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Please use this identifier to cite or link to this item: http://hdl.handle.net/10451/5806

Title: Disruptive Behavior Scale Professed by Students (DBS-PS): Development and Validation
Authors: Veiga, Feliciano
Keywords: Disruptive behaviour
Violence in the school
Assessment
Issue Date: 2008
Citation: Veiga, F. (2008). Disruptive Behavior Scale Professed by Students (DBS-PS): Development and Validation. International Journal of Psychology and Psychological Therapy. 8 (2), 203-216
Abstract: This study presents both the construction procedures and the results obtained with a 16- items Disruptive Behavior Scale Professed by Students (DBS-PS) for Portuguese students. The sample was made of 915 subjects from the 7th, the 8th, and the 9th grades. Results obtained with that self-report instrument were analyzed, and measures of reliability and of construct and concurrent discrimination were estimated. Three specific factors were identified for the school disruption through varimax-rotation factor analysis. These factors accounted for 51 per cent of the total variance. Reliability coefficients ranged between .67 and .88 for different factors and groups (socio-economic status, residential zone, sex, age and grade). Concurrent validity coefficients were satisfactory. Results were in accordance with the psychometric theory of psychological evaluation.
El estudio presenta el proceso de construcción y los resultados obtenidos con el cuestionario Conductas Disruptivas Manifestadas por los Estudiantes (DBS-PS) en estudiantes portugueses. La muestra estuvo compuesta por 915 participantes de séptimo, octavo y noveno cursos. Se analizaron los resultados obtenidos con este instrumento de autoinforme, y se calcularon medidas de fiabilidad y de validez concurrente y de constructo. Tres factores fueron identificados de conductas disruptivas mediante análisis factorial de rotación Varimax. Estos factores explican el 51 por ciento del total de varianza. El coeficiente de fiabilidad varió entee el 0,67 y 0,88 en función de diferentes factores y grupos (nivel socioeconómico, zona residencial, sexo, edad y curso). El coeficiente de validez concurrente fue satisfactorio. Los resultados fueron acordes con la teoría psicométrica de la evaluación psicológica.
Peer Reviewed: yes
URI: http://hdl.handle.net/10451/5806
Appears in Collections:FC-DE-CIE-GIEDF - Artigos em Revistas Internacionais

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