scholarly journals An Estimation of the Factors of School Climate in Secondary Schools, A Confirmatory Factor Analysis Modelling

2017 ◽  
Vol 7 (6) ◽  
pp. 1-8
Author(s):  
Habibat Abubakar Yusuf et al., Habibat Abubakar Yusuf et al., ◽  
Keyword(s):  
Factor Analysis ◽  
School Climate ◽  
Confirmatory Factor Analysis ◽  
Secondary Schools ◽  
Confirmatory Factor

scholarly journals FACTORS INFLUENCING THE SCHOOL CLIMATE AT INDONESIA SCHOOL OF KUALA LUMPUR (SIK), MALAYSIA

2017 ◽  
Vol 2 (2) ◽  
pp. 26
Author(s):  
Muhajir Muhajir
Keyword(s):  
Factor Analysis ◽  
School Climate ◽  
Confirmatory Factor Analysis ◽  
Kuala Lumpur ◽  
Factors Influencing ◽  
Confirmatory Factor

This study attempts to examine the factors influencing the school climate (Interaction, Facilities of school, and Feeling of Trust). The study used sample of 212 students of Indonesian School of Kuala Lumpur (SIK). The Confirmatory Factor Analysis (CFA) was conducted to investigate the correlation among the factors. The result of this study found the interrelated between the dimensions of school climate

scholarly journals Confirmatory factor analysis of head of department’s functional competencies development: a case study in the secondary schools inThailand

2021 ◽  
Vol 42 (15) ◽  
pp. 56-65
Author(s):  
Teerasak AEBSAPAP ◽  
◽  
Tungkunanan PARIYAPORN ◽  
Sisan BOONCHAN ◽  
◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Secondary Schools ◽  
Basic Education ◽  
Empirical Studies ◽  
Educational Innovation ◽  
Education Commission ◽  
Confirmatory Factor ◽  
Measurement And Evaluation ◽  
Head Of Department

Functional competencies of Head of Department has been paid attention to because for a school in Thailand, the head of each department, is very important. However, the issue is the appointment of a teacher who does not have any prior proper training before. This may cause such a teacher to have incomplete functional competencies. Therefore, it is necessary to develop the functional competencies of the Head of Department. This research focuses on the components of the functional competencies of the Head of Department of secondary schools under the Office of the Basic Education Commission. As for this study, from the review on a great number of related literature, it can be granted that functional competencies of the Head of Department of secondary schools under the Office of the Basic Education Commission can be grouped as follows: 1) Intellectual Leadership 2) Quality Management 3) Educational Innovation and Information Technology 4) Professionalism Development 5) Curriculum, Measurement and Evaluation of Learning 6) Learning Organization and 7) Professional Ethic. These seven dimensions are then examined using Confirmatory Factor Analysis, which shows the congruence with the empirical studies.

scholarly journals Pengaruh kreativitas mengajar guru, pola asuh orang tua, dan iklim sekolah terhadap prestasi belajar siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 67-78
Author(s):  
Pius Herman Tuwa ◽  
Nahiyah Jaidi Faraz
Keyword(s):  
Factor Analysis ◽  
School Climate ◽  
Confirmatory Factor Analysis ◽  
Random Sampling ◽  
Expert Judgment ◽  
Learning Achievement ◽  
Significance Level ◽  
High Category ◽  
Confirmatory Factor ◽  
Cluster Random Sampling

