Assessing Motivation of Secondary School Students: An Analysis of Promotion and Prevention Orientations as Measured by the Regulatory Focus Questionnaire

2016 ◽  
Vol 35 (7) ◽  
pp. 670-682 ◽  
Author(s):  
Flaviu A. Hodis ◽  
Georgeta M. Hodis
Keyword(s):  
Secondary School ◽  
Regulatory Focus ◽  
Secondary School Students ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Questionnaire Measure ◽  
Confirmatory Factor ◽  
Zealand Secondary School ◽  
Using Data

Measuring human motivation requires understanding the outcomes individuals value and the strategies they prefer to employ to attain them. Knowledge of promotion and prevention, two pivotal motivation orientations, provide key information regarding these aspects. The Regulatory Focus Questionnaire, which measures these two independent constructs, was validated using data provided by university students and alumni of an elite U.S. university. Thus, little is known whether this instrument provides reliable and valid measures of promotion and prevention in a population of younger respondents from a different culture. To bridge this gap, the study employed data collected from three independent large samples of New Zealand secondary school students and used the jigsaw piecewise technique in combination with confirmatory factor analyses. Findings show that, in this population, items in the Regulatory Focus Questionnaire measure promotion and prevention as theoretically distinct constructs.

Assessing Need for Cognition in Early Adolescence

2014 ◽  
Vol 30 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Franzis Preckel
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Longitudinal Research ◽  
Need For Cognition ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
One Dimensional ◽  
Confirmatory Factor ◽  
Method Factors

Need for cognition (NFC) refers to “the (enduring) tendency for an individual to engage in and enjoy effortful analytic activity” ( Cacioppo & Petty, 1982, p. 116 ). Yet, NFC has predominantly been assessed in adults. I present a 19-item German NFC scale for children of 10 years and older. 745 secondary-school students were assessed three times in grades 5 and 6 with measures of NFC, intelligence, achievement, and motivational variables. The scale showed good psychometric properties, validity, and suitability for longitudinal research. Confirmatory factor analyses supported a one-dimensional conceptualization of NFC and the need for method factors for the effects of item wording, which were systematically related to students’ ability, achievement, and motivation.

Confirmatory Factor Analyses of the Difficulties in Emotion Regulation Scale (DERS) in a Turkish Adolescent Sample

2015 ◽  
Vol 31 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Dilek Sarıtaş-Atalar ◽  
Tülin Gençöz ◽  
Ayça Özen
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Concurrent Validity ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Difficulties In Emotion Regulation ◽  
Confirmatory Factor ◽  
Adolescent Sample ◽  
Age Appropriate

The aim of the present study was to explore the psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) among Turkish adolescents. A total of 595 high school students (300 females and 295 males) whose ages ranged between 14 and 17 years participated in the study, and were administered the DERS, the Positive and Negative Affect Schedule (PANAS), and the Childhood Depression Inventory (CDI). Confirmatory factor analyses supported the six-factor structure of the DERS among adolescents. In addition, results indicated sound internal consistency as well as concurrent validity. It is concluded that the DERS is a valid age-appropriate measure for investigating emotion regulation difficulties in adolescents.

scholarly journals “Why (Should) I Do Something for the Environment?” Profiles of Flemish Adolescents’ Motivation Toward the Environment

2018 ◽  
Vol 10 (7) ◽  
pp. 2579 ◽  
Author(s):  
Wanda Sass ◽  
Jelle Pauw ◽  
Vincent Donche ◽  
Peter Petegem
Keyword(s):  
Cluster Analysis ◽  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The North ◽  
Dutch Translation ◽  
Confirmatory Factor ◽  
Senior Secondary ◽  
Person Centered Approach

The Motivation Toward the Environment Scale (MTES), developed in Canada, measures people’s self-determined motivation for doing something for the environment. Answering the call by its original developers, this study further validated the MTES within a sample of 779 Dutch-speaking senior secondary school students, aged 17 to 19, in the north of Belgium. More specifically, reliability and construct validity of a Dutch translation of the MTES were verified. To this measure, confirmatory factor analysis was used, and the hypothesized simplex structure was tested through correlation analyses. Results confirmed the reliability of the MTES and a five-scale version of the MTES, excluding identified motivation, is introduced. This variable-centered approach was complemented by the adoption of a person-centered approach for identifying MTES profiles. Using cluster analysis, four meaningful MTES profiles emerged, with amotivation scoring medium to high in all but one. Theoretical implications of the findings and suggestions for interventions and further research are discussed.

