The validation of the Gifted Rating Scales–School Form in Saudi Arabia

Figures & data

Table 1. Description of the study sample.

Governorate	Gender	Grade1	Grade2	Grade3	Grade4	Grade5	Grade6	Grade 7	Grade 8	Total
Riyadh	F	25	30	28	27	25	22	24	25	206
	M	25	23	22	12	15	12	15	15	139
Jeddah	F	20	24	22	21	22	14	20	16	159
	M	20	18	19	18	14	11	12	11	123
Al-Ahsa	F	18	22	15	21	16	20	20	16	148
	M	15	15	15	16	17	14	16	12	120
Abha	F	11	12	13	15	11	10	12	10	94
	M	9	10	11	11	9	8	10	8	76
Tabuk	F	9	8	10	11	8	9	10	9	74
	M	7	6	8	9	7	9	8	7	61
total		159	168	163	161	144	129	147	129	1200

Table 2. Scale Reliability Statistics and SEMs for GRS-S Scales by Grade.

Grade	Intellectual		Academic		Creativity		Artistic		Motivation		Leadership
	r	SEM	r	SEM	r	SEM	r	SEM	r	SEM	r	SEM
1	0.991	1.11	0.981	1.08	0.993	1.00	0.992	1.11	0.978	1.00	0.990	1.23
2	0.978	1.05	0.972	1.00	0.981	1.00	0.981	1.00	0.981	1.00	0.978	1.22
3	0.981	1.00	0.973	1.23	0.981	1.41	0.981	1.23	0.978	1.41	0.981	1.40
4	0.978	1.41	0.988	1.22	0.980	1.41	0.978	1.22	0.978	1.42	0.988	1.41
5	0.983	1.36	0.981	1.40	0.983	1.40	0.987	1.40	0.981	1.36	0.981	1.72
6	0.988	1.15	0.988	1.41	0.988	1.36	0.986	1.41	0.978	1.66	0.988	1.33
7	0.991	1.22	0.983	1.63	0.988	1.69	0.972	1.63	0.978	1.23	0.983	1.36
8	0.978	1.00	0.988	1.22	0.981	1.25	0.972	1.22	0.981	1.00	0.988	1.40

Note: r = internal consistency reliability coefficient (McDonald’s ω). SEM= Standard Error of Measurement.

Table 3. Bivariate Correlation between Gifted Rating Scales -S scores and CogAt⁵ scores.

Subscale	Verbal	Quantitative	Nonverbal	Total
Intellectual ability	.91**	.93**	.87**	.93**
Academic Ability	.93**	.88**	.86**	.87**
Creativity	.78**	.77**	.88**	.86**
Artistic Talent	.96**	.95**	.62**	.71**
Leadership	.65**	.68**	.74**	.75**
Motivation	.71**	.75**	.64**	.79**

Note: **p<.01.

Figure 1. Structural model and standardized loadings of GRS-S form.

Table 4. Correlations demonstrating the loading of the scale’s factors.

F1	F2	F3	F4	F5	F6
1	0.54	0.40	0.96	0.70	0.37
0.44	0.99	0.90	0.77	0.65	0.94
0.40	0.90	0.39	0.61	0.80	0.53
0.53	0.59	0.64	0.62	0.78	0.55
0.66	0.40	0.99	0.80	0.37	0.50
0.71	0.45	0.54	0.97	0.70	0.99
0.84	0.91	0.81	0.57	0.99	0.40
0.83	0.46	0.58	0.81	0.74	0.77
0.90	0.88	0.77	0.50	0.68	0.84
0.63	0.89	0.83	0.89	0.81	0.53
0.80	0.64	0.67	0.83	0.78	0.74
0.48	0.55	0.41	0.50	0.72	0.54

Table 5. Conformity indicators and their levels of acceptance and values.

Conformity Indicators	abbreviation	Standard value	Value	Decision
Chi-square	Chi-square	Should not be significant	286.532	Not significant
			0.124
Standard chi-square index	CMIN/DF	Range between 1–5	2.245	Acceptable
Goodness-of-fit index	GFI	More than, or equal to 0.90	0.955	Good
Root mean square error of approximation	RMSEA	Less than 0.08	0.032	Good
Normed Fit Index	NFI	More than, or equal to 0.90	0.963	Good
Comparative Fit Index	CFI	More than, or equal to 0.90	0.986	Good
Tucker-Lewis index	TLI	More than, or equal to 0.90	0.912	Good
Parsimony Goodness of Fit Index	PGFI	More than 0.50	0.826	Good
Parsimony Standard Conformity Index	PNFI	More than 0.50	0.857	Good
Parsimony Standard Conformity Index	PCFI	More than 0.50	0.871	Good

Table 6. Gender means, standard deviations, and results of MANOVA.

