Scale for Youth (EASY): A Brief Universal Screener of School-Based Anxiety Scale

Autor/in	Webb, Anne Frank
Titel	Development of the Elementary Anxiety Scale for Youth (EASY): A Brief Universal Screener of School-Based Anxiety Scale
Quelle	(2018), (114 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-1656-8
Schlagwörter	Hochschulschrift; Dissertation; Test Construction; Anxiety; Screening Tests; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Rural Schools; Test Items; Test Validity; Parent Attitudes; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Testaufbau; Angst; Screening-Verfahren; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Test content; Testaufgabe; Testvalidität; Elternverhalten; Korrelation
Abstract	Although there are several comprehensive measures of children's anxiety symptoms, many have limited utility for screening within school settings. As such, the primary purpose of this dissertation was to develop a brief self-report anxiety measure appropriate for use with students in Grades 3-8. An initial pool of 50 items was developed based on DSM-5 and ICD-10 diagnostic criteria, reviews of existing anxiety measures, and expert feedback. These items were piloted with 92 students in a rural school district. The first round of analyses focused on the item reduction and item analyses of the measure using an exploratory factor analysis (EFA) approach. Based on predetermined inclusion and exclusion criteria, 25 of the 50 items were selected to be entered into the EFA. As a result, a two-factor model with 13 items was supported by the data, and the items loading on the two factors were meaningful in content. The first factor focused on general anxiety experienced within the school environment while the second factor focused on anxiety experienced specific to evaluative situations and performance within the school setting. After the item reduction, data were evaluated for internal consistency and convergent validity of the final scale. Overall, internal consistency was good with Cronbach alpha values > 0.80 for the two subscales and the EASY Total score. Correlations between EASY scores and scores from the Screen for Child Anxiety Related Disorders (SCARED; Birmaher et al., 1999) were mostly in the low range. Correlations with parent report of students' anxiety were also low. Overall, support for a two-factor model with meaningful scales was found that provides a basis for an adequate screening measure. Future research should focus on item revision given the different symptomatology and developmental levels in children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01