Sexual exploitation of adolescent students in Tanzania: Implication for social services

2018 ◽  
Vol 62 (3) ◽  
pp. 1104-1116 ◽  
Author(s):  
Budeba Petro Mlyakado ◽  
Jessica Chi-Mei Li
Keyword(s):  
Secondary School ◽  
Social Services ◽  
Rural Areas ◽  
Secondary School Students ◽  
Sexual Exploitation ◽  
Limited Information ◽  
School Students ◽  
Adolescent Students ◽  
Using Data ◽  
Collaborative Efforts

A considerable empirical research has been conducted on sexual exploitation of children and adolescents; however, limited information is available in developing countries. This study describes and discusses the prevalence, nature and characteristics of sexual exploitation of adolescents using data collected from 1116 secondary school students in Tanzania. Results indicate that 21 percent of the surveyed adolescent students had had at least one experience of sexual exploitation. Being a female, living in rural areas and being aged above 15 years were associated with high risk of sexual exploitation. This study underscores gender- and locality-specific social work interventional requirements, with emphasis on interdisciplinary collaborative efforts.

scholarly journals Developing Scale for Determining the Social Participation Skills for Children and Analyzing Its Psychometric Characteristics

2018 ◽  
Vol 11 (6) ◽  
pp. 92
Author(s):  
Osman Samanci ◽  
Ebru Ocakci ◽  
Ismail Secer
Keyword(s):  
Social Participation ◽  
Model Fit ◽  
Measurement Tool ◽  
Factor Analyses ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
The Social ◽  
Confirmatory Factor ◽  
Descriptive Survey

The purpose of this research is to conduct validity and reliability studies of the Scale for the Determining Social Participation for Children, developed to measure social participation skills of children aged 7-10 years. During the development of the scale, pilot schemes, validity analyzes, and reliability analyzes were conducted. In this context, the research was carried out with a total of 472 elementary school students in the ages of 7-10 years using the descriptive survey model. Exploratory and confirmatory factor analyses were performed to examine the factor structure of the scale and it was determined that the scale had a structure consisting of 16 items and one dimension and that this model had a good level of model fit. In order to examine the reliability of the scale, internal consistency and split-half reliability analyzes were performed and it was found that the scale had sufficient reliability. It can be said that the Scale for the Determining Social Participation for Children is a reliable and valid measurement tool that can be used to measure the social participation skills of students aged 7-10 years.

scholarly journals Measuring Environmental Sensitivity in Educational Contexts: A Validation Study With German-Speaking Students

2018 ◽  
Vol 8 (2) ◽  
pp. 17 ◽  
Author(s):  
Teresa Tillmann ◽  
Katharina El Matany ◽  
Heather Duttweiler
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Field Studies ◽  
Environmental Sensitivity ◽  
School Students ◽  
Academic Track ◽  
Individual Difference Variable ◽  
Highly Sensitive ◽  
German Speaking ◽  
Using Data

Sensory-Processing Sensitivity (SPS), as part of the general theory on Environmental Sensitivity (Pluess, 2015), is a temperamental individual difference variable, referring to sensitive perception and processing of as well as reflection upon environmental stimuli. For its measurement, Aron and Aron (1997) developed the Highly Sensitive Person Scale (HSP Scale) for application with adults. However, despite some adaption into German (Konrad & Herzberg, 2017) and a first English version for children (Pluess et al., 2018), no suitable measures of SPS for children exist in German. The presented two studies aimed at developing and validating a short, 10-item German version of the scale, which can be administered efficiently in educational field studies with German-speaking secondary school students. The factorial structure, its relationship with other personality traits (i.e., the Big Five; McCrae & Costa, 1990) and exploratory analyses on relationships with additional school-related variables were revealed using data from two independent student samples (N = 301 German academic-track secondary school students and N = 460 German vocational track secondary school students). Relations to existing research, practical implications for the educational context, and limitations of the studies are discussed.

Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

2009 ◽  
Vol 53 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Louise Marsh ◽  
Rob McGee ◽  
Sheila Williams
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Physical Aggression ◽  
Secondary School Students ◽  
Online Survey ◽  
School Students ◽  
Physical Fighting ◽  
Teachers Perceptions ◽  
Self Reports ◽  
Zealand Secondary School

Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers. An online survey assessed students' self-reports of physical fighting and weapon carrying. The findings show that, while teachers did not consider physical aggression a major problem in their schools, they did report frequent occurrences of physical fighting. Some teachers also reported experiencing significant physical aggression towards them by students. Student aggression was not significantly associated with teachers' perceptions of physical aggression in their schools. Teachers are facing physical aggression in their workplace, making schools a stressful working and learning environment.

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