scholarly journals Development and Validation of the Emotion Regulation Ability Test for Chinese Youth

2020 ◽  
Vol 14 ◽  
Author(s):  
Yi Ming Li ◽  
Jian Li ◽  
Hong Zou ◽  
Shengnan Wei
Keyword(s):  
Emotion Regulation ◽  
Test Scores ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Future Research ◽  
Ability Test ◽  
Chinese Youth ◽  
Research And Practice ◽  
9Th Grade ◽  
11Th Grade

Abstract A culture- and age-appropriate instrument for measuring emotion regulation ability is needed for the research and practice of Chinese adolescents’ emotion regulation. This study developed and validated a situational judgment test of emotion regulation ability for Chinese youth (STER-CY). Three samples were recruited, and approximately 4380 5th- to 11th-grade students (but no 9th-grade students) participated in the study. Researchers collected emotional situations and responses based on the life of indigenous samples and examined the reliability and validity of the test scores. The results showed that Cronbach’s alpha and test–retest correlations provided evidence for the reliability of the test scores. Exploratory and confirmatory factor analysis supported unidimensionality. Construct validity was further verified by convergent and discriminant validity. Criteria-related validity was confirmed by the correlations between this test and some outcome variables related to emotion regulation. It was also found that girls scored higher on this test than boys did and that emotion regulation ability significantly increased from 5th to 7th grade, but it did not improve from 7th to 11th grade. Considered together, these findings showed that the STER-CY is a psychometrically sound measure of emotion regulation ability and can be used in future research and practice.

Mnemonic Instruction of LD Students: A Field-Based Evaluation

1989 ◽  
Vol 12 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
High School ◽  
Junior High School ◽  
Test Scores ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
Future Research ◽  
School Age ◽  
Research And Practice ◽  
Mnemonic Instruction ◽  
Sizeable Number

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.

scholarly journals Validating the Revised Scale for Caregiving Self-Efficacy: A Cross-National Review

2018 ◽  
Vol 59 (4) ◽  
pp. e325-e342 ◽  
Author(s):  
Ann M Steffen ◽  
Dolores Gallagher-Thompson ◽  
Katherine M Arenella ◽  
Alma Au ◽  
Sheung-Tak Cheng ◽  
...  
Keyword(s):  
Family Caregivers ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Cognitive Theory ◽  
Reliability And Validity ◽  
Validity Data ◽  
Research And Practice ◽  
Validity Indices ◽  
English Translations ◽  
Cross National

AbstractBackground and ObjectivesThis article reviews an instrument used in cross-national research with dementia family caregivers—the Revised Scale for Caregiving Self-Efficacy (RSCSE). Although the RSCSE has been translated into multiple languages, few studies have examined scale performance across samples. We examine congruence of psychometric, reliability, and validity data to inform research and practice.MethodsWe conducted citation searches using Scopus, Google Scholar, Web of Science, and PsycINFO. Identified dementia caregiving studies cited the original RSCSE article and described results of English and/or non-English translations of the scale.ResultsPeer-reviewed published studies (N = 58) of dementia family caregivers included data for Arabic, Chinese, English, French, Italian, and Spanish translations of the RSCSE; the majority (72%) reported use of non-English translations. Studies utilizing confirmatory factor analytic approaches reported findings consistent with the original development study. Internal consistency, convergent/discriminant validity, and criterion validity indices were congruent across diverse cross-national caregiving samples assessed with different translations. Data supported the RSCSE’s sensitivity to change following specific psychosocial caregiving interventions.DiscussionThe reliability and validity of different translations of the RSCSE support continued use with cross-national samples of dementia family caregivers. Limitations of the scale point to the need for further self-efficacy measurement development within caregiving domains. Consistent with Bandura’s discussion of social cognitive theory in cultural contexts, personal agency for caregiving challenges remains generalizable to cross-national populations. This review discusses the implications for cross-cultural research and practice.

scholarly journals DARBUOTOJŲ PSICHOLOGINIS ĮGALINIMAS: LIETUVIŠKOJO TYRIMO METODO PSICHOMETRINĖS CHARAKTERISTIKOS

Psichologija ◽  
2013 ◽  
Vol 47 ◽  
pp. 44-60
Author(s):  
M. Tvarijonavičius ◽  
D. Bagdžiūnienė
Keyword(s):  
Intrinsic Motivation ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Psychological Empowerment ◽  
Reliability And Validity ◽  
Future Research ◽  
Internal Reliability ◽  
Five Dimensions ◽  
Motivation Scale

