School Climate Research: Italian Adaptation and Validation of a Multidimensional School Climate Questionnaire

2020 ◽  
pp. 073428292096714
Author(s):  
Valentina Grazia ◽  
Luisa Molinari
Keyword(s):  
Factor Analysis ◽  
School Climate ◽  
School Engagement ◽  
Factor Model ◽  
Reliability And Validity ◽  
Second Order ◽  
School Students ◽  
Confirmatory Factor ◽  
Original Measure ◽  
The Stability

In this article, we present a multidimensional school climate questionnaire, based on an adaptation and validation of the Socio-Educational Environment Questionnaire, which is an instrument developed in Canada, assessing several dimensions of school climate. In particular, the aim of this research was to create a Multidimensional School Climate Questionnaire, which is adding to the original measure by testing a second-order factor model. We conducted two studies with different samples of middle school students (aged from 10 to 16 years) from Northern Italy (Study 1: 575 students and Study 2: 1070 students), and collected data on the psychometric features of the instrument, its reliability and validity. In particular, in Study 1, we carried out the adaptation process and an exploratory factor analysis. In Study 2, we conducted first- and second-order confirmatory factor analysis and tested the associations with school engagement and burnout scales. Overall, our results supported the stability of the adaptation and offered further insights into the original instrument. Assessment implications are discussed.

Confirming the Structural Validity of the My Class Inventory - Short form Revised

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Mariani Melissa ◽  
Villares Elizabeth ◽  
Christopher A. Sink ◽  
Colvin Kimberly ◽  
Summer Perhay Kuba
Keyword(s):  
Factor Analysis ◽  
Elementary School ◽  
Confirmatory Factor Analysis ◽  
Elementary School Students ◽  
Classroom Climate ◽  
Factor Model ◽  
Short Form ◽  
Valid Measure ◽  
School Students ◽  
Confirmatory Factor

Researchers analyzed data collected from elementary school students (N = 893) to further establish the psychometric soundness of the My Class Inventory - Short Form Revised (MCI-SFR). A confirmatory factor analysis was conducted resulting in a good fit for a four-factor model, which corresponds to the instrument's four scales (Cohesion, Competitiveness, Friction, Satisfaction). Findings confirm the MCI-SFR as both a reliable and valid measure for assessing students’ perceptions of their classroom climate.

Confirmatory Factor Analysis of the Sternberg Triarchic Abilities Test in Three International Samples

2001 ◽  
Vol 17 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Robert J. Sternberg ◽  
J.L. Castejón ◽  
M.D. Prieto ◽  
Jarkko Hautamäki ◽  
Elena L. Grigorenko
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Theoretical Models ◽  
The United States ◽  
Underlying Structure ◽  
School Students ◽  
Theory Of Intelligence ◽  
Confirmatory Factor ◽  
Order Factor

Summary: In the current study we compare different theoretical models of the underlying structure of the STAT (Sternberg Triarchic Abilities Test), Level-H, by using the techniques of confirmatory factor analysis on a combined sample of 3278 school students from the United States, Finland, and Spain. The results of the comparison of a number of models - using the strategy of hierarchical confirmatory factor analysis (HCFA) and comparing nested and alternative models, specified under different assumed theories relative to a unidimensional concept of general intelligence, a traditional factorial concept, and a triarchic model - illustrate that the second-order factor model based on the triarchic theory of intelligence achieves the best (albeit far from perfect) fit to the empirical data.

scholarly journals A Confirmatory Factor Analysis of a Newly Integrated Multidimensional School Engagement Scale

2008 ◽  
Author(s):  
Rosna Awang-Hashim ◽  
Azlina Murad Sani
Keyword(s):  
Factor Analysis ◽  
School Engagement ◽  
A Priori ◽  
Internal Consistency Reliability ◽  
Day Schools ◽  
School Students ◽  
First Order ◽  
Confirmatory Factor ◽  
Behavioural Engagement ◽  
Engagement Scale

Inconsistencies in measures of school engagement in the literature have called for a re-conceptualization of the school engagement construct. Although many researchers view school engagement as a multifaceted construct, to our knowledge, none of the available instruments have integrated all the important domains that represent its multifaceted nature. This study is our first attempt to examine the psychometric properties of a newly integrated Multidimensional School Engagement Scale (MSES). Data were gathered from 2,381 secondary school students, aged 14 to 16, from 40 day schools in northern Malaysia. Exploratory factor analysis and confirmatory factor analytic techniques were used to examine the instrument. Based on the available literature, we posited an a priori hypothesis that the scales could be explained by three first-order factors and one second-order factor. We used SPSS v.12 and AMOS 6.0 to analyze the data. Findings supported our hypothesis that the school engagement construct can be explained by three first-order factors and one hierarchical factor comprising cognitive engagement, behavioural engagement, and psychological engagement sub-scales. Findings also showed acceptable internal consistency reliability for the overall scale and the three specific sub-scales of adolescent school engagement.  

