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Factor analysis of the abbreviated conners teacher rating scale: Implications for the assessment of hyperactivity
Author(s) -
Furlong Michael J.,
Fortman Jay B.
Publication year - 1984
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198407)21:3<289::aid-pits2310210302>3.0.co;2-4
Subject(s) - psychology , rating scale , scale (ratio) , clinical psychology , variance (accounting) , developmental psychology , psychometrics , sample (material) , physics , quantum mechanics , chemistry , accounting , chromatography , business
A factor analysis of the abbreviated Conners Teacher Rating Scale (CTRS) was completed using a sample of 108 regular and special education students. Two factors accounted for 69.5% of the total response variance: Factor I consisted of items describing attention deficits and motor activity, and Factor II consisted of items describing excessive affective reactions. It is suggested that the abbreviated CTRS be interpreted with respect to its latent structure, rather than to one global score as has been common practice.