scholarly journals Italian Version of the Laval Questionnaire: Validity and Reliability

2017 ◽  
Vol 12 (3) ◽  
pp. 136-141 ◽  
Author(s):  
Roberto Accardi ◽  
Silvia Ronchi ◽  
Emanuela Racaniello ◽  
Stefano Terzoni ◽  
Anne Destrebecq
Keyword(s):  
Validity And Reliability ◽  
Italian Version ◽  
Questionnaire Validity

Teacher Stress Questionnaire: Validity and Reliability Study in Italy

2013 ◽  
Vol 113 (2) ◽  
pp. 490-517 ◽  
Author(s):  
Maria Clelia Zurlo ◽  
Daniela Pes ◽  
Roberto Capasso
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Teacher Stress ◽  
School Level ◽  
Validity And Reliability ◽  
Italian Version ◽  
Italian Survey ◽  
Questionnaire Validity ◽  
Determining Factors

This study analyses the psychometric properties of the Italian version of the Teacher Stress Questionnaire elaborated in England by Travers and Cooper in 1996. This Italian survey was completed by 863 teachers randomly drawn from a cross-section of Italian school levels. The construct validity of the questionnaire was verified by factor analysis and by measuring the internal consistency of the single scales. All dimensions measured by the Teacher Stress Questionnaire were compared for sample subgroups of all teacher levels. Several meaningful and reliable factors emerged from the factor analysis of the scales. The internal consistency of each scale (Cronbach's α) revealed satisfactory values. Teachers' age and school level were determining factors for all dimensions of stress explored. The Italian version of the Teacher Stress Questionnaire showed satisfactory psychometric properties and constitutes a useful and reliable measure to analyse stress in Italian schools.

scholarly journals Validity and reliability of the Italian version of the Quality-of-Life in Epilepsy Inventory (QOLIE-31)

Seizure ◽  
2005 ◽  
Vol 14 (7) ◽  
pp. 452-458 ◽  
Author(s):  
Ettore Beghi ◽  
Mauro Niero ◽  
Maurizio Roncolato
Keyword(s):  
Quality Of Life ◽  
Validity And Reliability ◽  
Italian Version

scholarly journals Validity and Reliability of the Italian Version of the Functioning Assessment Short Test (FAST) in Bipolar Disorder

2012 ◽  
Vol 8 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Maria Francesca Moro ◽  
Francesc Colom ◽  
Francesca Floris ◽  
Elisa Pintus ◽  
Mirra Pintus ◽  
...  
Keyword(s):  
Internal Consistency ◽  
Discriminant Validity ◽  
Validity And Reliability ◽  
Italian Version ◽  
Good Test ◽  
Retest Reliability ◽  
Short Test ◽  
Bipolar Patients ◽  
Test Retest Reliability ◽  
Functioning Assessment

Background:Functioning Assessment Short Test (FAST) is a brief instrument designed to assess the main functioning problems experienced by psychiatric patients, specifically bipolar patients. It includes 24 items assessing impairment or disability in six domains of functioning: autonomy, occupational functioning, cognitive functioning, financial issues, interpersonal relationships and leisure time. The aim of this study is to measure the validity and reliability of the Italian version of this instrument.Methods:Twenty-four patients with DSM-IV TR bipolar disorder and 20 healthy controls were recruited and evaluated in three private clinics in Cagliari (Sardinia, Italy). The psychometric properties of FAST (feasibility, internal consistency, concurrent validity, discriminant validity (patients vs controls and eutimic patients vs manic and depressed), and test-retest reliability were analyzed.Results:The internal consistency obtained was very high with a Cronbach's alpha of 0.955. A highly significant negative correlation with GAF was obtained (r = -0.9; p < 0.001) pointing to a reasonable degree of concurrent validity. FAST show a good test-retest reliability between two independent evaluation differing of one week (mean K =0.73). The total FAST scores were lower in controls as compared with Bipolar Patients and in Euthimic patients compared with Depressed or Manic.Conclusion:The Italian version of the FAST showed similar psychometrics properties as far as regard internal consistency and discriminant validity of the original version and show a good test retest reliability measure by means of K statistics.

Turkish translation of the Prolapse and Incontinence Knowledge Questionnaire: validity and reliability

2019 ◽  
Vol 30 (12) ◽  
pp. 2183-2190
Author(s):  
Seyda Toprak Celenay ◽  
Ozge Coban ◽  
Cansu Sahbaz Pirincci ◽  
Zehra Korkut ◽  
Tugba Birben ◽  
...  
Keyword(s):  
Validity And Reliability ◽  
Knowledge Questionnaire ◽  
Questionnaire Validity

Validity and reliability of the Italian version of the Teachers' Sense of Efficacy Scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Pintus ◽  
Chiara Bertolini ◽  
Lucia Scipione ◽  
Maja Antonietti
Keyword(s):  
Classroom Management ◽  
Instructional Strategies ◽  
Factor Structure ◽  
Self Efficacy ◽  
Factor Model ◽  
Validity And Reliability ◽  
Italian Version ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Three Factor

PurposeThis study investigates the construct validity and reliability of the Italian version of the Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and contributes to existing research aimed at exploring the elements and variables that influence teachers' self-efficacy levels.Design/methodology/approachThe instrument, translated and adapted in Italian by Cardarello et al. (2017), was tested on a sample of 349 in-service second grade teachers with similar demographic profiles (gender, age, seniority). The study analyzes the data following the exploratory factor analysis.FindingsThe results of this research confirm the relevance of the three-factor model, but opens the possibility of a different organizational structure of the items within the scale. In fact, the results confirmed both the original TSES three-factor structure (student engagement, classroom management, instructional strategies) and a new four-factor structure. The new four-factor structure recognizes two new factors of an instructional nature, “Inclusive instructional strategies, learner-centered” and “Traditional instructional strategies, teacher-centered.” The first one recalls beliefs about capabilities to use strategies and assessments focused on students' needs (inclusive perspective); the second one refers to the dimension of the disciplinary master.Originality/valueAccording to the idea that teachers' self-efficacy is a multidimensional construct, the findings of this study invite to reflect upon the meanings of scale application in different cultural contexts and open a discussion about instructional strategies and the experience of teaching in Italy.

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