scholarly journals Development and Validation of an Instrument to Assess Propensity to Cosmopolitanism in Adolescence

2021 ◽  
Vol 13 (15) ◽  
pp. 8253
Author(s):  
Ilaria Di Maggio ◽  
Sara Santilli ◽  
Maria Cristina Ginevra ◽  
Laura Nota
Keyword(s):  
Factor Structure ◽  
Discriminant Validity ◽  
Global Dimension ◽  
Three Dimensions ◽  
Guidance And Counseling ◽  
Career Adaptability ◽  
Order Factor ◽  
Fit Indexes ◽  
Correlated Factors ◽  
Development And Validation

The study was designed to provide the initial validation of the instrument “How cosmopolitan do I think I am?” to assess the propensity to cosmopolitanism in adolescents interested in reflecting about their future career choices. Two studies were carried out to test psychometric requisites of the instrument “How cosmopolitan do I think I am?” Specifically, in the first study, after developing items and examining content validity, the factorial structure and the reliability of the scale were tested. The results showed good fit indexes for a factor structure characterized by three-correlated factors and for a second order-factor structure. This last factor structure model suggests that three hypothesised factors can be considered indicators of a global dimension of cosmopolitanism. In the second study, discriminant validity was evaluated. The results confirmed that the three dimensions of cosmopolitanism are related but distinct from career adaptability (CA) and the tendency to consider systemic challenges to attain sustainable development (TCSC). Overall, the results observed supported the use of the questionnaire in career vocational guidance and counseling activities.

scholarly journals Social Well-Being at School: Development and Validation of a Scale for Primary Education Students

2021 ◽  
Vol 6 ◽  
Author(s):  
Lidon Moliner ◽  
Francisco Alegre ◽  
Alberto Cabedo-Mas ◽  
Oscar Chiva-Bartoll
Keyword(s):  
Factor Structure ◽  
Primary Education ◽  
Well Being ◽  
Education Students ◽  
European Universities ◽  
Confirmatory Factor ◽  
International Audience ◽  
Fit Indexes ◽  
School Attitude ◽  
Development And Validation

This study presents the development and validation of a scale for Primary Education students that measures social well-being. A seven-factor structure was defined, with the factors being: achievement, cooperation, cohesion, coexistence, attitude towards school, attitude towards diversity and solidarity. 14 experts from independent European universities participated in the validation process of the scale. The 38-item scale showed considerable reliability (Cronbach’s alpha =0.91). The confirmatory factor analysis confirmed the original seven-factor structure with consistent goodness and badness of fit indexes. The promising results in this study suggest that this scale may be suitable for an international audience.

scholarly journals Development of an international survey attitude scale: measurement equivalence, reliability, and predictive validity

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Edith de Leeuw ◽  
Joop Hox ◽  
Henning Silber ◽  
Bella Struminskaya ◽  
Corrie Vis
Keyword(s):  
Factor Structure ◽  
Predictive Validity ◽  
Measurement Equivalence ◽  
Three Dimensional ◽  
Attitude Scale ◽  
Three Dimensions ◽  
Willingness To Participate ◽  
Effective Measure ◽  
Development And Validation ◽  
Structure Measurement

AbstractDeclining response rates worldwide have stimulated interest in understanding what may be influencing this decline and how it varies across countries and survey populations. In this paper, we describe the development and validation of a short 9-item survey attitude scale that measures three important constructs, thought by many scholars to be related to decisions to participate in surveys, that is, survey enjoyment, survey value, and survey burden. The survey attitude scale is based on a literature review of earlier work by multiple authors. Our overarching goal with this study is to develop and validate a concise and effective measure of how individuals feel about responding to surveys that can be implemented in surveys and panels to understand the willingness to participate in surveys and improve survey effectiveness. The research questions relate to factor structure, measurement equivalence, reliability, and predictive validity of the survey attitude scale.The data came from three probability-based panels: the German GESIS and PPSM panels and the Dutch LISS panel. The survey attitude scale proved to have a replicable three-dimensional factor structure (survey enjoyment, survey value, and survey burden). Partial scalar measurement equivalence was established across three panels that employed two languages (German and Dutch) and three measurement modes (web, telephone, and paper mail). For all three dimensions of the survey attitude scale, the reliability of the corresponding subscales (enjoyment, value, and burden) was satisfactory. Furthermore, the scales correlated with survey response in the expected directions, indicating predictive validity.

scholarly journals Pictorial Empathy Test (PET)

2018 ◽  
Vol 34 (6) ◽  
pp. 421-431 ◽  
Author(s):  
Marjaana Lindeman ◽  
Iivo Koirikivi ◽  
Jari Lipsanen
Keyword(s):  
Factor Structure ◽  
Discriminant Validity ◽  
Affective Empathy ◽  
Point Scale ◽  
Brief Assessment ◽  
Convergent And Discriminant Validity ◽  
High Internal Consistency ◽  
The Moment ◽  
Test Retest Reliability ◽  
Development And Validation

