scholarly journals An Initial Study In the Development of Smartphone Addiction Scale for Student (SAS-S)

2018 ◽  
Vol 3 (3) ◽  
Author(s):  
A Maulani Habibi ◽  
Sigit Sanyata
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Sleep Disturbances ◽  
Initial Study ◽  
Self Control ◽  
Smartphone Addiction ◽  
Validity And Reliability ◽  
School Students ◽  
Good Scale

The purpose of this study was to develop a new scale, Smartphone addiction scale for Student (SAS-S) was developed to measure the level of smartphone addiction in high school students. A total of 32 item scales were developed through literature studies. Exploratory factor analysis (EFA) is used to examine the structure of factors formed in this scale. The results show the Smartphone addiction scale for Student (SAS-S) has 22 good items from 6 factor structures that are formed, including: (1) Self Control Disorder, (2) loss of time, (3) sleep disturbances, (4) can not be without smartphones, (5) changes in feelings and, (6) concerned smartphone. SAS-S is a good scale that can be used by any high school student. Another point also shows that the scale of smartphone addiction for high school students has a strong level of validity and reliability.

THE RELATIONSHIP BETWEEN SMART PHONE USAGE AND SLEEP DISTURBANCES AND PSYCHOLOGICAL DISSTRESS AMONG STUDENTS

2017 ◽  
pp. 125-130
Author(s):  
Minh Tam Nguyen ◽  
Phuc Thanh Nhan Nguyen ◽  
Thi Thuy Hang Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Sleep Quality ◽  
Sleep Disturbances ◽  
Public Health Problem ◽  
Smartphone Addiction ◽  
Poor Sleep ◽  
School Students ◽  
The Relationship

The increasing use of smartphone among young people is creating negative effects and is an important public health problem in many countries. Smartphone abuse and addiction may cause physical and psychological disorders among users. However, the awarenes on this issue has been inadequate due to lacking of evidence. Objectives: To describe the current situation of smartphone using among students at highschools and universities in Hue city and to examine the relationship between smartphone using and sleep disturbances and psychological disstress among participants. Methods: A cross-sectional study with a randomly selected sample of 1,150 students at highschools and universities in Hue city. SAS-SV scale was used to evaluate phone addiction status, K10 scale was used for psychological distress assessment and PSQI scale was used to examine the sleep quality. Results: The proportion of students at highschools and universities having smartphones was 78.0%. The rate of smartphone addiction among high school students was 49.1% and that among university students was 43.7%. There was 57.3% of high school students had poor sleep quality, and that of university students was 51.6%. There was a statistically significant association between smartphone addiction and sleep disturbances and psychological disstress among participants (p <0.05). Conclusion: The prevalence of smartphone addiction among students at highschools and universities is alarming and is related to sleep disturbances and psychological disstress among participants. There is a strong call to develop intervention to help students to aware and manage the use of smartphone effectively.

scholarly journals Analisis faktor konfirmatori sebagai prosedur evaluasi konstruk skala kematangan karir

2019 ◽  
Vol 9 (1) ◽  
pp. 27 ◽  
Author(s):  
Wahyu 'Widyatmoko ◽  
Yulia Ayriza ◽  
Riszal Purwandika
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Career Maturity ◽  
Research Data ◽  
Assessment Tools ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
T Values

Artikel ini bermaksud mengevaluasi validitas dan reliabilitas skala kematangan karir. Skala kematangan karir dirancang untuk mengumpulkan data penelitian tentang tingkat kematangan karir pada siswa SMA. Skala tersebut terdiri dari 12 item pernyataan yang disesuaikan dengan konstruk kematangan karir, yakni: kepercayaan diri dalam karir (KDK), ketidakpastian pilihan karir (KPK), dan pengetahuan terhadap karir (PTK). Hasil analisis faktor konfirmatori mengindikasikan tiga konstruk model cocok (<em>p-vales</em>= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Selanjutnya, 7 dari 12 item pernyataan skala kematangan karir terbukti valid (<em>stadardized loading</em> berkisar antara 0.52 hingga 0.72; <em>t-values </em>berkisar antara 8.08 hingga 12.25) dan dua dari tiga konstruk skala kematangan karir reliabel (KPK=0.68; PTK=0.70). Hal tersebut menunjukan bahwa skala kematangan karir masih dapat digunakan sebagai instrumen pengumpul data dan alat asesmen.<br /><br /><em>The purpose of this article is to evaluate the validity and reliability of the career maturity scale. The career maturity scale is designed to collect research data on the level of career maturity in high school students. It is consists of 12 statement items tailored to the constructs of career maturity: career confidence, uncertainty of career choice, and career knowledge. The results of confirmatory factor analysis indicated that the three constructs of model was well fit (p-vales= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Further, seven out of 12 statement items on career maturity scale proved valid (standardized loading ranged from 0.52 to 0.72; t-values ranged from 8.08 to 12.25) and two of the three constructs of career maturity scale are reliable (KPK=0.68; PTK=0.70). This shows that the scale of career maturity can still be used as an instrument for data collection and assessment tools.</em>

scholarly journals Information, Media and Technology Skills Competency Scale: A validity and reliability study Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeği: Geçerlilik ve güvenirlik çalışması