Assessing Motor and Cognitive Areas in Older People: Confirmatory Factor Analysis of Portuguese Version of Éxamen Géronto-Psychomoteur

2019 ◽  
Vol 90 (1) ◽  
pp. 50-64
Author(s):  
Ana Morais ◽  
Sofia Santos ◽  
Paula Lebre ◽  
Celeste Simões
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Older People ◽  
Factor Model ◽  
Second Order ◽  
Psychomotor Skills ◽  
Fit Indices ◽  
Portuguese Version ◽  
Confirmatory Factor ◽  
Three Factor

Aging involves changes in psychomotor performance. Few studies are focused on psychomotor skills among older people due, in part, to the inexistence of valid instruments in the field. The purpose of this article is to analyze the factor structure model of the Portuguese version of Exámen Géronto-Psychomoteur. The confirmatory factor analysis was completed in a sample of 497 older persons, aged between 60 and 99 years, with and without dementia (74.4% female; M = 78.0; standard deviation = 8.6). A baseline one-factor model was compared against 2 three-factor models (first and second order) that were developed based on the previous exploratory factor analysis. Fit indices for the one-factor model were slightly higher when compared with other models; however, the second-order model seems to be more representative of human behavior. The results of this study provide evidence to support a three-factor model: cognition, motor function, and physical aspects.

scholarly journals Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables

2019 ◽  
Vol 8 (1) ◽  
pp. 13 ◽  
Author(s):  
Sofía Buelga ◽  
Belén Martínez-Ferrer ◽  
María-Jesús Cava ◽  
Jessica Ortega-Barón
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
Factor Model ◽  
Reliability And Validity ◽  
Self Esteem ◽  
Cyber Victimization ◽  
Open Communication ◽  
Confirmatory Factor ◽  
Positive Correlations

The main goal of the present study was to analyze the psychometric properties of the revised version of the Adolescent Cyber-Victimization Scale (CYBVICS). This scale is composed of 18 items that assess direct and indirect cyber-victimization. Two subsamples participated in the present study. Sample 1 included 1318 adolescents (47.4% boys) from 12 to 16 years old (M = 13.89, SD = 1.32). Sample 2 was composed of 1188 adolescents (51.5% girls) from 12 to 16 years old (M = 14.19, SD = 1.80). First, an exploratory factor analysis was conducted on sample 1. Results yielded a bifactor structure: direct cyber-victimization and indirect cyber-victimization. To confirm the structure of the CYBVICS, we selected sample 2 to perform confirmatory factor analysis and test its convergent validity with theoretically related measures. The results supported the reliability and validity of the two-factor model. In addition, measurement invariance was established. Related to convergent validity, positive correlations between cyber-victimization and peer victimization, depressive symptoms, and offensive communication with the mother and the father were found. Moreover, negative correlations were found between cyber-victimization and open communication with the mother and the father and family self-esteem.

scholarly journals Development of an Attitude Scale towards High School Physics Lessons

2016 ◽  
Vol 5 (1) ◽  
pp. 56 ◽  
Author(s):  
Pervin Ünlü Yavaş ◽  
Sultan Çağan
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Factor Model ◽  
Attitude Scale ◽  
Fit Indices ◽  
School Students ◽  
Expert Opinions ◽  
High School Physics ◽  
Confirmatory Factor

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from these opinions. Expert opinions were sought for the language and content validity of these items. In line with the expert opinions some items were corrected and some were taken out of the scale. The draft scale, which had 44 items, was tested on 698 high school students. The factor structure of the scale was ascertained by carrying out exploratory factor analysis from the data that were gathered. The variance of the scale, which consists of 28 items and 4 factors (interest, anxiety, importance, and self-efficacy), was 60%. The consistent between the model and the scale data was observed by carrying out confirmatory factor analysis. Since the fit indices of the scale ensure the acceptability criteria, it was observed that the factor model is appropriate. The Cronbach-alpha reliability coefficients of the factors of the scale developed were calculated and it was decided that the scale is reliable.

scholarly journals The Development of Relational Reasoning in South Korean Elementary and Middle-School Students: A Cross-Sectional Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Soo Eun Chae ◽  
Patricia A. Alexander
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Higher Order ◽  
Relational Reasoning ◽  
School Students ◽  
Cross Sectional ◽  
Tenth Graders ◽  
Confirmatory Factor ◽  
Non Parametric

