Instrument | General construct assessed | APLF domain(s) assessed (total no) | Citation | Targeted age group/Grades | Sample population/ Country | Sample size (Mean age, SD) | Available translation | Completion time (minutes/seconds) | Recall period | All subscale(s) of the tool (number of items)/Total item no | Response options | Psychometric properties evaluated (statistical tests utilized) |
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Single Domain Measures | ||||||||||||
Motor Observation Questionnaire for Teachers (MOQ-T) | Fine, gross, and perceptual motor behaviour | Physical (1) | Schoemaker et al. [45] | 5–11 years | Children in three rehabilitation centres and the general population in Netherlands | 182 children. 91 children referred for motor problems to a rehabilitation centre (Mean age 7.7, SD 1.5) and 91 comparison children (Mean age 7.6, SD 1.5). Proxy reporting, total teacher number unspecified | English | NS | NS | General Motor functioning and Handwriting/fine motor control. 18 items | Four-point scale (1 = “never true”; 4 = “always true”) | Criterion validity (ROC curve and Spearman correlations); Convergent validity (Spearman correlations); and Discriminant validity (ANOVA) |
Fine, gross, and perceptual motor behaviour | Physical (1) | Giofrè et al. [46] | 5–11 years | Children in Grades 2–5 in Northern Italian schools | 363 children. 102 children in Grade 2 (Mean age 92.82 months, SD 3.49), 80 in Grade 3 (Mean age 105.09 months, SD 3.76), 81 in Grade 4 (Mean age 116.58 months, SD 4.81), and 100 in Grade 5 (Mean age 128.79 months, SD 3.44). Proxy reporting 1 to 3 teachers per child; total teacher number not specified | Italian | NS | NS | General Motor functioning and Handwriting/fine motor control. 18 items | Four-point scale (1 = “never true”; 4 = “always true”) | Structural validity (EFA using principal axis factor method with a Promax oblique rotation and CFA); and Internal consistency (Cronbach’s Alpha) | |
Fine, gross, and perceptual motor behaviour | Physical (1) | Asunta et al. [47] | 6–9 years | Children in pre- and elementary schools in central Finland and five other Finnish territories | Sample 1: 193 children (Mean age 9 years 5 months, NR) Sample 2: 850 children (Mean age 7 years 7 months, NR). Proxy-reporting by 27 teachers (Sample 1) | Finnish | 3.3 min | NS | General Motor functioning and Handwriting/fine motor control. 18 items | Four-point scale (1 = “never true”; 4 = “always true”) | Structural validity (PCA with varimax rotation and CFA using the maximum likelihood robust estimation method); Criterion validity (ROC curve and Spearman’s rho); Known-groups validity (Mann Whitney); and Internal consistency (Cronbach’s Alpha) | |
Fine, gross, and perceptual motor behaviour | Physical (1) | Nowak, Schoemaker [48] | 5–11 years | Children in two primary schools Wroclaw, Poland | 348 children (Mean age 8.1, SD 1.9), in addition to 31 children referred from local private therapy centres (Mean age 7.8, SD 2.1). Proxy reporting by two physical education teachers | Polish | NS | NS | General Motor functioning and Handwriting/fine motor control. 18 items | Four-point scale (1 = “never true”; 4 = “always true”) | Structural validity (PCA with varimax rotation); Criterion validity (Spearman’s rank correlations and ROC curve); and Internal consistency (Cronbach’s Alpha) | |
Movement Assessment Battery for Children - 2 Checklist (MABC-2 Checklist) | Motor skills | Physical (1) | Schoemaker et al. [49] | 5–11 years | Children in a Dutch sample in Netherlands | 383 children (Mean age 6 years 9 months, NR). Proxy reporting, total teacher number unspecified. Each teacher rated five children | Dutch | NS | NS | Gross motor coordination skills (5), Ball skills (5), Recreation skills (5), fine motor skill (5), rhythmic skills (5), dynamic balance (5). 30 items (motor part) | Four-point scale (0 = “very well”; 3 = “not close”) | Structural validity (PCA with Varimax rotation); Criterion validity (Spearman rank order correlation); Convergent validity (Spearman rank order correlation); Discriminant validity (logistic regression, ROC curve, ANOVA, t-test); and Internal consistency (Cronbach’s Alpha) |