Penelitian ini merupakan penelitian asosiatif kausal dengan pendekatan kuantitatif. Populasi penelitian ini adalah semua siswa kelas XI IPS di 13 SMA swasta di Kabupaten Gunungkidul. Sampel sekolah sejumlah lima sekolah diambil dengan teknik cluster random sampling. Sampel siswa sebanyak 97 siswa ditentukan dengan teknik area proporsional random sampling. Pengumpulan data menggunakan angket untuk variable kreativitas mengajar guru, pola asuh orang tua, iklim sekolah, serta dokumentasi untuk variable Prestasi belajar. Pengujian validitas instrument dilakukan dengan expert judgment dan confirmatory factor analysis, sedangkan uji reliabilitas menggunakan Alfa Cronbach. Analisis  data menggunakan teknik regresi linier sederhana dan ganda, dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa: (1) kreativitas mengajar guru berpengaruh positif dan signifikan terhadap prestasi belajar siswa, dan kreativitas mengajar guru termasuk kategori tinggi; (2) pola asuh orang tua berpengaruh positif dan signifikan terhadap prestasi belajar siswa, dan pola asuh orang tua termasuk kategori sedang; (3) iklim sekolah berpengaruh positif dan signifikan terhadap prestasi belajar siswa, dan iklim sekolah termasuk kategori tingggi; (4) kreativitas mengajar guru, pola asuh orang tua, iklim sekolah secara bersama-sama berpengaruh positif dan signifikan terhadap hasil belajar siswa. Hal ini berarti kreativitas mengajar guru, motivasi belajar, dan lingkungan keluarga berpengaruh terhadap prestasi belajar siswa secara terpisah maupun secara bersama-sama.Kata kunci: kreativitas mengajar guru, pola asuh orang tua, iklim sekolah THE EFFECT OF TEACHERS’ CREATIVITY, PARENTING, AND SCHOOL ATMOSPHERE ON STUDENTS LEARNING ACHIEVEMENTAbstractThis study is an associativecausal research using quantitative approach. The population was all XI IPS students in 13 private senior high schools at Gunungkidul regency. Then, 5 schools weretaken to be the sample by using cluster random sampling. Whereas, the sample of the students were 97 students determined by using the technique of area proportional random sampling. The technique of data collection for the variable of teachers’ creativity, parenting, and school climate was questionnaire, while documentation was used to collect data for the variable of learning achievement. The validity testing of instruments of this research was expert judgment and confirmatory factor analysis and alpha cronbach is taken for reliability testing. The data were analyzed by using simple and multiple regression technique at 0.05 of significance level. The findings of the study show that: (1) the teachers’ creativity has positive and significant effect on the students’ learning achievement, and this is included in high category; (2) parenting has positive and significant effect on the students’ learning achievement, and this is included in middle category; (3) school climate has positive and significant effect to the students’ learning achievement, and this is also in high category; (4) teachers’ creativity, parenting, and school climate simultaneously have positive and significant effect on the students’ learning achievement. It is concluded that, either separately or simultaneously, teachers’ creativity, learning motivation, and family have an effect on students’ learning achievement.Keywords: teachers’ creativity, parenting, school climate

Evidence-based subtypes in functional dyspepsia with confirmatory factor analysis: Psychosocial and physiopathological correlates

2001 ◽  
Vol 120 (5) ◽  
pp. A51-A52 ◽  
Author(s):  
B FISCHLER ◽  
J VANDENBERGHE ◽  
P PERSOONS ◽  
V GUCHT ◽  
D BROEKAERT ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Functional Dyspepsia ◽  
Evidence Based ◽  
Confirmatory Factor

The French Version of the Revised Child Anxiety and Depression Scale (RCADS) in a Nonclinical Sample

2015 ◽  
Vol 74 (3) ◽  
pp. 119-127 ◽  
Author(s):  
Martine Bouvard ◽  
Anne Denis ◽  
Jean-Luc Roulin
Keyword(s):  
Factor Analysis ◽  
Anxiety Disorder ◽  
Confirmatory Factor Analysis ◽  
Generalized Anxiety Disorder ◽  
Child Anxiety ◽  
Depression Scale ◽  
Anxiety And Depression ◽  
Generalized Anxiety ◽  
French Version ◽  
Confirmatory Factor

This article investigates the psychometric properties of the Revised Child Anxiety and Depression Scale (RCADS). A group of 704 adolescents completed the questionnaires in their classrooms. This study examines potential confirmatory factor analysis factor models of the RCADS as well as the relationships between the RCADS and the Screen for Child Anxiety Related Emotional Disorders-Revised (SCARED-R). A subsample of 595 adolescents also completed an anxiety questionnaire (Fear Survey Schedule for Children-Revised, FSSC-R) and a depression questionnaire (Center for Epidemiological Studies Depression Scale, CES-D). Confirmatory factor analysis of the RCADS suggests that the 6-factor model reasonably fits the data. All subscales were positively intercorrelated, with rs varying between .48 (generalized anxiety disorder-major depression disorder) and .65 (generalized anxiety disorder-social phobia/obsessive-compulsive disorder). The RCADS total score and all the RCADS scales were found to have good internal consistency (> .70). The correlations between the RCADS subscales and their SCARED-R counterparts are generally substantial. Convergent validity was found with the FSSC-R and the CES-D. The study included normal adolescents aged 10 to 19. Therefore, the findings cannot be extended to children under 10, nor to a clinical population. Altogether, the French version of the RCADS showed reasonable psychometric properties.

