Construct Validity of the Children’s Coping Strategies Scale (CCSS)

2016 ◽  
Vol 118 (1) ◽  
pp. 199-218 ◽  
Author(s):  
Xiangzi Ouyang ◽  
Tao Xin ◽  
Fu Chen
Keyword(s):  
High School Students ◽  
Construct Validity ◽  
Coping Strategies ◽  
Factor Model ◽  
Five Factor Model ◽  
Latent Structure ◽  
Multidimensional Item Response ◽  
School Students ◽  
Multidimensional Construct ◽  
Children's Coping

There has been debate regarding the factor structure of the Children's Coping Strategies Scale (CCSS); in most previous studies there were different subscales, representing coping strategies. However, according to the theoretically multidimensional construct of coping, coping consists of an adaptive process and uses the lowest possible level of coping strategy. Accordingly, this study applies a new method of multidimensional item response theory (MIRT) to testing the latent structure of teenagers’ coping strategies and to improve the construct validity of the CCSS. The participants were 1,138 16-year-old high school students (48.2% female, 51.8% male) studying arts and science. This study compares three different model types: a unidimensional model, a simple multidimensional construct model, and a bifactor model. The results indicate that the latent structure of CCSS is not only described by specific coping strategies (e.g., rumination) but also by a general adaptation process, which is consistent with theoretical understandings of coping. Furthermore, the five-factor model, which contains a “reflection” dimension, is more suitable for Chinese teenagers.

scholarly journals Construct Validity of the Two-Factor Revised Learning Process Questionnaire in a Singapore High School

2018 ◽  
Vol 8 (2) ◽  
pp. 159
Author(s):  
Chiu Wai Chow ◽  
Elaine Chapman
Keyword(s):  
High School ◽  
High School Students ◽  
Construct Validity ◽  
Learning Process ◽  
Factor Model ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
School Students ◽  
Confirmatory Factor Analyses

The Revised Two-factor Learning Process Questionnaire (R-LPQ-2F) is an instrument for assessing students’ learning approaches at the high school level. The instrument has significant potential for use in Singapore schools, but as yet, has not been validated in this context. This study evaluated the validity attributes of the R-LPQ-2F in a sample of Singapore senior high school students. The sample comprised 455 Year 11 students (266 male, 189 female) from Singapore. The internal structure of the R-LPQ-2F was evaluated by replicating the confirmatory factor analyses published in previous validations of the instrument, and assessing its internal consistencies and inter-scale correlations. Relationships between the R-LPQ-2F subscales and external variables were also evaluated. Results indicated that for the Deep Approach scale, a one-factor model fit the data well. For the Surface Approach scale, a four-factor model (Fear of Failure; Aim for Qualification; Minimizing Scope of Study; and Memorization) was found to fit the data best. Correlations between scores on the R-LPQ-2F subscales, on the Motivated Strategies for Learning Questionnaire, and a physics achievement test demonstrated expected patterns of correlation. Overall, results obtained in this study supported the construct validity of the R-LPQ-2F for use with Singapore high school students.

scholarly journals Unidimensionality and construct validity of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL context: item-level responses versus item parcels

2018 ◽  
Vol 22 (1) ◽  
pp. 21-38
Author(s):  
Amir Hossein Sarkeshikian ◽  
Abdol-Majid Tabatabaee ◽  
Maryam Taleb Doaee
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Factor Model ◽  
Five Factor Model ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
The Self ◽  
School Students ◽  
Efl Context ◽  
Item Level

Abstract This study investigated the psychometric properties of self-regulating capacity in vocabulary learning scale (Tseng, Dornyei, & Schmitt, 2006) in the Iranian EFL context. For this purpose, a sample of 1167 high school students completed the Persian SRCvoc in the main phase. The internal consistency reliability of the scale was examined using Cronbach’s alpha. It showed acceptable reliability in both piloting and main phases. The results of exploratory factor analysis (EFA) showed that the SRCvoc is composed of three factors. However, confirmatory factor analysis (CFA) on the three-factor model of the SRCvoc and Tseng et al.’s (2006) five-factor model of the SRCvoc with item-level indicators showed that both models did not fit the data. The findings of this study imply that the item-parcels in Tseng et al. (2006) may have masked the nature of the factor structure of the self-regulating capacity in vocabulary learning scale. It should therefore be re-theorized.