Motor skills | Physical (1) | Kita et al. [50] | 5–11 years | Children from 16 elementary schools in a community population in Japan | 3852 children. Proxy reporting: 484 valid responses following data cleaning (NR, NR). Proxy reporting, total teacher number unspecified. | Japanese | NS | NS | Gross motor coordination skills (5), Ball skills (5), Recreation skills (5), fine motor skill (5), rhythmic skills (5), dynamic balance (5). 30 items (motor part) | Four-point scale (0 = “very well”; 3 = “not true”) | Structural validity (confirmatory factor analysis); Cross-cultural validity (one-way ANOVA); and Internal consistency (Cronbach’s alpha) | |
Motor skills | Physical (1) | Capistrano et al. [51] | 5–11 years | School children in Florianópolis, Brazil | 40 children (Mean age 8.93 years, SD 1.22 for boys and 9.04 years, SD 1.00 for girls). Proxy reporting by 16 teachers (14 classroom teachers and 2 physical education teachers) | Portuguese | NS | NS | Gross motor coordination skills (5), Ball skills (5), Recreation skills (5), fine motor skill (5), rhythmic skills (5), dynamic balance (5). 30 items (motor part) | Four-point scale (0 = “Not at all” (0); 1 = “some”; 3 = “high”) | Criterion validity (one-way ANOVA); Convergent validity (Spearman correlation) | |
Motor skills | Physical (1) | De Milander et al. [52] | 5–11 years | Children in seven mainstream schools in Free State province, South Africa | 323 children (Mean age 6 years 8 months, SD 0.4). Proxy reporting by 28 teachers | English | NS | Six months | Gross motor coordination skills (5), Ball skills (5), Recreation skills (5), fine motor skill (5), rhythmic skills (5), dynamic balance (5). 30 items (motor part) | Four-point scale (0 = “very well”; 1 = “just ok”; 2 = “almost” and 3 = “not close”) | Criterion validity (Kappa coefficient k-) | |
Pictorial Scale of Perceived Water Competence (PSPWC) | Water skills | Physical (1) | De Pasquale et al. [53] | 4–8 years | Children in four swim centres in the western part of Melbourne, Australia | 51 children (Mean age 6.64 years, SD 1.49). 15 swim teachers (Mean age 27.30, SD 8.44) recruited for content validity | English | 5 min for parents and 20 min for children. NS for teachers | NS | 17 swimming scenarios varying in skill complexity. Each scenario is represented by three cartoon images | 1–3 Likert scale (1 = “not able to do the skill”; 2 = “skill in progress”; 3 = “able to do the skill” | Content validity |
Reiss Motivation Profile for children (Child RMP) | Intrinsic motivation | Psychological (1) | Weems et al. [54] | 4–11 years | Children in elementary schools in the United States | 333 children (NR, NR). Proxy reporting, total teacher number unspecified | English | 10 min | NS | Competence (8), Social Contact (8), Character (8), Competition (8), Order (8), Physical Activity (8), Acceptance (8), Popularity (8), Anxiety (8), Curiosity (8). 80 items | Five-point scale (0 = “strongly disagree”; 1 = “disagree”; 2 = “neutral”; 3 = “agree”; 4 = “strongly agree”) | Structural validity (CFA); Discriminant validity (ANOVA); and Internal consistency (Cronbach’s Alpha) |
Teacher’s Self-concept Evaluation Scale | Self-concept | Psychological (1) | Mocke et al. [55] | 10–13 years | Children from a primary school in Western Cape, South Africa | 114 children (Mean age 12.3, NR). Proxy reporting, total teacher number unspecified | NS | NS | NS | Personal Self-concept, School and Academic Self-concept, Physical Self-concept, Social Self-concept, General self-concept. NR | 5-point scale; response options not specified | Convergent validity (correlation); Internal consistency (Cronbach’s Alpha) |
