Empowering Exceptional Children

Empowering Exceptional Children

The Psychometric Characteristics of The Multidimensional Scale of Developmental Assets in Students with Emotional and Behavioral Problems

Document Type : Original Article

Authors
Ali Torkashvand 1
Amir Ghamarani 2
1 PhD Student of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.
2 Associate Professor, Department of Psychology of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, IranIran.Isfahan, Iran. Faculty of Psychology and Educational Sciences, University
10.22034/ceciranj.2025.508693.1942
Abstract
The present research was conducted to examine the psychometric properties of the Persian version of the Developmental Assets Scale. This study was a cross-sectional and validation study conducted in the city of Isfahan. The statistical population included all students with emotional and behavioral problems enrolled in schools in Isfahan during the academic year 2023-2024. From this population, 200 individuals (126 boys and 73 girls) were selected using purposive sampling. The research tool consisted of a 58-item Developmental Assets Scale. The validity of the scale was assessed using exploratory and confirmatory factor analysis, as well as the correlation of dimensions with the total score. The reliability of the scale was evaluated using internal consistency methods and split-half reliability. Data analysis was performed using SPSS and AMOS version 26. The findings identified eight dimensions. The results of the data fit confirm that the data support an 8- factor model, and exploratory analysis indicated that the eigenvalues related to the principal component analysis were above were above1for 8 factors, which explained 96/54% of the variance of the scale. The correlations of the subscales of positive, expectations and limitations, social competencies, commitment to learning, support, positive identity, and empowerment with the total scale were 0.816, 0.804, 0.821, 0.837, 0.802, 0.880 and 0.769, respectively. Additionally, the split-half reliability coefficient for the first half of the data was 0.772, for the second half was 0.816, and the correlation between the two halves was 0.672. These findings indicate a desirable internal consistency coefficient for the scale. After determining the dimensions of the scale, the Cronbach's alpha results for the entire test were 0.904, the subscale of positive values 0.893, expectations and limitations 0.899, social competencies 0.827, commitment to learning 0.882, support 0.818, positive identity 0.819, and empowerment 0.891. Based on the results of the first-order confirmatory factor analysis, all indices PNFI=0/85، CMIN/DF=1/27، RMSEA=0/04، IFI=0/98، CFI= 0/91, GFI=0/91confirmed a good fit for the final model. The results indicate that the Developmental Assets Scale can be used as a suitable tool for assessing Developmental assets among students with emotional and behavioral problems.
Keywords
Developmental Assets
Emotional and Behavioral Problems
Reliability
Validity

Subjects

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  • Receive Date 26 December 2024
  • Revise Date 05 March 2025
  • Accept Date 24 April 2025