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Tímarit um menntarannsóknir, 4. árgangur 2007
the American standardization sample. Two
subscales in America, Oppositional and
Hyperactivity, merged into one in Iceland,
Oppositional-Hyperactivity. Correlations
between factors were generally low. Six of
seven auxillary scales in CTRS-R:L were
almost identical in the Icelandic sample and the
American standardization sample. The ADHD
Index consisted of two factors in the Icelandic
sample. Principal axis factoring with promax
rotation of the short version of Conners’ Teacher
Rating Scale-Revised (CTRS-R:S) resulted
in two factors: Oppositional-Hyperactivity,
Cognitive Problems / Inattention. Most alpha
coefficients were higher than 0.80 and many
0.90 or higher for the empirically derived
scales as well as for the auxillary subscales.
Discussion
The main finding in this study was that the
factor structure of Conners’ Teacher Rating
Scale-Revised in the American standardization
sample was not completely replicated in the
Icelandic translation and adaptation of the
instrument. Two factors, Oppositional and
Hyperactivity, merged into one in Iceland.
Extracting six factors instead of five in the
Icelandic sample did not solve the issue. More
research on the Icelandic translation of the
instrument is needed before clinical use of
CTRS:L can be recommended in Iceland.
Heimildir
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