Validation of an Arabic Version of the Gifted Rating Scales–School Form

Ahmed Hassan Hemdan Mohamed, Ehab Mohammed Naguib Omara

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)252-269
Number of pages18
JournalJournal for the Education of the Gifted
Issue number3
Publication statusPublished - Sept 1 2020


  • Gifted Rating Scales–School Form
  • Oman
  • gifted
  • standardization

ASJC Scopus subject areas

  • Education


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