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.

Developing and Validating a High School Version of the Robotics Motivated Strategies for Learning Questionnaire

2017 ◽  
Vol 7 (2) ◽  
pp. 20-34 ◽  
Author(s):  
Yuan Ten Huang ◽  
Eric Zhi-Feng Liu ◽  
Chun Hung Lin ◽  
Pey-Yan Liou
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Exploratory Factor Analysis ◽  
Cognitive Processes ◽  
The Self ◽  
Learning Performance ◽  
School Students ◽  
Considerable Research ◽  
The World

Robotics has become a crucial domain in technology education, helping students to improve their abilities in assembly and programming. Despite the considerable research that has gone into the learning performance associated with robotics, little work has been done on the cognitive processes involved in learning this subject. The purpose of this study was to develop an instrument (based on the theoretical framework of MSLQ), with which to evaluate the motivation of high school students to learn robotics and the strategies they employ. Fifty participants in the open category competition of the World Robot Olympiad 2010 completed the self-reported questionnaire (RMSLQ-HS). Thirteen factors and fifty one items were extracted using exploratory factor analysis. Implications for the educational application of robotics and research suggestions related to RMSLQ are also discussed.

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 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.

Adaptation of a Self-Regulated Practice Behaviour Scale for Portuguese music students

2017 ◽  
Vol 46 (6) ◽  
pp. 795-812
Author(s):  
Lígia Raquel B. Madeira ◽  
Marcos V. Araújo ◽  
Christopher F. Hein ◽  
Helena Marinho
Keyword(s):  
Music Education ◽  
Time Management ◽  
Factor Model ◽  
Five Factor Model ◽  
Self Regulation ◽  
Internal Consistency Reliability ◽  
The Self ◽  
Music Students ◽  
Validity And Reliability ◽  
Original Scale

The aim of this study was to analyse the validity and reliability of the Self-Regulated Practice Behaviour Scale (SRPB) developed by Miksza (2012) for music students in Portugal. Tasks involved in this study included: (1) translating the original scale and creating a viable Portuguese adaptation for Portuguese musical performance students; (2) analysing the psychometric properties of the Portuguese version of the scale. The translation and adaptation of the original scale resulted in a 52-item Portuguese Self-Regulated Practice Behaviour measure (Portuguese SRPB). Students enrolled in music education programmes from eight conservatoires answered the Portuguese SRPB ( n = 1,200). The results of confirmatory factor analysis show that a five-factor model presenting the five correspondent theoretical dimensions of self-regulation (motive, method, behaviour, time management, and social influence) achieved the best fit to the data collected. All Portuguese SRPB dimensions were predictive of students’ reports of average practice efficiency, grades, and practice time, highlighting preliminary evidence of predictive validity. The internal consistency reliability coefficients ranged from good to excellent (α = .71 to .84). The findings suggest that the Portuguese SRPB produced a valid and reliable measure of the self-regulatory practice behaviour of Portuguese conservatoire students.

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.

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 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.

Evaluating the Aware Inventory as a Measure of Relationship Factors among a Sample of High School Students

2002 ◽  
Vol 91 (2) ◽  
pp. 480-484 ◽  
Author(s):  
Benjamin Silliman ◽  
Walter R. Schumm
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Factor Structure ◽  
Internal Consistency ◽  
Iterative Process ◽  
Internal Consistency Reliability ◽  
School Students ◽  
Relationship Expectations ◽  
Relationship Factors

The Awareness of Attitudes and Relationship Expectations (AWARE) Inventory was administered to 160 high school students in Wyoming. Factor analysis showed the inventory did not have the expected 11 dimensional factor structure. Most of the intended 10-item scales yielded unacceptably low estimates of internal consistency reliability. Through an iterative process, one internally consistent scale of 17 items (α = .80) was derived. Researchers should be careful to evaluate the AWARE Inventory with their own samples before proceeding under an assumption that its scales reliably assess the 11 dimensions expected.

scholarly journals Development and Validation of Robotic Coding Attitude Scale

2020 ◽  
Vol 8 (4) ◽  
pp. 342
Author(s):  
Sema Altun Yalcin ◽  
Sakip Kahraman ◽  
Zeynel Abidin Yilmaz
Keyword(s):  
Factor Analysis ◽  
Public Schools ◽  
Secondary School ◽  
Secondary School Students ◽  
Factor Model ◽  
Five Factor Model ◽  
Attitude Scale ◽  
School Students ◽  
Acceptable Model ◽  
Valid Instrument

This study aimed to develop a reliable and valid instrument to measure secondary school students’ attitude towards robotic coding and the results of the analyses regarding the Robotic Coding Attitude Scale (RCAS) developed for this purpose were reported in the current study. To test the construct validity of the first version of the RCAS consisting of 29 items, Exploratory Factor Analysis (EFA) was performed on the data from 196 seventh-grade secondary school students (who had received robotic coding education already) enrolled in the public schools in a city in the northeastern Turkey. As a result of the EFA, the 22-item five-factor model was extracted. Then, the 22-item five-factor model obtained from EFA was cross-validated using Confirmatory Factor Analysis (CFA) and the results indicated acceptable model fits where χ2/(df = 197) = 1.827, NFI = .825, CFI = .911, RMSEA = .065. Cronbach’s Alpha coefficient which was calculated to show whether the RCAS is a reliable scale was found to be .91. In sum, the results indicated that RCAS can be used as a reliable and valid instrument to measure secondary school students’ attitude towards robotic coding.

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