Teen Risk Screen checklist (TRS) | Fundamental motor skills | Physical (1) | Kidd, Africa [56] | NS | Girls in one primary school in Stellenbosch region, South Africa | 125 children (Mean age 12.12, SD 1.1). Proxy reporting by seven classroom teachers | English | 30–40 min for a group of 20 children | NS | Posture and stability-Axial movement (7), Posture and stability Dynamic movement (5), Locomotor skills-single skills (5), Locomotor skills-combination (3), Manipulative skills-sending away (3), Manipulative skills-possession (2) and Manipulative skills-gaining possession (1). 26 items | Three-point scale (0 = “cannot perform according to guidelines”; 1 = “can perform but not according to guidelines”; 2 = “can perform skill”) | Structural validity (CFA); Reliability – 2-weeks test-retest (Pearson correlations and ICC, Kappa for one subscale); and Internal consistency (Cronbach alpha) |
Dual-Domain Measures | ||||||||||||
Brief Behaviour Rating Scale (BBRS) | Social behaviour | Psychological, Social (2) | Gresham et al. [57] | NS | Children in the Albuquerque, New Mexico, school district, United States | 200 children (Mean age 7.2, SD 1.0). Proxy reporting, total teacher number unspecified | English | 15 s per item, 3 min for entire scale | NS | Assertion (3); Cooperation (4); Self-Control (1); Hyperactivity (2), Externalizing (1); Academic Competence (1). 12 items | NS | Convergent validity (Pearson correlations); Reliability – 3 months test-retest (correlation); and Internal consistency (Cronbach’s alpha) |
Devereux Student Strengths Assessment (DESSA) | Social and emotional competence | Psychological, Social (2) | Nickerson, Fishman [58] | Grades K - 8 | NS | Number of children unspecified. Proxy-reporting by 94 teachers | NS | 4–8 min per child | Four weeks | Optimistic Thinking (7); Self-Management (11); Goal-Directed Behaviour (10); Self-Awareness (7); Social- Awareness (9); Personal Responsibility (10); Decision Making (8); Relationship Skills (10). 72 items | Five-point scale (0 = “Occasionally”; 1 = “Never” 2 = “Rarely”; 3 = “Frequently”; 4 = “Very Frequently”) | Convergent validity (Pearson product moment correlations); and Divergent validity (Pearson product moment correlations) |
Social and emotional competence | Psychological, Social (2) | Doromal et al. [59] | Grades K - 8 | Children in an urban, Southeastern school district in the United States | 313 children (Mean age 5.60 years, SD 0.30). Proxy reporting, total teacher number unspecified | English | NS | NS | Self-Awareness (7); Self-Management (11); Social Awareness (9); Decision-Making (8); Relationship Skills (10). 45 items | Five-point scale (0 = “Occasionally”; 1 = “Never” 2 = “Rarely”; 3 = “Frequently”; 4 = “Very Frequently”) | Structural validity (CFA); Convergent validity (correlations); and Discriminant validity (correlations) | |
Emotion Regulation Checklist (ERC) | Emotion regulation | Psychological, Social (2) | Molina et al. [60] | NS | Children in kindergarten and elementary schools in several regions in Italy | 910 children (Mean age 5.77 years, SD 2.26). Proxy reporting, total teacher number unspecified | Italian | NS | NS | Emotion Regulation (8); Lability/Negativity (15). 24 items. | Four-point scale (1 = “Almost always”; 4 = “Never”) | Structural validity (EFA and CFA); Internal consistency (Cronbach’s Alpha) |
Multisource Assessment of Social Competence Scale (MASCS) | Social competence | Psychological, Social (2) | Junttila et al. [61] | Grades K - 12 | Children in 15 elementary schools in southern Finland, Finland | Cohort 1: 446 mainstream children (Mean age 10 years 5 months, SD 6.1 months) and 61 special education children (Mean age 11 years 6 months, SD 13.4 months) Cohort 2: 445 mainstream children (Mean age 10 years 2 months, SD 6.4 months) and 33 special education children (Mean age 10 years 10 months; SD 9.1 months). Proxy reporting, total teacher number unspecified | Finnish | NS | NS | Cooperating skills (5), Empathy (3), Impulsivity (3), and Disruptiveness (4). 16 items | Four-point scale (1 = “never”; 2 = “rarely”; 3 = “frequently”; 4 = “very frequently”) | Structural validity (CFA); Convergent validity (correlations); Known-groups validity (t-tests); and Internal consistency (Cronbach’s alpha) |
