ADAPTATION AND PSYCHOMETRIC EVALUATION OF A RESILIENCE MEASURE IN GREEK ELEMENTARY SCHOOL STUDENTS

This study aimed to adapt the Resilience Youth Development Module (RYDM) and assess its psychometric properties in terms of internal consistency and convergent validity in Greek elementary students. Participants (N = 346) completed a battery of self‐report questionnaires, including the RYDM, School Connectedness Scale, and Strengths and Difficulties Questionnaire. Cronbach's alpha coefficients indicated that the reliability of the RYDM is satisfactory. The confirmatory factor analysis results demonstrated that the proposed structure, which derived from the explorative principal component analyses of the RYDM's internal and external assets, adequately fit the current data. Moreover, the canonical functions derived from the canonical correlation analysis provided evidence for the convergent validity of the RYDM. In conclusion, the RYDM is a psychometrically sound measure, and it can be applied to assess internal and external resilience assets in Greek school‐aged children.     

Elementary teachers' perceptions regarding school behavior problems: Implications for school psychological services

The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire comprising assessment of causal attributions and goal‐directed behavior on the part of the teachers, when dealing with classroom misbehavior problems. Internal student‐related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior‐related attributions were significantly associated with teachers' preferred practices. Our results support the application of psychological principles to educational practice through an understanding of teachers' discipline‐related theories. © 2000 John Wiley & Sons, Inc.