scholarly journals Development of a Cigarette Smoking Obscenity Scale (CSOS) in adolescents: an exploratory sequential mixed method design

2020 ◽  
Vol 10 (2) ◽  
pp. 129-134
Author(s):  
Khadijeh Keshavarzian ◽  
Haidar Nadrian ◽  
Asghar Mohammadpoorasl
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Cigarette Smoking ◽  
Factor Structure ◽  
Goodness Of Fit ◽  
Intraclass Correlation ◽  
Negative Attitude ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
School Students

Background: Considering the increasing prevalence rate of smoking among Iranian adolescents,and recent evidence on the relationship between obscenity of smoking and tendency of adolescents towards the behavior, there is a need for an appropriate measurement tool to measure the level of obscenity on cigarette smoking among adolescents. This study was conducted to develop a valid and reliable questionnaire for measuring the obscenity of cigarette smoking in adolescents. Methods: This study was conducted in Tabriz, Iran, using an exploratory sequential mixed methods design. To explain the concept of obscenity and develop the questionnaire’s items, 18 students attended semi-structured individual interviews and 13 others took part in focus group discussions (FGDs) in three groups of 4-5. Extracting and summarizing the codes derived from the interviews, an item pool was developed, from which the initial draft of the scale was provided.Next, the psychometric properties of the scale were assessed using face, content, construct, and predictive validity, as well as internal consistency, and reliability in a sample of 1013 high school students. Results: The 22-item Cigarette Smoking Obscenity Scale (CSOS) was developed based on thecodes derived from qualitative data. Explanatory factor analysis revealed five-factor structure(Negative Attitude; Negative Consequence; Negative Valuation; Inappropriate Relationship; Agateway to addiction). In confirmatory factor analysis, the χ2/df ratio was 3.911 for the CSOS five-factor structure. Suitable values were obtained for the goodness of fit indices (GFI = 0.88,AGFI = 0.85, NFI = 0.87, IFI = 0.90, CFI = 0.90, RFI = 0.85, and RMSEA = 0.072). The Cronbach’s alpha and intraclass correlation (ICC) coefficients for the constructs ranged between 0.77 to 0.90 and 0.80 to 0.91, respectively. Conclusion: The validity and reliability of the CSOS was appropriate; therefore, it can be used infuture studies as a suitable tool for measuring the obscenity of cigarette smoking in adolescents.

scholarly journals Reliability and Validity of the Persian Version Emotional Self-efficacy Scale for Young Adolescents

2021 ◽  
Vol 11 (1) ◽  
pp. 61-70
Author(s):  
Zahra Mohammadi ◽  
◽  
Zohreh Meshkati ◽  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Factor Structure ◽  
Self Efficacy ◽  
Reliability And Validity ◽  
First Grade ◽  
Validity And Reliability ◽  
School Students ◽  
Statistical Population ◽  
Persian Version

Background: The present research aimed at determining the reliability and validity of the Persian version of the Emotional Self-Efficiency Scale (ESES) for adolescents of Isfahan city. This study was conducted using a developmental research method. The statistical population consisted of all the first-grade high school students of Isfahan city in 2018 (n=59396). Methods: A total number of 280 students (160 girls and 120 boys, mean±SD age of 12.98±1.14) were selected using a stratified random sampling method, and completed ESES for adolescents (2015), as well as Self-Efficacy Questionnaire for Children (2001). Results: An Exploratory Factor Analysis (EFA) revealed the four-factor structure of ESES. A Confirmatory Factor Analysis (CFA) also confirmed the fit of the four-factor structure of the scale. The results of the within-group correlation coefficient were obtained to investigate the acceptable test-retest reliability. The results of the correlation between the above-mentioned scale and SEQ-C instrument was also significant (P<0.05). Moreover, ESES and its dimensions had proper reliability over time. The reliability obtained by Cronbach’s alpha for all four dimensions of the questionnaire, given the number of items, was higher than 0.5 for each dimension and higher than 0.7 for the whole scale, which was acceptable. Conclusion: These findings indicate the acceptable validity and reliability of ESES for Isfahan’s adolescents, and its validity and reliability should be investigated in broader research on Iranian children and adolescents.