Straipsnyje analizuojama darbuotojų psichologinio įgalinimo problema, pristatomas lietuviškas psichologinio įgalinimo vertinimo klausimynas ir jo psichometrinės charakteristikos. Metodas parengtas dviem etapais, naudojant empirinę skalių konstravimo strategiją. Pirmajame etape, taikant grupinio interviu ir ekspertinio vertinimo metodus, parengti psichologinio įgalinimo vertinimo teiginiai. Antrajame etape atliktas empirinis tyrimas (dalyvavo 189 tiriamieji, reprezentuojantys 8 Lietuvos organizacijas). Remiantis jo rezultatais parengtas lietuviškas psichologinio įgalinimo vertinimo klausimynas. Tiriamosios faktorių analizės metodu išskirti penki faktoriai: prasmė, entuziazmas, sprendimų priėmimas, autonomija ir pasitikėjimas kompetencija. Klausimynas pasižymi dideliu vidiniu patikimumu (bendras Cronbacho α = 0,909, atskirų subskalių nuo 0,755 iki 0,880), dideliu konvergentiniu ir diskriminantiniu konstrukto validumu tiek viso klausimyno, tiek atskirų penkių skalių lygmeniu.Pagrindiniai žodžiai: psichologinis įgalinimas, psichologinio įgalinimo klausimynas, patikimumas, validumas.EMPLOYEE PSYCHOLOGICAL EMPOWERMENT: PSYCHOMETRIC PROPERTIES OF THE LITHUANIAN QUESTIONNAIREMantas Tvarijonavičius, Dalia Bagdžiūnienė SummaryEmployee psychological empowerment is treated as a multidimensional construct manifesting in several dimensions. It has been researched for several decades using various scales depending on the definition of psychological empowerment chosen by a reasercher. However, there is a lack of widely applicable, compact instruments for a reliable and valid assessment of psychological empowerment. Furthermore, there has been a lack of empowerment research in Lithuania. Therefore, the purpose of this study is to construct a Lithuanian psychological empowerment questionnaire and to evaluate its psychometric properties (reliability and validity).The strategy of the empirical construction of a questionnaire was used. At first, statements to describe the concept of psychological empowerment were generated, using group interviews and expert evaluation. Fifteen final items were included into the Lithuanian Psychological Empowerment Questionnaire (LPEQ). Then, an empirical research was performed: 189 respondents from 8 organizations filled up the LPEQ, G.M. Spreizer (1995) Psychological Empowerment Questionnaire (PEQ), B. E. Ashforth (1990) Helplessness Scale, Intrinsic Motivation Scale (Warr et al., 1979), and socio-demografic questions.The results of the study have revealed that the LPEQ has a high internal reliability (Cronbach α = 0.909). Five factors were extracted using the exploratoryfactor analysis, three items each. Psychological empowerment was defined based on five dimensions: meaning, enthusiasm, decision making, authonomy, and trust in competence. The Cronbach α was between 0.755 and 0.880 for the dimension level. These five dimensions show support for the existing models of psychological empowerment (Spreitzer, 1995; Menon, 2001), but also they supplement these models with for instance, the dimension of enthusiasm.The convergent validity of the LPEQ was confirmed by strong correlations (p < 0.01) between the LPEQ and the PEQ subscales, and the Intrinsic Motivation Scale. It was supported by a negative correlation between the LPEQ subscales and the Helplessness Scale. Based on the analysis of correlations, the discriminant validity of the LPEQ dimensions’ levels was confirmed.In conclusion, the Lithuanian Psychological Empowerment Questionnaire (LPEQ) can be characterized as an instrument with appropriate psychometricproperties for the use in research and practice. Directions for the future research in the field have been offered.Key words: psychological empowerment, psychological empowerment questionnaire, reliability, validity.

Mechanisms of Matriculation: School Counseling Resources and College Going for Latino Men

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110400
Author(s):  
Tracy Arámbula Ballysingh ◽  
Virginia Snodgrass Rangel ◽  
Eliaquin A. Gonell ◽  
Victor Benito Sáenz
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Social Reproduction ◽  
School Counselor ◽  
Future Research ◽  
Latino Men ◽  
Research And Practice ◽  
College Going ◽  
Latino Boys ◽  
11Th Grade

This study extends prior work on the college-going efforts of Latino boys and adolescents (Latinos) by examining the extent to which meeting with a school counselor is related to their college-going aspirations and whether they apply to and ultimately matriculate to college. The study utilizes social capital and social reproduction theories to hypothesize about school counselors’ role in Latinos’ postsecondary matriculation. Utilizing data from the High School Longitudinal Study of 2009, we used logistic regression to test the hypotheses that contact with a school counselor is related to an increased likelihood of intent to matriculate, application to 4-year institutions, and enrollment in college. We found that Latinos were just as likely as their White counterparts to aspire to college and just as likely to enroll if they applied. Moreover, those odds were not related to having visited a school counselor in ninth or 11th grade. We also found that Latinos who met with a school counselor in ninth grade were significantly less likely to apply to a 4-year institution while those who met with a counselor in 11th grade were significantly more likely to apply. We discuss the implications of our findings in light of existing research and make recommendations for future research and practice.

