TY - JOUR
T1 - Validation of an Arabic Version of the Gifted Rating Scales–School Form
AU - Hemdan Mohamed, Ahmed Hassan
AU - Omara, Ehab Mohammed Naguib
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research and/or authorship of this article: This research was supported by the Research Council of Oman (TRC; RC/EDU/PSYC/14/01).
Funding Information:
The authors would like to thank the Ministry of Education and all participating schools, administrators, and students in their support and cooperation during data collection. The authors disclosed receipt of the following financial support for the research and/or authorship of this article: This research was supported by the Research Council of Oman (TRC; RC/EDU/PSYC/14/01).
Publisher Copyright:
© The Author(s) 2020.
PY - 2020/9/1
Y1 - 2020/9/1
N2 - 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.
AB - 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.
KW - Gifted Rating Scales–School Form
KW - Oman
KW - gifted
KW - standardization
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U2 - 10.1177/0162353220933005
DO - 10.1177/0162353220933005
M3 - Article
AN - SCOPUS:85087437569
SN - 0162-3532
VL - 43
SP - 252
EP - 269
JO - Journal for the Education of the Gifted
JF - Journal for the Education of the Gifted
IS - 3
ER -