Abstract. Research on empathy has increased rapidly during the last decades but brief assessment methods are not easily available. The aim was to develop a test for affective empathic reactions which would be simple to translate into different languages, easy to use in a variety of research settings, and which would catch the empathic reactions at the moment they arise. We describe the development and validation of the Pictorial Empathy Test (PET) in three studies (Study 1, N = 91; Study 2, N = 2,789; and Study 3, N = 114). The PET includes seven photographs about distressed individuals and the participants are asked to rate on a 5-point scale how emotionally moving they find the photograph. The results indicated that the PET displayed a unitary factor structure and it had high internal consistency and good seven-month test-retest reliability. In addition, the results supported convergent and discriminant validity of the test. The results suggest that the PET is a useful addition to the prevailing methods for assessing affective empathy.

scholarly journals Social well-being at school: Development and validation of a scale for Primary Education students

2020 ◽  
Author(s):  
Lidon Moliner ◽  
Francisco Alegre ◽  
Alberto Cabedo ◽  
Óscar Chiva
Keyword(s):  
Factor Structure ◽  
Primary Education ◽  
Well Being ◽  
Education Students ◽  
European Universities ◽  
Confirmatory Factor ◽  
International Audience ◽  
Fit Indexes ◽  
School Attitude ◽  
Development And Validation

This study presents the development and validation of a scale for Primary Education students that measures social well-being. A seven-factor structure was defined, with the factors being: achievement, cooperation, cohesion, coexistence, attitude towards school, attitude towards diversity and solidarity. 14 experts from independent European universities participated in the validation process of the scale. A substantial degree of agreement was reached by the experts (Fleiss' kappa = .74). The 38-item scale showed considerable reliability (Cronbach’s alpha =.91). The confirmatory factor analysis confirmed the original seven-factor structure with consistent goodness and badness of fit indexes. Responses by 486 students from five different schools in 3rd to 6th grades (ages 9 to 12) were analysed by factors, gender, age and schools. Strong relationships were found between several factors. The promising results in this study suggest that this scale may be suitable for an international audience regardless of the participants’ gender, age or school.

Student Perceptions of Collaboration Skills in an Interprofessional Context: Development and Initial Validation of the Self-Assessed Collaboration Skills Instrument

2018 ◽  
Vol 42 (4) ◽  
pp. 450-472 ◽  
Author(s):  
Leslie Hinyard ◽  
Eileen Toomey ◽  
Kathrin Eliot ◽  
Anthony Breitbach
Keyword(s):  
Factor Analysis ◽  
Student Perceptions ◽  
Factor Structure ◽  
Discriminant Validity ◽  
Assessment Tool ◽  
The Self ◽  
Three Dimensions ◽  
Initial Validation ◽  
Convergent And Discriminant Validity ◽  
Collaboration Skills

An integral component of interprofessional education (IPE) is the development of a collaboration-ready health-care workforce. While collaboration is a fundamental element of IPE, there is no existing measure of collaboration skills that is not context specific. This article describes the development and initial validation of the Self-Assessed Collaboration Skills (SACS) measure. Items were initially drawn from the Collaboration Skills Assessment Tool rubric, an educational assessment tool. The SACS measure was piloted in a sample of students in an introductory IPE course. Following scale revision, the SACS was piloted a second time in a sample of students in an IPE health systems course and then validated in a sample of students in an introductory IPE course. Exploratory factor analysis was used to assess scale factor structure in Pilots 1 and 2 and confirmatory factor analysis to confirm factor structure in the validation sample. Convergent and discriminant validity were also assessed. The final SACS measure is an 11-item scale consisting of three dimensions of collaboration: information sharing, learning, and team support. The SACS measure demonstrates high internal consistency and both convergent and discriminant validity as a measure of collaboration. The SACS can be implemented in any setting for assessing collaboration in clinical and nonclinical contexts.

Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation

2015 ◽  
Vol 18 ◽  
Author(s):  
Valeria E. Morán ◽  
Fabián O. Olaz ◽  
Zilda A. P. Del Prette
Keyword(s):  
College Students ◽  
Social Skills ◽  
Discriminant Validity ◽  
Evidence Based ◽  
Validity And Reliability ◽  
Convergent And Discriminant Validity ◽  
The Social ◽  
New Instrument ◽  
Fit Indexes ◽  
Development And Validation

AbstractIn this paper we present a new instrument called Social Skills Questionnaire for Argentinean College Students (SSQ-U). Based on the adapted version of the Social Skills Inventory - Del Prette (SSI-Del Prette) (Olaz, Medrano, Greco, & Del Prette, 2009), we wrote new items for the scale, and carried out psychometric analysis to assess the validity and reliability of the instrument. In the first study, we collected evidence based on test content through expert judges who evaluated the quality and the relevance of the items. In the second and third studies, we provided validity evidence based on the internal structure of the instrument using exploratory (n = 1067) and confirmatory (n = 661) factor analysis. Results suggested a five-factor structure consistent with the dimensions of social skills, as proposed by Kelly (2002). The fit indexes corresponding to the obtained model were adequate, and composite reliability coefficients of each factor were excellent (above .75). Finally, in the fourth study, we provided evidence of convergent and discriminant validity. The obtained results allow us to conclude that the SSQ-U is the first valid and reliable instrument for measuring social skills in Argentinean college students.