Pictorial Scale of Perceived Competence and Social Acceptance for Young Children-Teacher (PSPCSA-T) | Perceived competence | Physical, Social (2) | Harter, Pike [62] | 4–7 years. One version for pre- schoolers and kindergartners (4–5 years) and another for first and second graders (6–7 years) | NS | 77 pre-schoolers, 28 kindergartners, and 38 first and second graders (NR, NR). Proxy reporting, total teacher number unspecified | English | NS | NS | Cognitive competence (6), Physical competence (6), and Peer acceptance (6). 18 items | Four-point scale (“really true”; “pretty true”; “only sort of true”; and “not very true”) | Convergent validity (correlations) |
Perceived competence | Physical, Social (2) | Strein, Simonson [63] | 4–7 years. One version for pre- schoolers and kindergartners (4–5 years) and another for first and second graders (6–7 years) | Children in the United States | 227 kindergarten students (NR, NR). Proxy reporting, total teacher number unspecified | English | NS | NS | Cognitive competence (6), Physical competence (6), and Peer acceptance (6). 18 items | Four-point scale (“really true”; “pretty true”; “only sort of true”; and “not very true”) | Convergent validity (Pearson’s correlations); and Internal consistency (Cronbach’s Alpha) | |
Perceived competence | Physical, Social (2) | Garrison et al. [64] | 4–7 years. One version for pre- schoolers and kindergartners (4–5 years) and another for first and second graders (6–7 years) | Children in New England, United States | 83 children (NR, NR). Proxy reporting, total teacher number unspecified | English | NS | NS | Cognitive competence (6), Physical competence (6), and Peer acceptance (6). 18 items | NS | Convergent validity (correlations) | |
Social-Emotional Assets and Resilience Scale, Teacher rating form (SEARS-T) | Social and emotional competence | Psychological, Social (2) | Merrell et al. [65] | Grades K - 12 | Children and adolescents in 23 Public and private schools in 10 states in the United States | 1673 children and adolescents (NR, NR). Proxy-reporting by 418 teachers (average four student rating per teacher) | English | 12–18 min (average 15 min) | Six months | Responsibility (10), Social competence (12), Self-regulation (13), and Empathy (6). 41 items | Four-point scale (0 = “never true”; 1 = “sometimes true”; 2 = “often true”; and 3 = “always/almost always true”) | Structural validity (EFA using principle axis factor with Oblimin oblique rotation, CFA using maximum likelihood estimation); Convergent validity (Bivariate Pearson product-moment correlations); Known-groups validity (independent samples t-test, one-way ANOVA); and Internal consistency (Cronbach’s Alpha) |
Social and emotional competence | Psychological, Social (2) | Romer, Merrell [66] | Grades K - 12 | Children in two elementary schools in Washington, United States | 118 children in Grades K - 5 (NR, NR). Proxy-reporting by 30 teachers (four student ratings per teacher) | English | NS | Six months | Responsibility (10), Social competence (12), Self-regulation (13), and Empathy (6). 41 items | Four-point scale (0 = “never true”; 1 = “sometimes true”; 2 = “often true”; and 3 = “always/almost always true”) | Test-retest reliability (Pearson product-moment correlations) | |
Social and emotional competence | Psychological, Social (2) | Figueiredo et al. [67] | Grades K - 12 | Children in schools in the Norther region of Portugal | 235 children (116 boys and 119 girls) aged between 5 and 10 years (M = 7.51, SD = 1.63). Proxy reporting by 46 teachers. | Portuguese | NS | Six months | Responsibility (10), Social competence (12), Self-regulation (13), and Empathy (6). 41 items | Four-point scale (0 = “never true”; 1 = “sometimes true”; 2 = “often true”; and 3 = “always/almost | Structural validity (CFA); Internal consistency (Cronbach’s alpha); Convergent validity (Pearson’s correlation); and Known-groups validity (t-test) | |
Social Skills Improvement System Social Emotional Learning Edition Rating Forms (SSIS SEL RF) – Teacher version | Social emotional competence | Psychological, Social (2) | Frank Gresham et al. [68] | 3–18 years | Children in the United States | 200 children (NR, NR). Proxy reporting by 146 elementary teachers | English | NS | NS | Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making, and Academic Competence. 58 items. | Four-point Likert scale (0 = “Never”; 1 = “Sometime”; 2 = “Often”; and 3 = “Always”) | Structural validity (CFA); test-retest reliability (), Internal consistency; Interrater reliability |