Relational reasoning is a higher-order executive function that involves the ability to perceive meaningful patterns within a body of seemingly unrelated information. In this study, the ability of 749 fourth (Mage = 10), sixth (Mage = 12), eighth (Mage = 14), and tenth graders (Mage = 16) to identify meaningful relational patterns was investigated. This general cognitive ability was assessed by means of the Test of Relational Reasoning-Junior (TORRjr), a 32-item measure organized into four 8-item scales that assess analogical, anomalous, antinomous, and antithetical reasoning. Students’ performance on the TORRjr was analyzed using confirmatory factor analysis, measurement invariance test, and non-parametric median-based analyses. The confirmatory factor analysis supported that the higher-order factor model was the best fit for the TORRjr data for the Korean students. The measurement was determined to be invariant by gender but variant across grade levels. The non-parametric analysis resulted in an asymptotic (a constant increasing up to grade 6 and then a level off witnessed from grades 8 to 10) development pattern in overall relational reasoning across the grades. In comparison to analogy and anomaly, antinomy and antithesis scores were more fully developed by grade 8 and that level of performance was maintained at grade 10. The TORRjr appeared to be a viable measure for the Korean samples up to approximately 15 years of age. The significance of these findings for research and instructional practice are discussed.

scholarly journals Validation of the Writing Strategies Questionnaire in the Context of Primary Education: A Multidimensional Measurement Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Olga Arias-Gundín ◽  
Sara Real ◽  
Gert Rijlaarsdam ◽  
Paula López
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Primary Education ◽  
Factor Model ◽  
Measurement Model ◽  
Primary Students ◽  
Writing Strategies ◽  
School Students ◽  
Confirmatory Factor ◽  
Final Questionnaire

Research has shown that writers seem to follow different writing strategies to juggle the high cognitive demands of writing. The use of writing strategies seems to be an important cognitive writing-related variable which has an influence on students' writing behavior during writing and, therefore, on the quality of their compositions. Several studies have tried to assess students' writing preferences toward the use of different writing strategies in University or high-school students, while research in primary education is practically non-existent. The present study, therefore, focused on the validation of the Spanish Writing Strategies Questionnaire (WSQ-SP), aimed to measure upper-primary students' preference for the use of different writing strategies, through a multidimensional model. The sample comprised 651 Spanish upper-primary students. Questionnaire data was explored by means of exploratory (EFA) and confirmatory (CFA) factor analysis. Through exploratory factor analysis four factors were identified, labeled thinking, planning, revising, and monitoring, which represent different writing strategies. The confirmatory factor analysis confirmed the adequacy of the four-factor model, with a sustainable model composed of the four factors originally identified. Based on the analysis, the final questionnaire was composed of 16 items. According to the results, the Spanish version of the Writing Strategies Questionnaire (WSQ-SP) for upper-primary students has been shown to be a valid and reliable instrument, which can be easily applied in the educational context to explore upper-primary students' writing strategies.

Development and Initial Validation of the Computer-Delivered Test Acceptance Questionnaire for Secondary and High School Students

2019 ◽  
Vol 38 (2) ◽  
pp. 182-194
Author(s):  
Lyndon Lim
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Factor Model ◽  
Ease Of Use ◽  
Assessment System ◽  
School Students ◽  
Practical Applications ◽  
Confirmatory Factor ◽  
Development And Validation

This article outlines the development and validation of the Computer-Delivered Test (CDT) Acceptance Questionnaire (CTAQ). The CTAQ was designed to be a practical measure of CDT acceptance of Singapore secondary and high school students (Grades 7-12) toward taking tests within an e-assessment system. The stages of test (questionnaire item) content, response processes, and internal structure under Messick’s unified concept of validity suggested that the CTAQ had sound psychometric properties. Exploratory factor analysis (EFA; n = 485) and confirmatory factor analysis (CFA; n = 484) yielded a three-factor model (ease of use, involvement and experience) with a reduction of 21 to 13 items for CDT acceptance. Practical applications and limitations of the CTAQ are discussed.

scholarly journals Assessing Psychometrics of Goal Orientation Scale in Pakistani Context

2020 ◽  
Vol V (I) ◽  
pp. 425-433
Author(s):  
Iqbal Ahmad ◽  
M. Anees ul Husnain Shah ◽  
Muhammad Saeed
Keyword(s):  
Factor Analysis ◽  
Goal Orientation ◽  
Factor Model ◽  
Reliability And Validity ◽  
Task Orientation ◽  
Second Stage ◽  
Confirmatory Factor ◽  
Orientation Scale ◽  
Validation Procedure ◽  
Two Stages

Goal orientation has been tested all over the world. However, the present study was conducted to validate the Goal Orientation Scale in Pakistan. A total of 141 students from two Pakistani public sector universities participated. A cross validation procedure based on factor analysis was adopted to analyze the collected data. The study was conducted in two stages. During the first stage, Exploratory Factor Analysis (EFA) was performed to assess the four-factor structure. In the second stage, the hypothesized four-factor model was assessed by using Confirmatory Factor Analysis (CFA). The results supported the four-factor model consisting of task orientation, self-enhancing orientation, self-defeating orientation and avoidance orientation. Reliability and validity estimates confirmed the adequacy of GOS as a reliable and valid scale for measuring goal orientation of students in the higher education context of Pakistan. Further research is recommended to test the scale in other fields for getting more robust results.

Sign in / Sign up

Export Citation Format

Share Document