	Male n=518		Female n=682
Scales	M	SD	M	SD	F	η2
Intellectual	52.12	13.33	54.66	13.33	6.68*	.033
Academic	51.47	13.47	55.53	11.32	6.88*	.035
Creativity	56.55	12.25	58.11	11.02	5.36*	.041
Artistic	44.12	12.66	48.32	10.25	22.96**	.183
Leadership	61.22	12.74	61.36	10.11	1.59	.011
Motivation	56.36	12.69	61.25	10.25	19.25**	.178

Note: * p < .05. ** p< .01.

Table 7. Grade means, standard deviations, and results of MANOVA.

Scales	Grade1 n= 159		Grade2 n= 168		Grade3 n=163		Grade4 n=161		Grade5 n=144		Grade6 n=129		Grade6 n=147		Grade6 n=129		F	η2
	M	SD	M	SD	M	SD	M	SD	M	SD	M	SD	M	SD	M	SD
Intellectual	45.33	12.33	44.23	12.03	46.22	12.36	45.02	12.25	52.12	13.33	54.66	13.33	55.02	13.05	51.33	12.85	1.63	.012
Academic	49.36	12.02	45.33	11.12	51.47	12.23	47.25	11.74	51.47	13.47	55.53	11.32	52.25	12.78	52.01	11.94	1.09	.063
Creativity	42.01	11.45	36.01	9.82	44.22	10.45	43.61	11.36	42.55	12.25	44.11	11.02	46.22	12.16	48.33	12.07	2.45	.011
Artistic	52.62	12.22	51.80	11.30	53.23	12.16	46.38	11.55	46.19	11.36	46.02	11.11	51.22	12.35	49.29	12.86	2.37	.168
Leadership	50.22	12.47	50.32	11.31	51.07	11.34	51.16	11.15	52.21	11.76	52.09	11.92	50.66	12.17	51.09	12.33	3.03	.032
Motivation	42.34	12.12	55.33	10.32	55.07	12.71	51.55	11.88	50.14	13.05	54.23	12.12	52.01	13.52	51.44	12.09	1.09	.066

Figure 2. Profile of Saudi student on GRS-S scales.

Table

Items in the original Scale	Modification according to experts’’ opinions
Intellectual ability
Item9
Problem solves analytically, separates problems into their component parts	Solving the problem based on analysis and separating the problem into its component parts
Item11
Applies prior knowledge to solving problems	Applies prior knowledge in problem solving
Item12
Learns difficult concepts easily	Easily picks up complex ideas
Academic abilities
Item5
Learns academic material with little instrument	learns academic content with a simple instrument
Item8
Performs well on achievement and/or classroom tests	Demonstrates proficiency on achievement and/or classroom tests.
Item12
Demonstrates knowledge of facts in one or more academic areas	demonstrates factual expertise in one or more academic fields.
Creativity
Item7
Thinks or acts in novel ways, such as proposing original activities or games	Thinks or behaves in creative ways, for as through coming up with unique games or activities
Item10
Creates original skits, stories, poems, and/or songs	Writes and performs original songs, sketches, and/or stories.
Artistic talent
Item5
Demonstrates knowledge in the arts.	Exhibits an understanding of the arts.
Item9
Demonstrates heightened attention to detail, shape, pitch, rhythm, and/or movement.	Shows heightened sensitivity to form, tone, rhythm, and/or movement.
Leadership abilities
Item12
Inspires confidence in others	Encourages people to have confidence
Motivation
Item2
Strives to achieve, wants to perform at the highest possible level.	Aspires to success and strives to deliver the best performance.
Item4
Approaches situation expecting to do well	Takes action with the expectation of succeeding
Item9
Takes on new and difficult tasks or projects	Engages in challenging new jobs or projects
Item10
Strives to improve or become more competent	Tries to get better or better at something