Teacher-Child Rating Scale (T-CRS) | Social and emotional competence | Psychological, Social (2) | Hightower et al. [69] | NS | NS | 1379 children. Proxy reporting by 200 teachers Study 1 353 children from 67 K-3 classes. Each teacher rated about 6 children. Proxy reporting by 200 teachers Study 2 1026 K-6 children | NS | NS | NS | Acting out (6), Shy-anxious (6), Learning (6), Reaction to Limits/Frustration tolerance (6), Assertive social skills (6), and Good student/task orientation (6). 36 items | NS | Structural validity (PCA with varimax and oblique rotations); Convergent validity (correlations); Known-groups validity (one-way MANOVA); Reliability (test-retest); and Internal consistency (Cronbach’s Alpha) |
Teacher Questionnaire (TQ) | Self-concept | Psychological, Social (2) | Jensen et al. [70] | NS | Children in third grade in a school in southern California, United States | 62 children. Proxy reporting by three teachers. | English | NS | NS | Relationship with peers I (1), Relationship with peers II (1), Intellectual self-image (1), Helpfulness (2), Physiological self-image (2), Adult acceptance (2), Emotional self (2), and Tasks undertaken (1). 12 items | “Present” or “Absent”; score of two or more to be socially desirable | Convergent validity (Phi coefficients) |
Teacher Rating of Social Efficacy | Social behaviour | Social, Cognitive (2) | Wheeler, Ladd [71] | Grades 3–5 | Children in elementary school in New York State and Indiana, United States | 138 children in New York State and 107 children in Indiana. Proxy reporting by teacher, number not specified | English | NS | NS | Conflict (6), Non-conflict (5). 11 items | Four-point scale (HARD!, hard, easy, EASY!) | Structural validity (PCA); Convergent validity (Correlations); Test-retest reliability (correlation); and Internal consistency (Cronbach’s Alpha) |
Winnetka Scale for Rating School Behaviour | School behaviour | Psychological, Social (2) | Van Alstyne [72] | Nursery to Grade 6 | Children in Winnetka Public Schools, Emergency Nursery Schools in Chicago and rural schools in Kansas, United States | 1200 children. Proxy reporting by their teachers, no not specified. Eight teachers for reliability | English | NS | 2 months or more | Cooperation, Social Consciousness, Emotional Adjustment, Leadership, and Responsibility. 30 situations | Ratings weighted from zero to ten | Structural validity (Multiple factor analysis using Thurstone’s method); Convergent validity (correlations); and Test-retest reliability (Pearson’s correlations) |
School behaviour | Psychological, Social (2) | Leton et al. [73] | NS | NS | 250 pupils in Grade 2 – Grade 6. Proxy reporting by ten teachers (nine females and one male) | English | NS | NS | 13 situations: Taking turns; Cooperation on group projects; Sacrifice for group; Application to social tasks; Emotional tone; Independence of adult approval; Reaction to failure; Self-confidence; Direction of group tasks; Group leadership; Continuing with academic tasks; Self-reliance; Organization of work | Ratings weighted from zero to ten | Structural validity (PCA with varimax rotation); Known-groups validity (mean differences) | |
Tri-Domain Measures | ||||||||||||
Children Activity Scales for Teachers (CHAS-T) | Motor behaviour | Physical, Psychological, Cognitive (3) | Rosenblum [74] | 4–8 years | Israeli children | Sample 1: 355 children. Proxy reporting by 14 teachers Sample 2: Two groups of 30 children each (TD and DCD) | Originally in Hebrew but translated to English/ Israel | 5–10 min per child | NS | Gross Motor Skills (6), Fine Motor Skills (5), and Organization in Space and Time (10). 21 items | Five- point scale (5 = “very well”; 1 = “less adequately”) | Content and face validity; Structural validity (PCA with varimax rotation); Criterion validity (correlations); Convergent validity (correlations); Discriminant validity (discriminant analyses); and Internal consistency (Cronbach’s alpha) |
