CPSAIChild Protection Substance Abuse Initiative (Center for Family Services, Inc., Camden, NJ)
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The MCPSAT, CPSAI, CAP, CTT-I, and IPI were administered during two one-hour sessions over two weeks, with the MCPSAT and CPSAI in the first week and the CAP, CTT-I, and IPI in the second week.
In addition, internal-consistency between the overall scores and the score for each subscale of the CPSAI items and correlation coefficients among the subscale scores were analyzed.
Confirmatory factor analysis was conducted to examine if the hypothesized five-factor structure, which was believed to underlie the factors in the CPSAI, fits the data.
In terms of the relationship between the overall CPSAI score and each subscale, Divergent Thinking (r = .84, p < 0.001) and Convergent Thinking (r = .84, p < 0.001) correlated higher with the CPSAI total score, while Environment (r = .80, p < 0.001), Motivation (r = .78, p < 0.001), and General Knowledge and Skills (r = .75, p < 0.001) appeared to be slightly less correlated.
The Pearson correlation coefficients between Divergent Thinking and TDT (r = .15, p < 0.01), Convergent Thinking and the CTT-I (r = .19, p < 0.01), Motivation and the TDF (r = .40, p < 0.01), Environment and positive IPI I (r = .61, p < 0.01), and General Knowledge and Skills and academic achievement (r = .40, p = 0.01) indicated that the scores on the established instruments and academic achievement were related to the scores on the attributes of CPSAI. Medium to large effect sizes were found in the associations.
A newly devised instrument, the CPSAI, with five different subscales (Divergent Thinking; Convergent Thinking; Motivation; General Knowledge; and Environment), was utilized in this study.
Therefore, the concept of domain specificity may need to be incorporated into the test questions for convergent thinking, motivation, and divergent thinking in the CPSAI in the future.