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Gifted Child Quarterly
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Validation of the Gifted Rating Scales–School Form in China

Huijun Li

Harvard University

Steven I. Pfeiffer

Florida State University

Yaacov Petscher

Florida State University

Alper T. Kumtepe

Anadolu University, Turkey

Guofang Mo

Yunnan Teachers University

The Gifted Rating Scales–School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N = 499). The Chinese GRS-S was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students.

Key Words: gifted rating scales • Chinese children • reliability • validity

Gifted Child Quarterly, Vol. 52, No. 2, 160-169 (2008)
DOI: 10.1177/0016986208315802
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