The Youth Self-Report (YSR/11-18) is a widely used child-report measure that assesses problem behaviors along two “broadband scales”: internalizing and externalizing. It also scores eight empirically based syndromes and DSM-oriented scales and provides a summary of total problems. Although the YSR was designed for youths ages 11-18, no studies have systematically evaluated whether youths under the age of 11 can make valid reports using the YSR broad-band, syndrome and DSM-oriented scales. It is a parallel form to the caretaker-completed Child Behavior Checklist (CBCL) and teacher-completed Teacher Report Form (TRF). Few studies related to YSR/11-18 (Achenbach, & Rescorla, 2000, 2001) factor structure were carried out in Spanish children and adolescent population. This study analyses the factor structure of this assessment tool, in 961 Spanish adolescents attending school from 13 to 18 years old. A principal components method was used to extract the factors followed by a Varimax rotation. According to current research, each sex was treated separately, and only items referred to misbehavior (105 out of 119) were included. Seven first-order common factors were found in both, boys and girls: Anxious/Depressed, Somatic Complaints, Delinquent Behavior, Aggressive Behavior, Attention Problems, Thought Problems and Relational Problems. Factoring of these seven syndromes led to a single second-order factor in younger males. Older males and females showed labeled internalize and externalize symptoms. These results resembled that obtained in former studies with Spanish population.
This study examined the relationship between special education teachers' emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic background data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion ability and learning motivation among the students from the teachers' viewpoint. In addition, the school inclusion variable was a moderator between the teachers' emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers' emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predicts the learning motivation among students with specific learning disorders.
The current study is aimed to assess the differences between Palestinian Arab minority student teachers in Israel with specific and generalized social anxiety from various demographic, social-emotional and educational aspects. For this purpose, 543 Palestinian Arab minority student teachers in Israel from Sakhnin College responded to the research tools which measure these aspects and they were divided into three categories (no social anxiety, specific social anxiety, and generalized social anxiety). The findings indicated that the average age of the student teachers with generalized social anxiety was higher than the average age of those with specific social anxiety, while no differences were found between the two categories in certain demographic variables. The study found that average social anxiety, social fear and social avoidance levels were higher among student teachers with generalized social anxiety than among those with specific social anxiety. In addition, there is a statistically significant correlation between levels of social anxiety and levels of depression and motivation for learning, while there are no statistically significant links between levels of social anxiety and levels of self-esteem and perceived social and family support. A regression analysis reveals that the specific social anxiety levels of Palestinian Arab minority student teachers in Israel can be explained by the level of their perceived social and family support and their ages, whereas the levels of their generalized social anxiety can be explained by their depression levels and ages. The practical pedagogical implications suggest that both social anxiety student teachers groups should be exposed to educational- interventional programs in order to be integrated into the educational system.
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