scholarly journals Personality Traits and Academic Motivation of Students with Behavior Concerns in a Catholic High School

2020 ◽  
Vol 3 (2) ◽  
pp. 109-110
Author(s):  
Rita G. Mariano, MSLT ◽  
Ma. Wilma M. Maravilla
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Academic Motivation ◽  
Factor Model ◽  
Five Factor Model ◽  
Catholic School ◽  
Disciplinary Action ◽  
School Students ◽  
The Difference

Personality Traits reflect people's characteristic patterns of thoughts, feelings, and behaviors. The traits relevant to personality are considered to be steady throughout the work of life as suggested in the Five-Factor Model, which identifies any of the five traits a person may exhibit, namely Openness to experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism (OCEAN). On the other hand, academic motivation is the student's desire, as reflected in his approach, persistence, and level of interest regarding academic subjects when his competence is judged against a standard of performance.  Students with behavior concerns are those who underwent disciplinary action due to misdemeanor. Their delinquency may be related to their personality traits, demographics, or lack of academic motivation.  Hence, the paper identified the dominant personality traits and assessed 40 male high school students' academic motivation with behavior concerns in a Catholic school in Antique during the School Year 2019-2020.  Likewise, it explores the difference in academic motivation level when grouped according to demographic variables, namely, family monthly income, family structure, and type of misdemeanor. Also, it determines the relationship between personality traits and academic motivation of students with behavior concerns.

scholarly journals Analiza korelacji pomiędzy nasileniem cech osobowości a strategiami uczenia się leksyki na przykładzie polskich uczących się języka niemieckiego na trzecim etapie edukacyjnym

Neofilolog ◽  
2021 ◽  
pp. 43-65
Author(s):  
Piotr Milewski ◽  
Anna Jaroszewska ◽  
Katarzyna Posiadała
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Learning Strategies ◽  
Factor Model ◽  
Five Factor Model ◽  
Language Teachers ◽  
School Students ◽  
Neo Five Factor Inventory ◽  
Lexical Competence ◽  
Polish Adaptation

Developing learners' lexical subsystem is one of the most important tasks of foreign language didactics. The observable turn towards vocabulary (,,Wortschatzwende’’) has contributed to an in-depth reflection on learners' lexical competence, including their strategic competence. The aim of this article is to present results of a correlational research concerning the influence of personality variables (understood according to the Five-Factor Model) on the range and frequency of strategies used by Polish high-school students to learn German vocabulary. The research project described in this article was conducted in April 2021. The polish adaptation of the NEO Five-Factor Inventory was applied to examine the learners’ personality traits. The Polish version of Schmitt's Vocabulary Learning Strategies Questionnaire (VLSQ) was used to investigate students’ preferred strategies for learning German vocabulary. Based on the conclusions from the research, an attempt was made to formulate practical guidelines for foreign language teachers concerning the possibilities of developing learners' lexical competence. The report is complemented by a list of open research questions and problems in this field. 

Construction and Validation of a Short Adjectives Checklist to Measure Big Five (SACBIF)

1996 ◽  
Vol 12 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Marco Perugini ◽  
Luigi Leone
Keyword(s):  
Construct Validity ◽  
Psychometric Properties ◽  
Big Five ◽  
Factor Model ◽  
Five Factor Model ◽  
Selection Procedure ◽  
Factorial Structure ◽  
Personality Dimensions

The aim of this contribution is to present a new short adjective-based measure of the Five Factor Model (FFM) of personality, the Short Adjectives Checklist of BIg Five (SACBIF). We present the various steps of the construction and the validation of this instrument. First, 50 adjectives were selected with a selection procedure, the “Lining Up Technique” (LUT), specifically used to identify the best factorial markers of the FFM. Then, the factorial structure and the psychometric properties of the SACBIF were investigated. Finally, the SACBIF factorial structure was correlated with some main measures of the FFM to establish its construct validity and with some other personality dimensions to investigate how well these dimensions could be represented in the SACBIF factorial space.