2018 ◽  
Vol 15 (2) ◽  
pp. 1306
Author(s):  
Esin Hazar
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
English Summary ◽  
Technology Skills ◽  
Validity And Reliability ◽  
School Students ◽  
Reliable Instrument ◽  
Information Media ◽  
Media And Technology

In this research, it was aimed to develop a valid and reliable instrument that will evaluate the competences of secondary and high school students in information, media and technology skills. The study was conducted on two separate sample groups consisting of a total of 731 secondary and high school students in the 2017-2018 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied for the construct validity of the data obtained from the measurements. As a result of EFA, a construct consisting of 23 items and six factors explaining 66.44% of the total variance was obtained. Factors obtained are; Communication and Collaboration, Programming, Problem Solving, Digital Content Development, Information and Data Literacy and Security. Findings from the CFA showed that 23 items and six sub factors of the scale have adequate fit indices. The reliability of the instrument was tested by the Cronbach Alpha internal consistency coefficient and independent t test conducted by calculating the mean scores of the top 27% (individuals with high levels of measured characteristics) of the group and the sub 27% (individuals with low levels of measured characteristics) of the group calculated reliability coefficients are determined to be within the acceptable limits.When the validity and reliability analysis results are considered, the scale can be said to be a valid and a reliable instrument. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu araştırmada ortaokul ve lise öğrencilerinin bilgi, medya ve teknoloji becerilerine ait yeterliliklerini ölçecek geçerli ve güvenilir bir ölçek geliştirilmesi amaçlanmıştır. Çalışma 2017-2018 eğitim-öğretim yılında toplam 731 öğrenciden oluşan farklı iki grup üzerinde yapılmıştır. Araştırmada elde edilen verilerin yapı geçerliği için Açıklayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. Açıklayıcı Faktör Analizi neticesinde toplam varyansın %66.44’ünü açıklayan, 23 madde ve altı faktörden oluşan bir yapı elde edilmiştir. Elde edilen faktörler; İletişim ve İşbirliği, Programlama, Problem Çözme, Dijital İçerik Geliştirme, Bilgi ve Veri Okuryazarlığı ve Güvenlik olarak isimlendirilmiştir. Doğrulayıcı Faktör Analizinden elde edilen bulgular, Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeğine ilişkin 23 madde ve altı faktörlü yapının yeterli uyum değerlerine sahip olduğunu göstermiştir. Faktörlerden elde edilen ölçümlerin güvenirliğinin analizi için Cronbach Alfa ve %27’lik altüst grup karşılaştırmalarına yer verilmiştir ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde olduğu görülmüştür. Bu bulgulara dayanarak, Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeğinin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

scholarly journals DEVELOPING THE CONTEXT-BASED CHEMISTRY MOTIVATION SCALE: VALIDITY AND RELIABILITY ANALYSIS

2014 ◽  
Vol 13 (6) ◽  
pp. 809-820
Author(s):  
Ayşem Seda Önen ◽  
Fatma Merve Ulusoy
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Reliability Analysis ◽  
Internal Consistency ◽  
Validity And Reliability ◽  
Chemistry Teaching ◽  
School Students ◽  
Cronbach Alpha

In order to explain chemistry subjects by linking them to everyday life and accordingly, to improve the quality of education, context-based learning has come into use widely in chemistry teaching recently. The aim of this study is to develop a scale to determine secondary school students’ motivations towards chemistry activities supported with context-based learning. Validity and reliability analysis of the scale were done with the participation of 525 high school students. To determine the structural validity of the scale, exploratory factor analysis was done. The factor analysis concluded that the scale had a three-factor structure with 20 items. Cronbach Alpha internal consistency coefficient of the scale was calculated to be 0.91. Cronbach Alpha internal consistency coefficients of sub dimensions were found to be 0,84; 0,80 and 0.81 respectively. In the light of the findings of this study, the scale developed is concluded to be of use in determining high school students’ motivations towards context-based chemistry. Key words: context-based chemistry, high school students, motivation.

scholarly journals Adaptación lingüística y psicométrica del Cuestionario de EstilosAtributivos Académicos (EAT-A)

