The scale should be administered in BİLSEMs located in other provinces, especially in regions

The gap

Evidence profile

Sourced from the recommendations and limitations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• Parent–School Perception Scale: An Examination of Its Psychometric Properties (2026) · Eğitim Kuram ve Uygulama Araştırmaları Dergisi · doi

  Based on the findings of this study, it is recommended that the developed scale be applied in different sociocultural regions and various types of schools, and that measurement invariance analyses be conducted. This would allow testing the consistency of the factor structure across diverse samples. In addition, the high internal consistency coefficients (above .90) observed in some sub-dimensions raise the possibility of item redundancy. Therefore, future studies may focus on item reduction analyses and the development of a short-form version of the scale. To further examine the structural relationships among the dimensions of the scale, studies based on structural equation modeling are also recommended. Moreover, investigating the relationships between scale scores and variables such as academic achievement, school engagement, student well- being, and parental involvement would strengthen evidence for criterion-related validity. Finally, developing teacher and student forms of the scale and conducting comparative studies based on multiple data sources would contribute to a more holistic evaluation of school climate and stakeholder perceptions. In addition, test–retest reliability studies are recommended to assess the temporal stability of the scale. This would provide evidence not only for internal consistency but also for stability over time. Conducting analyses based on Item Response Theory (IRT) would also make a significant contribution by allowing a more detailed examination of item functioning; in particular, analyzing item discrimination and difficulty parameters would reveal how measurement precision varies across different score levels. Furthermore, performing Differential Item Functioning (DIF) analyses across groups with different socioeconomic backgrounds would provide important evidence regarding the fairness of the scale. To examine predictive validity, the direct and indirect effects of dimensions such as guidance services and teacher perceptions on students’ academic performance or school engagement can be tested through structural equation modeling. Lastly, to enable a deeper interpretation of quantitative findings, collecting qualitative data through mixed-methods designs and conducting parent interviews would strengthen the contextual meaning of the factors and make the cultural foundations of the measured construct more visible.

  generalrecommendations
  Keywords: scale item based analyses recommended different consistency across dimensions structural school evidence conducting measurement addition
• Attitudes of Gifted Students Toward Science and Art Centers (BİLSEM): A Study of Validity and Reliability (2026) · Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi · doi

  1. The scale should be administered in BİLSEMs located in other provinces, especially in regions with differing socioeconomic characteristics, to retest and confirm its psychometric properties. 2. To assess the temporal stability of the scale, it is recommended that the instrument be re-administered to the same students after a 2 - 4 week interval, with test–retest correlations calculated. 3. Future studies should investigate the relationship between scale scores and external criteria, such as students’ length of attendance at BİLSEM, project achievements, teacher evaluations, and parental feedback. 4. The researchers suggest multi-group CFA to determine whether the scale consistently measures the same construct across different groups, including gender, age, program level, and talent domain). 5. Longitudinal studies tracking students’ attitudes from the time they first enter BİLSEM would help evaluate the scale’s ability to capture developmental changes over time. 375 Tokgöz Attitudes of Gifted Students Toward Science and Art Centers (BİLSEM): A Study of Validity and Reliability Ankara University Faculty of Educational Sciences Journal of Special Education 2026, 27(2), 361-377

  generalrecommendations
  Keywords: scale students lsem administered retest attitudes time lsems located provinces especially regions differing socioeconomic characteristics
• Environmental values as predictors of environmentally responsible behaviors: insights from Norwegian TIMSS 2023 results (2026) · Large-scale Assessments in Education · doi

  Although our research has a strong methodological design, several limitations should be acknowledged. First, the study represents secondary analyses of TIMSS data, so scale Lehre et al. Large-scale Assessments in Education (2026) 14:29 Page 17 of 20 construction and variable choice rely heavily on the TIMSS framework. For example, the environmental values scale includes five items in Grade 5 and six in Grade 9. Although CFA supported the overall scale reliability in both grades, this discrepancy did not allow us to compare Grade 5 and Grade 9 results. Consequently, the analyses were conducted and interpreted separately for each grade. However, we tested measurement invariance within grades across genders, allowing comparisons for scales that reached scalar or par- tial scalar invariance. Second, the study is cross-sectional and does not permit causal interpretations. Third, as noted, the number of books at home was used as a proxy for SES, which represents a very rough indicator and certainly does not capture the full, multifaceted nature of SES. Fourth, the study focuses on Norwegian students and has limited generalizability to other educational systems. For example, science education in Norway is delivered as an integrated subject, whereas in some neighboring coun- tries, such as Finland, science is taught as separate subjects (biology, chemistry, phys- ics), which may limit the generalizability of our findings to those educational contexts. Finally, the environmental knowledge subscale reported in TIMSS is constructed from items originally designed to assess general science knowledge rather than environmental or sustainability achievement specifically (Liaw et al., 2025). As a result, the environmen- tal knowledge subscale contains fewer items and demonstrates lower reliability (Liaw et al., 2025). Given this limitation, we relied on the overall science score in the analyses. Consequently, the findings may not fully reflect student achievement in environmen- tal or sustainability topics, and the observed patterns could differ if a more targeted or robust measure were available. Future research should further investigate the mechanisms underlying these relation- ships by examining how specific types of learning experiences and instructional prac- tices are associated with students’ pro-environmental behaviors. In particular, research should explore whether emphasizing the real-world consequences of environmental problems, engaging students in hands-on activities (e.g., field visits, community projects, or waste collection), or providing opportunities for experiential and participatory learn- ing—in combination with value-based education—are linked to greater willingness to act pro-environmentally. Such work could also clarify how school practices can effec- tively bridge the gap between scientific understanding and pro-environmental action.

  generallimitationsevidence 5/5
  Keywords: environmental grade scale science analyses timss education items students knowledge represents example overall reliability grades

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