Assessing changes in the meaning of children's behavior: Factorial invariance of teachers' temperament ratings.

Tested the assumption that the same behavioral rating scale may be used over a wide age range, using temperament ratings provided by 24 teachers of 564 kindergarten through 4th-grade children. A LISREL analysis supported the hypothesized 3-factor model and established factorial invariance. The consistency of the factor structure over grade and the similarity of this structure to the findings from other factor analytic studies suggest that teachers may organize information about student behavior along the same dimensions regardless of the grade they teach. Such invariance may result from the demands of the teaching task rather than actual covariation among student behaviors. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)