Gross Motor Rating Scale (GMRS) | Gross motor ability | Physical, Psychological, Cognitive (3) | Netelenbos [75] | NS | Children in schools in a suburban region of a Dutch city in Netherlands | Study 1: 132 children (Mean age 5.3 years, SD 15.1 months). Proxy-reporting by their teachers, number not specified. Study 2: 94 children (Mean age 5.2 years, SD 12.5 months) Study 3: 43 children (Mean age 6.7 years, SD 7.7 months) | English | NS | NS | Gross Motor Skills (10); Physical qualities (7); Movement motivation (3). 20 items | Five-point scale (1 = “poor”; 2 = “moderate”; 3 = “adequate”; 4 = “good” and 5 = “excellent”) | Structural validity (PCA); Criterion validity (Pearson correlation); Convergent validity (correlations); Reliability (interrater [correlations], test-retest [correlations]); Internal Consistency (Cronbach’s alpha) |
Harter’s Teacher’s Rating Scale of Child’s Actual Behaviour (TRS) | Perceived competence | Physical, Social, Cognitive (3) | Cole et al. [76] | NS | Children in one of nine public schools in a midsize, midwestern school district in United States | 897 children (Mean age 8.9, SD 0.5 for third graders and Mean age 11.9, SD 0.5 for sixth graders). Proxy-reporting by 49 teachers | English | NS | NS | Scholastic Competence (3), Social Acceptance (3), Athletic Competence (3), Physical Appearance (3), and Behavioural Conduct (3). 15 items. | Four-point scale. Two-step process. Teacher selects one of two statements that describes the child. Teacher indicates whether their choice is “Sort of true” or “Really true” about the child | Convergent validity (Inter-battery factor analysis) |
Perceived competence | Physical, Social, Cognitive (3) | Cole et al. [77] | NS | Children in nine public schools in a mid-size, midwestern school district in United States | 724 children (NR, NR). Proxy reporting by 49 teachers | English | NS | NS | Scholastic Competence (3), Social Acceptance (3), Athletic Competence (3), Physical Appearance (3), and Behavioural Conduct (3). 15 items. | Four-point scale. Two-step process. Teacher selects one of two statements that describes the child. Teacher indicates whether their choice is “Sort of true” or “Really true” about the child | Structural validity (CFA); Convergent validity and Discriminant validity (Multigroup-Multitrait- multimethod confirmatory factor analysis) | |
Perceived competence | Physical, Social, Cognitive (3) | Cole et al. [78] | NS | Children in nine elementary schools and two middle schools in the United States | 1228 children and adolescents (Mean age 8.9 years, SD 0.5 for third graders and 11.9 years, SD 0.5 for sixth graders). Proxy reporting, total teacher number unspecified | English | NS | NS | Scholastic Competence (3), Social Acceptance (3), Athletic Competence (3), Physical Appearance (3), and Behavioural Conduct (3). 15 items. | Four-point scale. Two-step process. Teacher selects one of two statements that describes the child. Teacher indicates whether their choice is “Sort of true” or “Really true” about the child | Convergent validity and Discriminant validity (Multitrait-multimethod analysis) | |
Health Resources Inventory (HRI) | Personal and social competence | Psychological, Social, Cognitive (3) | Gesten [79] | Primary grade children | Children in 12 schools (five in the Rochester City School District and seven in two adjacent county districts) in United States | 592 children (NR, NR). Proxy-reporting by 65 teachers | English | NS | NS | Good student (10), Gutsy (7), Peer Sociability (10), Rules (7), and Frustration Tolerance (20). 54 items | Five-point scale (1 = “Not at all”; 5 = “Very well”) | Structural validity (PCA with varimax and oblique rotation); Convergent validity (correlations); Discriminant validity (t-test); Known-groups validity (ANOVA); Test-retest reliability (reliability coefficients) |
