TY - JOUR
T1 - Validation of an Arabic Version of the Gifted Rating Scales–School Form
AU - Hemdan Mohamed, Ahmed Hassan
AU - Omara, Ehab Mohammed Naguib
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research and/or authorship of this article: This research was supported by the Research Council of Oman (TRC; RC/EDU/PSYC/14/01).
PY - 2020/9/1
Y1 - 2020/9/1
N2 - The purpose of this study was to explore the psychometric properties of an Arabic translation of the Gifted Rating Scales–School Form (GRS-S) on a national sample of 907 students from Cycle 1 (Grades 1 to 4) and Cycle 2 (Grades 5 to 10) from five governorates in Oman (Muscat, Dhofar, Al-Batinah North, Al-Sharqiyah South, and Al-Dhahira). The replicability of the GRS-S factor structure was examined using the confirmatory factor analysis (CFA). The CFA results supported the six-factor solution of the original scale. Also, Cronbach’s alpha reliability coefficients of the GRS-S subscales ranged from.91 to.96. The criterion-related validity for the GRS-S scores was supported as statistically significant correlations were found between the GRS-S subscales and the Gifted and Talented Rating Scales–Second edition (GATES-2), students’ academic achievement, and the scores of the Profile of Creative Abilities (PCA) rating scale. The metric invariance results revealed that the six-factor structure of GRS-S was equally applicable across gender and grade levels.
AB - The purpose of this study was to explore the psychometric properties of an Arabic translation of the Gifted Rating Scales–School Form (GRS-S) on a national sample of 907 students from Cycle 1 (Grades 1 to 4) and Cycle 2 (Grades 5 to 10) from five governorates in Oman (Muscat, Dhofar, Al-Batinah North, Al-Sharqiyah South, and Al-Dhahira). The replicability of the GRS-S factor structure was examined using the confirmatory factor analysis (CFA). The CFA results supported the six-factor solution of the original scale. Also, Cronbach’s alpha reliability coefficients of the GRS-S subscales ranged from.91 to.96. The criterion-related validity for the GRS-S scores was supported as statistically significant correlations were found between the GRS-S subscales and the Gifted and Talented Rating Scales–Second edition (GATES-2), students’ academic achievement, and the scores of the Profile of Creative Abilities (PCA) rating scale. The metric invariance results revealed that the six-factor structure of GRS-S was equally applicable across gender and grade levels.
KW - gifted
KW - Gifted Rating Scales–School Form
KW - Oman
KW - standardization
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U2 - 10.1177/0162353220933005
DO - 10.1177/0162353220933005
M3 - Article
AN - SCOPUS:85087437569
SN - 0162-3532
VL - 43
SP - 252
EP - 269
JO - Journal for the Education of the Gifted
JF - Journal for the Education of the Gifted
IS - 3
ER -