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.

scholarly journals Family Relational Boundaries Questionnaire (FRBQ): Developing and Standardization

2021 ◽  
Vol 9 (4) ◽  
pp. 20-33
Author(s):  
Ahmadreza Kiani Chalmardi ◽  
◽  
Masoud Asadi ◽  
Asghar Shiralipur ◽  
Elham Fathi ◽  
...  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Family Relationships ◽  
Convergent Validity ◽  
Structural Reliability ◽  
Family Relationship ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
School Students ◽  
Relationship Boundaries

Objective: The present study attempted to develop and validate the Family Relationships Questionnaire (FRQ) Based on Minuchin’s Structural Family Therapy (SFT). Methods: The study sample was comprised of 200 high school students; they were selected by cluster sampling method from Mazandaran, Sari City, Iran. The research instrument included a researcher-developed questionnaire, based on Minuchin’s SFT. Results: The exploratory factor analysis data have led to extracting 3 factors; normal boundary, enmeshment boundary, and disengaged boundary. Additionally, the obtained results suggested that the 3 elicited factors explained 62.28 variances of family relationships boundaries. Confirmatory factor analysis results revealed that elicited factors can also measure family relationships boundaries. Reliability analysis, distinctive, and convergent validity of the components of family relationship boundaries indicated that questions in assessing the components of family relationships boundaries are clear and defined. Reliability testing with Cronbach’s alpha coefficient reported a score of above 0.60 and the structural reliability was measured to be above 0.70. In other words, all 3 components can define the FRQ constructs as well. For validation, we first calculated the scores of family relationships boundaries and categorized those in a frequency table. The results scores of T and Z values revealed that the scores above the mean value indicated that more participants were aware of their family relationship boundaries. Conclusion: The present research results suggested that this questionnaire has proper validity and reliability; thus, it is proper for assessing family relationship boundaries. Therefore, the collected results can help to assess family relationship boundaries and to develop proper strategies for treatment and future researches.

Development and Initial Validation of a Measure of Academic Behaviors Associated With College and Career Readiness

2011 ◽  
Vol 19 (4) ◽  
pp. 375-391 ◽  
Author(s):  
Allison Lombardi ◽  
Mary Seburn ◽  
David Conley
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Goodness Of Fit ◽  
Value Added ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Academic Behaviors ◽  
9Th Grade ◽  
College And Career

In this cross-validation study, the authors examined the psychometric properties of a measure of academic behaviors associated with college and career readiness intended for high school students. An exploratory factor analysis (EFA) was conducted with a randomly selected portion of the sample ( n = 413) and resulted in four reliable factors: Goal-driven Behaviors, Persistence, Study Skills, and Self-Monitoring. A confirmatory factor analysis was conducted with the remaining sample ( n = 610). Goodness-of-fit indices indicated acceptable model fit. Follow-up analyses revealed significant differences in factor scores among 9th grade students according to gender and race but no significant differences between students in grades 10 through 12, showing the measure functions similarly across students for the most part and particularly for students approaching graduation. Implications for use as a value-added assessment in secondary environments are discussed.

scholarly journals Motivation Scale For Participation In Physical Activity (MSPPA): A study of validity and reliabilityFiziksel Aktiviteye Katılım Motivasyonu Ölçeği (FAKMÖ): Geçerlik ve güvenirlik çalışması

2018 ◽  
Vol 15 (4) ◽  
pp. 2479 ◽  
Author(s):  
Gönül Tekkurşun Demir ◽  
Halil İbrahim Cicioğlu
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Relevant Literature ◽  
English Summary ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
School Students ◽  
Test Form ◽  
Motivation Scale

The aim of this study is to develop a valid and reliable measurement tool to measure the motivation of high school students to participate in physical activity. In the study, the relevant literature was searched and focus group interview was made with three different groups composed of 8 high school students, and an item pool with 55-item was created considering the opinions of experts. After the expert opinions were received, necessary corrections were made on the test form and applied to 308 high school students attending Ödemiş Anatolian High School and Ödemiş Ticaret Odası Anatolian High School in Ödemiş, İzmir in 2016-2017 academic year. As a result of the exploratory factor analysis, the form, which is formed by 16 items and 3 sub-dimensions, accounts for 54.69% of the total variance. In the result of the CFA, the values of fit indices were examined and it was seen that the 3 factorial structure of the scale consisting of 16 items was confirmed as a model. The scale was found to be reliable according to Cronbach's Alfa internal consistency tested to determine the reliability of the scale and the Spearman Brown two-tailed reliability coefficient values. As a result, it was concluded that the "Motivation Scale For Participation In Physical Activity (MSPPA)" is valid and reliable.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmanın amacı, lise öğrencilerinin fiziksel aktiviteye katılım motivasyonlarını ölçebilmek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Çalışmada ilgili literatür taranmış, üç farklı gruptan oluşan 8’er lise öğrencisi ile odak grup görüşmesi yapılmış ve uzman görüşleri göz önünde bulundurularak 55 maddelik bir madde havuzu oluşturulmuştur. Uzman görüşleri alındıktan sonra denemelik form üzerinde gerekli düzeltmeler yapılmış ve 2016-2017 eğitim öğretim yılında İzmir ili Ödemiş ilçesinde Ödemiş Anadolu Lisesi ve Ödemiş Ticaret Odası Anadolu Lisesi’nde öğrenimine devam eden 308 lise öğrencisine uygulanmıştır. Açımlayıcı faktör analizi sonucunda, 16 madde ve 3 alt boyuttan oluştuğu tespit edilen form, toplam varyansın %54,69’unu açıklamaktadır. Yapılan DFA sonucunda da uyum indeks değerlerine bakılmış ve 16 maddeden oluşan ölçeğin 3 faktörlü yapısının bir model olarak doğrulandığı görülmüştür. Ölçeğin güvenirliğini belirlemek için test edilen Cronbach-Alfa iç tutarlık ve Spearman Brown iki yarı güvenirlik katsayı değerlerine göre ölçeğin güvenilir olduğu sonucuna varılmıştır. Sonuç olarak, “Fiziksel Aktiviteye Katılım Motivasyonu Ölçeği (FAKMÖ)” nin geçerli ve güvenilir olduğu sonucuna varılmıştır.