Social and Emotional Competencies Evaluation Questionnaire Teacher’s version – Short Form (QACSE-P-SF) | Social and emotional competencies | Psychological, Social, Cognitive (3) | Coelho et al. [80] | Grades 4–9 | Children in five public schools in the Lisbon District of Portugal | 657 children (Mean age 11.3 years, SD 1.8). Proxy reporting by 39 teachers | Portuguese | Five minutes per child | NS | Social Awareness (5), Self-control (5), Social Isolation (5), Social Anxiety (5), Responsible Decision Making (5), Relationship Skills (5). 30 items | Four-point scale (A = “never”; B = “sometimes”; C = “frequently”; D = “always”) | Structural validity (PCA with Varimax rotation - Kaiser normalization; CFA using Maximum Likelihood estimation); Known-groups validity (t-tests, one-way ANOVA); Test-retest reliability (correlations); and Internal consistency (Cronbach’s alpha) |
Social Skills Rating Scale (SSRS-T) | Social skills | Psychological, Social, Cognitive (3) | Clark et al. [81] | NS | Children in two schools in a metropolitan district in the United States | 194 children (Mean age 9 years 5 months, NR). Proxy-reporting by 26 teachers (five girls and five boys rating per teacher) | English | NS | NS | Social initiation (15), Academic performance (13), Cooperation (17), and Peer reinforcement (7). 52 items (frequency dimension) | Five-point scale (1 = “never true”; 5 = “frequently”) | Structural validity (PCA); Convergent validity (Correlations); and Internal consistency (Cronbach’s alpha) |
Social skills | Psychological, Social, Cognitive (3) | Frank M Gresham et al. [82] | NS | Children in in a school district in south eastern Louisiana, United States | 250 children (NR, NR). Proxy reporting by 43 black and 82 white regular classroom teachers | English | NS | NS | 50 items (frequency dimension) | Response option for frequency (2 = “often true”; 1 = “sometimes true”; 0 = “never true”) | Structural validity (PCA); Known-groups validity (); and Internal consistency (Cronbach’s alpha) | |
Social skills | Psychological, Social, Cognitive (3) | Elliott et al. [83] | NS | Children in elementary schools in Louisiana, United States | 60 children (NR, NR). Proxy reporting by six teachers | English | NS | NS | 50 items. Two dimensions (frequency and importance) of social behaviour | Response option for frequency dimension same as above. Importance (2 = “critical for success in my classroom”; 1 = “important for success in my classroom”; and 0 = “unimportant for success in my classroom”) | Divergent validity (Correlations); Known-groups validity (MANOVA); Reliability (test-retest [reliability coefficients], interrater [correlations]); and Internal Consistency (Cronbach’s alpha) | |
Teacher Estimation of Activity Form (TEAF) | Children’s motor ability, participation and self-efficacy towards physical activity | Physical, Psychological, Cognitive (3) | Faught et al. [17] | NS | Children in 15 schools from the District School Board of Niagara in Ontario, Canada | 502 children (NR, NR). Proxy reporting, total teacher number unspecified | English | 10 min per child | NS | Gross motor ability. 10 items | Five-point scale (1 = “well below average”; 2 = “somewhat below average”; 3 = “average”; 4= “somewhat above average”; and 5 = “well above average”) | Structural validity (factor analysis); Criterion validity (ROC curve); Convergent validity (correlations); and Internal consistency (Cronbach’s alpha) |
Children’s motor ability, participation and self-efficacy towards physical activity | Physical, Psychological, Cognitive (3) | Sara Rosenblum, Engel-Yeger [84] | NS | Children in mainstream public schools in Northern Israel | 123 children, 68 TD and 55 DCD (NR, NR). Proxy- reporting by 6 physical education teachers | Hebrew | NS | NS | Gross motor ability. 10 items | Five-point scale (1 = “well below average”; 2 = “somewhat below average”; 3 = “average”; 4 = “somewhat above average”; and 5 = “well above average”) | Structural validity (factor analysis); Criterion validity (Pearson’s correlations); Known-groups validity (t-test, MANOVA, discriminant analysis); and Internal consistency (Cronbach’s Alpha) |