2020 ◽  
Vol 26 (2) ◽  
pp. e408
Author(s):  
Alejandro M. Rodríguez Huitrón ◽  
◽  
Laura Hernández-Guzmán ◽  
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Academic Performance ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Factor Structure ◽  
Internal Consistency ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor

Background: Students’ attributions of their grades mayaffect their academic performance. However, lack ofevidence supporting the validity and reliability of theinstruments measuring attribution is a major concern.Objective: To analyze the factor structure, convergentvalidity and reliability of the Academic Attributional StyleQuestionnaire adapted to Mexican high school students(EAT-A). Method: The sample consisted of 557 MexicoCity students of both sexes aged between 15 and 19. Usinga confirmatory factor analysis for both success and failureattributions, a 7-factor structure and a 4-factor structureof the EAT-A were tested. The instrument’s convergentvalidity, internal consistency and reliability were examined.Results: Only the 7-factor structure showed adequate fitindices: RMSEA = .046; SRMR = .053; CFI = .961; TLI =.952 and χ²/gl = 2.72. In addition, the EAT-A evidencedconvergent validity concerning success and reliabilitymotivation. Conclusion: The EAT-A is a quick- and easy-to-administer instrument for measuring students’attributions of their grades in a reliable and valid manner.

Development of a self-efficacy model in junior and senior high school students based on religiosity and family determinants: a cross sectional approach

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Tri Anjaswarni ◽  
Nursalam Nursalam ◽  
Sri Widati ◽  
Ah. Yusuf ◽  
Rr Dian Tristiana
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Senior High School ◽  
Self Control ◽  
Validity And Reliability ◽  
School Students ◽  
Cross Sectional ◽  
Significance Level ◽  
Senior High School Students

Abstract Objectives Self-efficacy is the belief a person has regarding his success in completing a task. A high level of self-efficacy can affect one’s thoughts and motivation to complete tasks well. Conversely, someone with low self-efficacy has a tendency to avoid difficult tasks. Self-efficacy can play a role in success in the future. This study aimed to develop a self-efficacy model for junior and senior high school students based on religious and family determinants. Method This study used a cross-sectional design and simple sampling technique. The calculation result involved 158 samples. The independent variables were religious and family determinants. The dependent variable was self-efficacy. The data were collected using a questionnaire that was tested for validity and reliability. The analysis used a multiple linear regression test with a significance level of α ≤ 0.05. Results The results showed self-efficacy was effectively determined by religion, communication, bonding and parenting factors. Overall, religion had the greatest role in influencing self-efficacy. Bonding and communication had an indirect effect on self-efficacy through parenting factors mediators. Conclusion Parenting factors influence self-efficacy indirectly through bonding and communication; however, parenting factors cannot be ignored. Religion was the biggest determinant of self-efficacy and capital of good self-control and strong conviction in completing tasks and achieving goals.

scholarly journals VALIDATION OF THE ACADEMIC MOTIVATION SCALE IN A SAMPLE OF HIGH SCHOOL STUDENTS

2018 ◽  
pp. 191-216
Author(s):  
Anela Hasanagić ◽  
Nina Bosankić
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Motivation Scale ◽  
Motivation Scale

Academic motivation implies an internal process that initiates and maintains activities aimed at reaching certain academic goals. The objective of this research was to explore the psychometric characteristics of the Academic Motivation Scale (AMS). The sample comprised 157 participants, high school students in the Sarajevo Canton. An item analysis indicated that discriminatory validity and reliability indices were satisfactory for all items. The Cronbach’s alpha coefficients for separate subscales were ranging from 0.77 to 0.84, and for the whole instrument α = 0.912. An exploratory factor analysis specified 5 factors, with 66.53% of the variance explained. After a Equamax rotation with Kaiser normalization we reached the solution whereby there are two subscales of intrinsic motivation – for knowledge and stimulation- and they present the first factor. The second factor is composed of the subscales of extrinsic motivation – imposed and externally regulated. The third factor are the items of a-motivation, the fourth the items of intrinsic motivation for achievement, and the fifth the items of extrinsic internalized motivation. A confirmatory factor analysis did not offer a more interpretable solution. After separate factor analyses of the subscales of intrinsic and extrinsic motivation, we got a satisfactory solution whereby the three subscales of intrinsic and three of extrinsic motivation might be distinguished. In conclusion, we can say that this measuring instrument has satisfactory metric characteristics and that the existence of the following seven factors has been partially confirmed: intrinsic motivation (for knowledge, achievement, stimulation), extrinsic motivation (imposed, internalized, externally regulated) and a-motivation.

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