Broad Conceptualization of Beauty

2019 ◽  
pp. 52-57
Author(s):  
Tracy L. Tylka
Keyword(s):  
Body Image ◽  
Reliability And Validity ◽  
The Body ◽  
Future Research ◽  
Adult Women ◽  
Body Appreciation ◽  
Research And Practice ◽  
Body Sizes ◽  
Clinical Considerations ◽  
Theory Research

A theme of broadly conceptualizing beauty has emerged in interviews of adolescent and adult women who espouse a positive body image. Broadly conceptualizing beauty is perceiving many looks, appearances, and body sizes/shapes as beautiful and drawing from inner characteristics (e.g., confidence) when determining an individual’s beauty. This chapter first discusses the relevance of broadly conceptualizing beauty to theory, research, and practice on girls’ and women’s positive embodiment. Next, this chapter presents the Broad Conceptualization of Beauty Scale (BCBS), which assesses women’s attitudes toward other women’s beauty. The BCBS has been shown to yield evidence of reliability and validity among community samples of women. It can also be combined with an item from the Body Appreciation Scale-2, which assesses self-beauty, to obtain a more comprehensive assessment of women’s tendency to broadly conceptualize beauty (i.e., within themselves and others). The chapter ends by discussing future research and clinical considerations for this construct.

The effect of product complexity and communication quality on IOCM and OBA in buyer– supplier relationships

2019 ◽  
Vol 16 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Bakil DhaifAllah ◽  
Sofiah Md-Auzair ◽  
Ruhanita Maelah ◽  
Md Daud Ismail
Keyword(s):  
Structural Equation ◽  
Discriminant Validity ◽  
Cost Management ◽  
Reliability And Validity ◽  
Equation Modeling ◽  
Future Research ◽  
Communication Quality ◽  
Product Complexity ◽  
Supplier Relationships ◽  
Content Type

Purpose This paper aims to investigate the effect of product complexity and communication quality on inter-organizational cost management (IOCM) and open book accounting (OBA) practices in buyer–supplier relationships in Malaysian manufacturing firms. Design/methodology/approach A questionnaire survey was administrated to CFOs or accounting managers of Malaysian suppliers. Exploratory factor analysis and Structural Equation Modeling procedures were applied to test convergent and discriminant validity of the measurement model and examine the relationships among the latent constructs in the structural model. Findings The results suggest that IOCM and OBA scales show acceptable reliability and validity. The findings also report that both product complexity and communication quality have a positive effect on IOCM and OBA in buyer–supplier relationships. However, the results suggest that IOCM does not influence OBA practice. Research limitations/implications Although IOCM and OBA constructs exhibited satisfactory reliability and validity, future research is required to refine and further validate these constructs. The data were only collected from the supplier’s perspective. Thus, future research is invited to benefit from matched data from both suppliers and buyers to generate additional insights on IOCM and OBA. Practical implications This study may assist suppliers and buyers in relationships by suggesting that complex products require the adoption of IOCM and OBA practices to reduce information asymmetries and manage costs. Furthermore, emphasizing quality of communication may enhance the implementation of these practices. Originality/value Theoretically, this study contributes to the academic stream of management accounting and cost management as it enhances an understanding of contributions introduced in prior literature on IOCM and OBA. It uses a complementary approach of transaction cost theory (TCT) and social exchange theory (SET) to explain the research model. Methodologically, the study validated scales for measuring IOCM and OBA in a new environment.

Convergent and Discriminant Validity of Assessment Center Dimensions: A Conceptual and Empirical Reexamination of the Assessment Center Construct-Related Validity Paradox

2000 ◽  
Vol 26 (4) ◽  
pp. 813-835 ◽  
Author(s):  
Winfred Arthur ◽  
David J. Woehr ◽  
Robyn Maldegen
Keyword(s):  
Discriminant Validity ◽  
Generalizability Theory ◽  
Assessment Center ◽  
Total Variance ◽  
Future Research ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Research And Practice ◽  
Convergent And Discriminant Validity ◽  
Confirmatory Factor

This study notes that the lack of convergent and discriminant validity of assessment center ratings in the presence of content-related and criterion-related validity is paradoxical within a unitarian framework of validity. It also empirically demonstrates an application of generalizability theory to examining the convergent and discriminant validity of assessment center dimensional ratings. Generalizability analyses indicated that person, dimension, and person by dimension effects contribute large proportions of variance to the total variance in assessment center ratings. Alternately, exercise, rater, person by exercise, and dimension by exercise effects are shown to contribute little to the total variance. Correlational and confirmatory factor analyses results were consistent with the generalizability results. This provides strong evidence for the convergent and discriminant validity of the assessment center dimension ratings–a finding consistent with the conceptual underpinnings of the unitarian view of validity and inconsistent with previously reported results. Implications for future research and practice are discussed.

