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Journal of Psychoeducational Assessment
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A Short Form of the Teacher Rating Scale of School Adjustment

Lucy R. Betts

Keele University, Straffordshire, United Kingdom, l.r.betts{at}keele.ac.uk

Ken J. Rotenberg

Keele University, Straffordshire, United Kingdom

A total of 278 children at Time 1 (144 male and 134 female) from School Years 1 and 2 in the United Kingdom serve as participants. The children complete self-rated scales of school adjustment, and their teachers complete the Teacher Rating Scale of School Adjustment (TRSSA) twice across a 1-year period. At Time 1, children's performance on Standardized Achievement Tests are available for children in School Year 2. An exploratory factor analysis of the TRSSA at Time 1 yielded a viable short form of the scale composed of three associated factors (On-Task Classroom Involvement, Positive Orientation, and Maturity). Confirmatory factor analyses of the Short Form TRSSA yield evidence for these three factors at Time 2. The Short Form TRSSA demonstrates acceptable internal consistency and stability across time. As evidence for validity of the scale, the Short Form TRSSA is associated with children's self-reported school adjustment and academic performance.

Key Words: school adjustment • classroom behavior • teacher ratings • young children

Journal of Psychoeducational Assessment, Vol. 25, No. 2, 150-164 (2007)
DOI: 10.1177/0734282906296406
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