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Abstract
The factor structure of the Teacher–Child Rating Scale (T-CRS 2.1) was examined using confirmatory factor analysis (CFA). A cross-sectional study was carried out on 68,497 children in prekindergarten through Grade 10. Item reduction was carried out based on modification indices, standardized residual covariance, and standardized factor loadings. A higher order model with a general super-ordinate factor fit the data well, and is consistent with the notion of a unidimensional non-cognitive set of learning-related skills. Model-based reliability estimates are provided.
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