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Volume 24, Issue 148 (6-2025)
Journal of Psychological Science 2025, 24(148): 97-115 |
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zeinalizadeh B, afrooz G, gholamalilavasani M. (2025). Factor Structure of Reynolds Intellectual Assessment Scales Second Edition in Children in Tehran. Journal of Psychological Science. 24(148), 97-115.
URL: http://psychologicalscience.ir/article-1-2808-en.html
URL: http://psychologicalscience.ir/article-1-2808-en.html
Professor, Department of Psychology, University of Tehran, Iran. , afrooz@ut.ac.ir
Abstract: (261 Views)
Background: Cognitive abilities play a key role in children's academic success and social adaptation. The Reynolds Cognitive Assessment Scales (RIAS-2) are a reliable tool for assessing these abilities; however, their factor structure and validity have not been thoroughly examined in children from Tehran.
Aims: This study aimed to investigate the factor structure of the second version of the Reynolds Cognitive Assessment Scales in children from Tehran.
Methods: This descriptive-analytical study included a population of all 3- to 6-year-old children in Tehran. A sample of 200 children was selected using convenience sampling. The second version of the Reynolds Cognitive Assessment Scales (Reynolds & Kamphaus, 2015) was administered to the sample, and the data were analyzed using confirmatory factor analysis in LISREL version 8.
Results: The results indicated that among various models, the one-factor model of general intelligence with four main subscales (Guess What, Odd-Item Out, Verbal Reasoning, and What’s Missing) and the two-factor model (verbal and nonverbal) with the same four subscales demonstrated good fit.
Conclusion: The findings of this study can assist psychologists, educators, and child specialists in using the second version of the Reynolds Cognitive Assessment Scales to more accurately evaluate the cognitive abilities of children in Tehran. This will facilitate the design of targeted educational and cognitive interventions to address weaknesses and enhance strengths in children's cognitive abilities. Additionally, validating this tool in the Iranian population enables its broader and more effective use in research and clinical applications.
Aims: This study aimed to investigate the factor structure of the second version of the Reynolds Cognitive Assessment Scales in children from Tehran.
Methods: This descriptive-analytical study included a population of all 3- to 6-year-old children in Tehran. A sample of 200 children was selected using convenience sampling. The second version of the Reynolds Cognitive Assessment Scales (Reynolds & Kamphaus, 2015) was administered to the sample, and the data were analyzed using confirmatory factor analysis in LISREL version 8.
Results: The results indicated that among various models, the one-factor model of general intelligence with four main subscales (Guess What, Odd-Item Out, Verbal Reasoning, and What’s Missing) and the two-factor model (verbal and nonverbal) with the same four subscales demonstrated good fit.
Conclusion: The findings of this study can assist psychologists, educators, and child specialists in using the second version of the Reynolds Cognitive Assessment Scales to more accurately evaluate the cognitive abilities of children in Tehran. This will facilitate the design of targeted educational and cognitive interventions to address weaknesses and enhance strengths in children's cognitive abilities. Additionally, validating this tool in the Iranian population enables its broader and more effective use in research and clinical applications.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)