Stability of High School Students' Mental Health in a Dual-Factor Model

2012 ◽  
Author(s):  
Melanie M. Mcmahan ◽  
Shannon M. Suldo ◽  
Ashley Chappel ◽  
Lisa Bateman
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Factor Model ◽  
School Students

scholarly journals The Validation of Chinese Version of the Victimization Subscale of the Revised Peer Experiences Questionnaire

2021 ◽  
Vol 18 (6) ◽  
pp. 2937
Author(s):  
Liheng Fan ◽  
Bu Liu ◽  
Zheng Jin ◽  
Xiangru Zhu
Keyword(s):  
Construct Validity ◽  
Primary School ◽  
Factor Model ◽  
Reliability And Validity ◽  
Chinese Version ◽  
Peer Relationship ◽  
Primary School Students ◽  
School Students ◽  
Internal Reliability ◽  
Peer Experiences

In China, researchers have translated and validated several scales to measure victimization behavior. The aim of the present study was to validate the Chinese version of the victimization subscale of the Revised Peer Experiences Questionnaire (RPEQ) among primary school students. Primary school students aged between 8 and 13 years old (n = 1048) were asked to complete the Chinese version of the victimization subscale of the RPEQ and related scales. We examined internal consistency and the factor structure using confirmatory factor analysis (CFA). Depression, peer relationship, and sleep scales were used to measure construct validity. The CFA results suggested that the four-factor model had a good model fit. The results indicated that internal reliability was good (Cronbach’s α = 0.83). Construct validity was mostly supported by scores on the Chinese version of the victimization subscale of the RPEQ that strongly and positively correlated with depression and negatively correlated with peer relationship and sleep quality. The present study indicated that the Chinese version of the victimization subscale of the RPEQ has adequate reliability and validity for measuring bullying problems among Chinese primary school students.

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

2021 ◽  
Vol 10 (2) ◽  
pp. 270-281
Author(s):  
P. Susongko ◽  
Y. Arfiani ◽  
M. Kusuma
Keyword(s):  
High School Students ◽  
Construct Validity ◽  
Differential Item Functioning ◽  
Rasch Model ◽  
Scientific Literacy ◽  
Wald Test ◽  
Literacy Skills ◽  
School Students ◽  
Integrated Science ◽  
Item Functioning

The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.

A psychometric evaluation of the job crafting questionnaire (JCRQ) among employees working in Jordanian universities

2019 ◽  
Vol 27 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Mohammed Yasin Ghadi
Keyword(s):  
Construct Validity ◽  
Discriminant Validity ◽  
Factor Model ◽  
Five Factor Model ◽  
Psychometric Evaluation ◽  
Job Crafting ◽  
Cross Sectional ◽  
Content Type ◽  
Five Dimensions ◽  
Cross Sectional Design

Purpose Job crafting is recently argued to have five dimensions (Nielsen et al., 2017): increasing challenging demands, decreasing social demands, increasing social job resources, increasing quantitative demands and decreasing hindrance demands. The purpose of this study aimed to investigate the psychometric properties and construct validity of the five-factor model of job crafting, introduced by using a sample of Jordanian university employees. Design/methodology/approach A pre-determined survey on was used. Accordingly, 513 professional workers in several universities completed the survey. Cronbach’s alpha was used to assess the internal consistency of the scale, whereas series of confirmatory factor (CFA) analysis and exploratory factor analysis (EFA) were conducted to assess the scale’s factorial and discriminant validity. Other tests were also conducted. Findings As predicted, the proposed model best fit the data. Statistical analysis yielded several findings. First, the results of the reliability test revealed that the five sub-scales of job crafting had significant and sufficiently strong internal consistencies. Second, the results showed that the 15 items loaded significantly with a factor loadings more than 0.50. Third, the CFA results confirmed that the five-factor model best fitted the data in comparison to the one-factor model. Finally, the construct validity of JCRQ-15 was confirmed through its correlation with several validating variables. Research limitations/implications Some limitations need to be addressed. First, the sample came from participants working in specific Jordanian universities which may limit the generalization that could be made from the results to other occupations. Second, due to the cross-sectional design of the present study, the question remains whether the JCRQ-15 are stable overtime. Third, the common methods bias might be a problem because it is one of the main sources of measurement error in validation studies using self-reported scales. Originality/value The present study provided an early supportive evidence for the use of the JCRQ-15 as a valid measure of job crafting in the Jordanian context.

Conceptualizing High School Students' Mental Health Through a Dual-Factor Model

2016 ◽  
Vol 45 (4) ◽  
pp. 434-457 ◽  
Author(s):  
Shannon M. Suldo ◽  
Amanda Thalji-Raitano ◽  
Sarah M. Kiefer ◽  
John M. Ferron
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Factor Model ◽  
School Students
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