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 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.

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 Development and psychometric properties of the Nursing Student Academic Resilience Inventory (NSARI): A mixed-method study

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252473
Author(s):  
Tayyebeh Ali-Abadi ◽  
Abbas Ebadi ◽  
Hamid Sharif Nia ◽  
Mohsen Soleimani ◽  
Ali Asghar Ghods
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Factor Structure ◽  
Mixed Method ◽  
Goodness Of Fit ◽  
Nursing Student ◽  
Academic Resilience ◽  
Validity And Reliability ◽  
Confirmatory Factor ◽  
Qualitative Phase

Introduction Resilience has been proposed as a suitable solution to better deal with nursing students in cases of challenges but the complex and multidimensional nature of resilience has made its measurement challenging. This study aimed to develop and validate a new inventory theory-driven labeled Nursing Student Academic Resilience Inventory. Methods This study was performed with an exploratory sequential mixed-method design. In the qualitative phase of the study, individual interviews were conducted by including 15 participants to elicit the concept of resilience through purposive sampling. In the quantitative phase, psychometric analysis of the extracted items was performed using face, content, and construct validities (exploratory and confirmatory factor analyses) on a sample size of 405 nursing students. Besides, reliability has been tested using internal consistency and test-retest methods. According to the COSMIN standards, beside two important indicators of validity and reliability, responsiveness and interpretability were also considered. Results A 6-factor structure (optimism, communication, self-esteem/evaluation, self-awareness, trustworthiness, and self-regulation) with 24 items were extracted in terms of the derived categories from the qualitative phase. In confirmatory factor analysis, the χ2/df ratio was calculated as 2.11 for the NSARI six-factor structure. Suitable values were obtained for the goodness of fit indices (CFI = 0.904, AGFI = 0.885, IFI = 0.906, PCFI = 0.767, and RMSEA = 0.053). In the second-order factor analysis, AVE = 0.70 indicated the existence of both convergent and divergent validities. The Cronbach’s alpha and omega coefficients were investigated as (0.66–0.78) and (0.66–0.80), respectively. The AIC was between 0.33 and 0.45 for all factors, which is an acceptable rate. Additionally, an intraclass correlation coefficient (ICC) was obtained as .903 for the whole instrument (CI .846- .946, P <0.0001). Conclusion Multidimensional nature of resilience was supported through exploring its 6-factor structures in the nursing students’ field. This tool also showed an acceptable validity and reliability for measuring resilience in the population of nursing students.

Adaptation of the Competencies for Disaster Nursing Management Questionnaire: Turkish Version

2021 ◽  
pp. 1-7
Author(s):  
Utku Durgut ◽  
Tulin Yildiz
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Content Validity ◽  
Goodness Of Fit ◽  
Measurement Tool ◽  
Nursing Management ◽  
Validity And Reliability ◽  
Validity Index ◽  
Content Validity Index ◽  
Confirmatory Factor

Abstract Objective: This study aimed to carry out the validity and reliability study for the adaptation of the Competencies for Disaster Nursing Management Questionnaire (CDNMQ), which was developed by Al Thobaity and others in 2016, (https://pubmed.ncbi.nlm.nih.gov/26778698/) to Turkish, and to be able to use in the nursing literature. Method: This study was conducted in a methodological approach. The scale used in this study was a 10-point Likert scale with 43 items and 3 subfactors. The questionnaire was applied to 450 nurses. The validity and reliability of the scale were evaluated using the exploratory and confirmatory factor analysis. The content validity index was measured within the scope of the internal consistency measurements, and the Pearson’s product-moment correlation coefficient was examined for the test-retest. Results: The content validity index score was found to be 0.98. As a result of the confirmatory factor analysis of the CDNMQ, it was found that the 3-factor structure of the scale was valid and the goodness of fit tests was appropriate. Conclusion: The findings have shown that the CDNMQ study is similar to the original scale and an adequate measurement tool in determining competencies in disaster nursing management.

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