scholarly journals Social well-being at school: Development and validation of a scale for Primary Education students

2020 ◽  
Author(s):  
Lidon Moliner ◽  
Francisco Alegre ◽  
Alberto Cabedo ◽  
Óscar Chiva
Keyword(s):  
Factor Structure ◽  
Primary Education ◽  
Well Being ◽  
Education Students ◽  
European Universities ◽  
Confirmatory Factor ◽  
International Audience ◽  
Fit Indexes ◽  
School Attitude ◽  
Development And Validation

This study presents the development and validation of a scale for Primary Education students that measures social well-being. A seven-factor structure was defined, with the factors being: achievement, cooperation, cohesion, coexistence, attitude towards school, attitude towards diversity and solidarity. 14 experts from independent European universities participated in the validation process of the scale. A substantial degree of agreement was reached by the experts (Fleiss' kappa = .74). The 38-item scale showed considerable reliability (Cronbach’s alpha =.91). The confirmatory factor analysis confirmed the original seven-factor structure with consistent goodness and badness of fit indexes. Responses by 486 students from five different schools in 3rd to 6th grades (ages 9 to 12) were analysed by factors, gender, age and schools. Strong relationships were found between several factors. The promising results in this study suggest that this scale may be suitable for an international audience regardless of the participants’ gender, age or school.

Second-Order Factor Structure of the Vancouver Obsessive Compulsive Inventory (VOCI) in a Non-Clinical Sample

2011 ◽  
Vol 39 (5) ◽  
pp. 561-577 ◽  
Author(s):  
Carlo Chiorri ◽  
Gabriele Melli ◽  
Rosa Smurra
Keyword(s):  
Factor Structure ◽  
Discriminant Validity ◽  
Factor Model ◽  
Clinical Sample ◽  
Community Sample ◽  
Second Order ◽  
Self Report ◽  
Obsessive Compulsive ◽  
Confirmatory Factor Analyses ◽  
Order Factor

Background: The Vancouver Obsessive Compulsive Inventory (VOCI) is a self-report measure of the severity of obsessive-compulsive problems such as contamination, checking, obsessions, hoarding, needing things to be just right, and indecisiveness. In the seminal paper a six-correlated-factor structure was found in a sample of OC patients, but the issue of the factor structure of the VOCI in non-clinical populations was not addressed. Aim: This study assesses the psychometric properties and the factor structure of the Italian version of the VOCI in a non-clinical sample. Method: The VOCI was administered to a large community sample (n = 445). Some participants also completed a battery including measures of OC behaviour, worry, anxiety and depression (n = 89) and were administered the VOCI twice at an 8-week interval (n = 46). Results: Confirmatory factor analyses replicated the six-correlated-factor structure originally found in a patient sample, but a more parsimonious, second-order-factor model showed a statistically higher fit, suggesting that VOCI subscales can be considered as facets of a higher-order OCD factor. The whole item pool and each of the subscales showed good internal consistency, unidimensionality, test-retest reliability and convergent construct validity. As in the original version, limited support for discriminant validity was found. Scores were weakly associated with age, gender and education. Conclusions: Although some key issues still need to be investigated (e.g. sensitivity to change), the VOCI seems to be a psychometrically sound instrument for the assessment of OCD-related behaviours and thoughts and can be used in cultural contexts different from the original.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Factor Structure and Measurement Invariance of the Obsessive-Compulsive Inventory – Child Version (OCI-CV) in General Population

2017 ◽  
Vol 33 (2) ◽  
pp. 97-103 ◽  
Author(s):  
Tíscar Rodríguez-Jiménez ◽  
Antonio Godoy ◽  
José A. Piqueras ◽  
Aurora Gavino ◽  
Agustín E. Martínez-González ◽  
...  
Keyword(s):  
General Population ◽  
Children And Adolescents ◽  
Factor Structure ◽  
Self Report ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Good Consistency ◽  
Order Factor ◽  
General Populations ◽  
Report Measure

Abstract. Evidence-based assessment is necessary as a first step for developing psychopathological studies and assessing the effectiveness of empirically validated treatments. There are several measures of obsessive-compulsive disorder (OCD) and/or symptomatology in children and adolescents, but all of them present some limitations. The Obsessive-Compulsive Inventory-Revised (OCI-R) by Foa and her colleagues has showed to be a good self-report measure to capture the dimensionality of OCD in adults and adolescents. The child version of the OCI (OCI-CV) was validated for clinical children and adolescents in 2010, showing excellent psychometric properties. The objective of this study was to examine the factor structure and invariance of the OCI-CV in the general population. Results showed a six-factor structure with one second-order factor, good consistency values, and invariance across region, age, and sex. The OCI-CV is an excellent inventory for assessing the dimensions of OCD symptomatology in general populations of children and adolescents. The invariance across sex and age warrants its utilization for research purposes.

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