26:T44c,

Aims: This study aimed to perform a French translation of the YLOT and to test its properties (structure, invariance, internal consistency, convergent and discriminant validities, and test–retest reliability). Method: The YLOT was translated into French and administered to 1,364 French children and adolescents aged 8 to 17. Of these, 501 agreed to respond a second time 6 week later. Other scales were included to assess anxiety, positive and negative experiences, and coping efficacy. A detailed examination of gender and age differences was carried out. Results: The original bidimensional structure of the French version of the YLOT was confirmed. The scale showed measurement invariance according to age and gender, satisfactory internal consistency, convergent and divergent validity, as well as moderate test–retest reliability 6 weeks later in children aged 12–17. Conclusion: The French version of the YLOT has reliable psychometric properties for measuring dispositional optimism and pessimism in children and adolescents.

27:T45f,

This study describes the development and validation of the PSCP Social Presence Scale, created to assess students’ perceived social presence in learning environments. The scale was tested with 446 pre-degree university students studying English as a foreign language. A pilot study with 117 students was first conducted to examine item performance and explore the preliminary factor structure. A second study with 329 students was subsequently conducted to confirm this structure. The final version of the scale includes nine items organized into two factors—Social Interaction and Social Connectedness. The findings suggest strong evidence of content (S-CVI = .96), convergent, and construct validity (CFA fit indices: χ²/df = 2.3, RMSEA = .06, SRMR = .03, CFI = .98, TLI = .97), and the reliability analyses indicate high internal consistency (α = .91) for the overall instrument. Overall, the findings support the PSCP Social Presence Scale as a valid and reliable measure of social presence for use in educational research.

28:T500,

Response times serve as reliable measures of engagement that are less prone to self-report biases. By utilizing response times, we examined the indicators of Successful Time Management (STM) and Unsuccessful Time Management (UTM) across the 36 countries and benchmarking participants in eTIMSS 2019 and investigated their effects on mathematics achievement through a multilevel analysis. The results showed that students use their time differentially based on item correctness, reflecting the need to include item correctness in the analyses when timing data are examined. Overall, higher-performing students exhibited higher levels of STM and lower levels of UTM, indicating they efficiently managed their time on items they answered correctly and invested relatively more time on challenging items. Conversely, lower-performing students tended to have lower STM and higher UTM, suggesting difficulties or disengagement with challenging items. However, significant differences across countries and benchmarking participants were identified, with the United States and Abu Dhabi being among the outliers. These findings provide insights into how students allocate their time during assessments, and important implications for interpreting student performance are discussed.

29:T7f0,