Examining Underlying Relationships Between the Supports Intensity Scale–Adult Version and the Supports Intensity Scale–Children’s Version

2017 ◽  
Vol 42 (4) ◽  
pp. 237-247 ◽  
Author(s):  
Hyojeong Seo ◽  
Michael L. Wehmeyer ◽  
Karrie A. Shogren ◽  
Carolyn Hughes ◽  
James R. Thompson ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Needs Assessment ◽  
Adaptive Behavior ◽  
Reliability And Validity ◽  
Future Research ◽  
Support Needs ◽  
Intensity Scale ◽  
Research And Practice ◽  
Supports Intensity Scale ◽  
Using Data

Given the growing importance of support needs assessment in the field of intellectual disability, it is imperative to develop assessments of support needs whose scores and inferences demonstrate reliability and validity. The purpose of this study was to examine the criterion validity of scores on the Supports Intensity Scale–Children’s Version (SIS-C) by identifying the relation of SIS-C scores to those on the Supports Intensity Scale–Adult Version (SIS-A) for youth on the boundary of appropriateness of the two assessments (ages 16–21). Using data from 142 youth who both completed the SIS-A and SIS-C, we found that parallel support need constructs on the two versions of the SIS have strong associations. In addition, there were similar relations between personal competency (i.e., intelligence and adaptive behavior) and support needs measured by the SIS-A and SIS-C. Implications for future research and practice are discussed.

scholarly journals Exploratory and Confirmatory Factor Analysis of the Decision Regret Scale in Recipients of Internal Cardioverter Defibrillators

2012 ◽  
Vol 20 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Ronald L. Hickman ◽  
Melissa D. Pinto ◽  
Eunsuk Lee ◽  
Barbara J. Daly
Keyword(s):  
Discriminant Validity ◽  
Reliability And Validity ◽  
Future Research ◽  
Internal Reliability ◽  
Cross Sectional ◽  
Confirmatory Factor Analyses ◽  
Decision Regret ◽  
Confirmatory Factor ◽  
Internal Cardioverter Defibrillator ◽  
To Receive

The Decision Regret Scale (DRS) is a five-item instrument that captures an individual’s regret associated with a healthcare decision. Cross-sectional data were collected from 109 cardiac patients who decided to receive an internal cardioverter defibrillator (ICD). Exploratory and confirmatory factor analyses, assessments of the internal reliability consistency (α = .86), and discriminant validity established the DRS as a reliable and valid measure of decision regret in ICD recipients. The DRS, a psychometrically sound instrument, has relevance for clinicians and researchers vested in optimizing the decisional outcomes of ICD recipients. Future research is needed to examine the reliability and validity of the DRS in a larger and more diverse sample of ICD recipients.

scholarly journals Reliability, Validity, and Measurement Invariance of Attitudinal and Social Norm Factors in Math

2018 ◽  
Vol 8 (3) ◽  
pp. 37
Author(s):  
Soung Hwa Walker
Keyword(s):  
Social Norms ◽  
Convergent Validity ◽  
International Student ◽  
Discriminant Validity ◽  
Student Assessment ◽  
Reliability And Validity ◽  
Future Research ◽  
International Student Assessment ◽  
Average Variance ◽  
Nationally Representative

The purpose of the present study was to provide a deeper understanding of multidimensional aspects of attitudes and social norms in educational contexts. Specifically, the current investigation aimed to (1) examine reliability and validity of factorial structure of math attitudes (Affective, Behavioral, and Cognitive factors) and perceived math social norms (Parent, Peer, and Teacher factors) and (2) test whether measurement of all factors would be invariant across national groups. Three nationally representative sample data (USA, Hong Kong, and Singapore; N = 15,019) were obtained from the 2012 Programme of International Student Assessment (PISA) database. High values in Cronbach’s Alpha, Composite Reliability scores, and factor loadings indicated strong internal consistency and convergent validity of all factors. Estimated correlations among latent factors were ranged from small to moderate in value (rs = .21 - .51, ps < .001) and each square root of average variance extracted turned out to be greater than all bivariate correlations (.71 - .85), which supported clear discriminant validity. Furthermore, the results of Multigroup Confirmatory Factor Analysis (MGCFA) yielded that measurement of the six factors was equivalent across national groups at the level of strong (scalar) factorial invariance. Implications for math education and future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document