Factor Structure of Scores from the Conners' Rating Scales–Revised Among Nepali Children

Laura L. Pendergast, Beverly J. Vandiver, Barbara A. Schaefer, Pamela M. Cole, Laura E. Murray-Kolb, Parul Christian

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

This study used exploratory and confirmatory factor analyses to examine the structures of scores from the Conners' Teacher and Parent Rating Scales–Revised (CTRS-R and CPRS-R, respectively; Conners, 1997). The scales were administered to 1,835 parents and 1,387 teachers of children in Nepal's Sarlahi district, a region where no other measures of child psychopathology have been studied. With a Nepali sample, the findings indicated that reduced two-factor models for the Conners' scales were superior to the models identified in the scale development research. The hyperactivity and inattention factors were comparable to what has been identified in prior research, while other factors (e.g., social problems) differed substantially. Implications for use of the Conners' scales in Nepal and cross-cultural issues in the assessment of ADHD symptoms are discussed.

Original languageEnglish (US)
Pages (from-to)261-270
Number of pages10
JournalInternational Journal of School and Educational Psychology
Volume2
Issue number4
DOIs
StatePublished - Oct 2 2014

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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