The Hierarchical Model of Exercise Dependence

2015 ◽  
Vol 36 (4) ◽  
pp. 247-257 ◽  
Author(s):  
Gayatri Kotbagi ◽  
Laurence Kern ◽  
Lucia Romo ◽  
Ramesh Pathare
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Physical Exercise ◽  
Exploratory Factor Analysis ◽  
Convergent Validity ◽  
Large Population ◽  
Assessment Tools ◽  
Negative Consequences ◽  
Confirmatory Factor ◽  
Preliminary Version

Abstract. Physical exercise when done excessively may have negative consequences on physical and psychological wellbeing. There exist many scales to measure this phenomenon. The purpose of this article is to create a scale measuring the problematic practice of physical exercise (PPPE Scale) by combining two assessment tools already existing in the field of exercise dependency but anchored in different approaches (EDS-R and EDQ). This research consists of three studies carried out on three independent sample populations. The first study (N = 341) tested the construct validity (exploratory factor analysis); the second study (N = 195) tested the structural validity (confirmatory factor analysis) and the third study (N = 104) tested the convergent validity (correlations) of the preliminary version of the PPPE scale. Exploratory factor analysis identified six distinct dimensions associated with exercise dependency. Furthermore, confirmatory factor analysis validated a second order model consisting of 25 items with six dimensions and four sub-dimensions. The convergent validity of this scale with other constructs (GLTEQ, EAT26, and The Big Five Inventory [BFI]) is satisfactory. The preliminary version of the PPPE must be administered to a large population to refine its psychometric properties and develop scoring norms.

Confirmatory Factor Analysis of the Long and Short Forms of the Worry Domains Questionnaire

2009 ◽  
Vol 25 (4) ◽  
pp. 239-243
Author(s):  
Roberto Nuevo ◽  
Andrés Losada ◽  
María Márquez-González ◽  
Cecilia Peñacoba
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Structure ◽  
Goodness Of Fit ◽  
Factorial Validity ◽  
Fit Indices ◽  
Short Forms ◽  
Confirmatory Factor ◽  
Positive Correlations ◽  
Future Work

The Worry Domains Questionnaire was proposed as a measure of both pathological and nonpathological worry, and assesses the frequency of worrying about five different domains: relationships, lack of confidence, aimless future, work, and financial. The present study analyzed the factor structure of the long and short forms of the WDQ (WDQ and WDQ-SF, respectively) through confirmatory factor analysis in a sample of 262 students (M age = 21.8; SD = 2.6; 86.3% females). While the goodness-of-fit indices did not provide support for the WDQ, good fit indices were found for the WDQ-SF. Furthermore, no source of misspecification was identified, thus, supporting the factorial validity of the WDQ-SF scale. Significant positive correlations between the WDQ-SF and its subscales with worry (PSWQ), anxiety (STAI-T), and depression (BDI) were found. The internal consistency was good for the total scale and for the subscales. This work provides support for the use of the WDQ-SF, and potential uses for research and clinical purposes are discussed.

Task and Relationship Conflict at Work

2011 ◽  
Vol 27 (3) ◽  
pp. 171-178 ◽  
Author(s):  
Nale Lehmann-Willenbrock ◽  
Anna Grohmann ◽  
Simone Kauffeld
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Negative Impact ◽  
Longitudinal Design ◽  
Industrial Sector ◽  
Task Conflict ◽  
Relationship Conflict ◽  
Factor Solution ◽  
Convenience Sample ◽  
Confirmatory Factor

The distinction between task and relationship conflict is well established. Based on Jehn’s (1995) intragroup conflict scale, we developed an economic six-item questionnaire for assessing relationship and task conflict in work groups. Confirmatory factor analysis was performed on data from a convenience sample (N = 247), and confirmed the original two-factor solution. The stability of the obtained two-factor solution was supported by confirmatory factor analysis in a longitudinal design with a second sample (N = 431) from the industrial sector. In line with previous research, the two types of conflict were intercorrelated. Moreover, the two subscales showed differential longitudinal effects on team outcomes. Task conflict was beneficial for performance in nonroutine tasks (but not in routine tasks). Relationship conflict had a negative impact on team viability and coworker trust.

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