An Exploratory Factor Analysis on Generating Teaching and Learning Guiding Principles from Malaysian Teacher Educators’ Perspectives

The purpose of this study is to explore the importance of good values, attitudes and behaviour in teaching and learning. The study established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to look out the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 350 Malaysian teacher educators from 10 higher teacher education institutions selected. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all five items of Good Values (GV) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles. Abstrak Tujuan kajian ini adalah untuk meneroka kepentingan elemen nilai-nilai murni, sikap dan tingkah laku dalam pengajaran dan pembelajaran. Kajian yang ditubuhkan dengan menggunakan Instrumen Prinsip Panduan Pengajaran dan Pembelajaran (IPPPP) untuk melihat kebolehpercayaan dan kesahan instrumen dalam menjana prinsip panduan pengajaran dan pembelajaran (PPPP). Peserta terdiri daripada 350 pendidik guru Malaysia daripada 10 institusi pengajian tinggi guru terpilih. Ia adalah instrumen penting dalam menjana prinsip panduan pengajaran dan pembelajaran di peringkat pengajian tinggi di Malaysia. Analisis Pengesahan Faktor (APF) telah mengesahkan semua kelima-lima item konstruk Nilai-nilai Murni (NM) IPPPP di mana semua item menyatakan kebolehpercayaan yang tinggi dan konsisten. APF juga mengesahkan bahawa model faktor tunggal telah digunakan untuk menghasilkan prinsip panduan pengajaran dan pembelajaran.

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Attitudes of pre-service physical education teachers to healthism: Development and validation of the Attitude Towards Healthism Scale (ATHS)

European Physical Education Review ◽

10.1177/1356336x17742665 ◽

2017 ◽

Vol 25 (2) ◽

pp. 424-437 ◽

Cited By ~ 1

Author(s):

Laura Alfrey ◽

Justen O’Connor ◽

Sivanes Phillipson ◽

Dawn Penney ◽

Ruth Jeanes ◽

...

Keyword(s):

Factor Analysis ◽

Physical Education ◽

Exploratory Factor Analysis ◽

Teacher Educators ◽

Physical Education Teachers ◽

Individual Choice ◽

Rasch Modelling ◽

Bachelor Of Education ◽

Teachers Attitudes ◽

Development And Validation

Healthism is both an ideological and a regulative discourse that manifests as a tendency to conceive health as a product of individual choice. Healthism represents a collection of taken-for-granted assumptions, positioned at the intersection of morality, blame and health, that can lead to a privileging of ‘healthy’ and ‘productive’ individuals. It is argued that healthism is a key issue for physical educators and a significant focus for research. The validation of a scale – the Attitude Towards Healthism Scale (ATHS) – that seeks to quantify pre-service physical education teachers’ attitudes towards healthism is described. Participants were 201 pre-service teachers undertaking a Bachelor of Education degree in Australia. The factor structure of the initial 17-item scale was determined using an exploratory factor analysis followed by Rasch modelling and, lastly, confirmatory factor analysis. Initial exploratory factor analysis supported a unidimensional measure of healthism. Further Rasch modelling suggested that a refined 15-item ATHS scale functioned more effectively as two sub-scales that combined to provide a valid and reliable method of measuring the ideology of healthism. It is suggested that the ATHS will enable teacher educators and PSTs to discuss healthism with reference to attitudinal data, and examine how views change over time.

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Quality Learning Spaces, Resources, Technologies and Constructive Alignment Element in Teaching and Learning

Sains Humanika ◽

10.11113/sh.v11n1.1258 ◽

2018 ◽

Vol 11 (1) ◽

Author(s):

Azwani Masuwai

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Teaching And Learning ◽

High Reliability ◽

Cluster Sampling ◽

Learning Spaces ◽

Constructive Alignment ◽

Confirmatory Factor ◽

Guiding Principles ◽

Quality Learning

The purpose of this study is to explore the importance of quality learning spaces and constructive alignment in teaching and learning. The study established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to look out the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 357 Malaysian teacher educators from ten Malaysian higher teacher education institutions which were selected using cluster sampling technique. TLGPI is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 4 items of Quality Learning (QL) construct and also all 4 items of Constructive Alignment (CA) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

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Climate of Inquiry and Critical Reflection Element in Teaching and Learning in Higher Education Institutions

Sains Humanika ◽

10.11113/sh.v10n3-3.1516 ◽

2018 ◽

Vol 10 (3-3) ◽

Author(s):

Azwani Masuwai

Keyword(s):

Higher Education ◽

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Teaching And Learning ◽

Critical Reflection ◽

High Reliability ◽

Higher Education Institutions ◽

Reliability And Validity ◽

Confirmatory Factor ◽

Guiding Principles

The purpose of this study is to explore the importance of climate of inquiry and critical reflection in teaching and learning. The study was established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to identify the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 355 Malaysian educators from higher education institutions and teacher training institutions. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all five items of Climate of Inquiry (CI) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

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Development and Validation of Student’s MOOC-efficacy Scale: Exploratory Factor Analysis

Asian Journal of University Education ◽

10.24191/ajue.v17i4.16182 ◽

2021 ◽

Vol 17 (4) ◽

pp. 327

Author(s):

Norliza Ghazali ◽

Mohamad Sahari Nordin ◽

Tunku Badariah Tunku Ahmad

Keyword(s):

Factor Analysis ◽

Exploratory Factor Analysis ◽

Teaching And Learning ◽

Validity And Reliability ◽

Massive Open Online ◽

Information Searching ◽

Four Dimensions ◽

Higher Institution ◽

Learning Platforms ◽

Higher Institutions

Abstract: Massive Open Online Courses (MOOCs), the fast developing teaching and learning platforms of global interest, are the product of higher education's expanded usage of e-learning. MOOCs have been heralded as the potential educational breakthrough for the 21st century. A positive attitude toward self-efficacy is essential for successful MOOC implementation. However, only a few studies have been conducted to ascertain a student's MOOC efficacy level, and a very limited scale for assessing a student's MOOC efficacy has been identified in the context of Malaysia. This study aims to develop and validate a student’s MOOC-efficacy scale for higher institutions. In this study, students’ MOOC-efficacy was conceived in four ways (i.e. information searching, making queries, MOOC learning, and MOOC usability). A descriptive research design with a scale was employed to collect information from 289 students enrolled in higher institutions. The Educational and Psychological Testing Standards were adapted to develop a scale to gauge students’ MOOC-efficacy. The scale's appropriate items, as well as its validity and reliability, were determined using Exploratory Factor Analysis (EFA). Significant levels of validity and reliability for the developed scale were found. The scale comprised four dimensions, i.e., information searching (three items), making queries (seven items), MOOC learning (six items) and MOOC usability (seven items), amounting to a total of 23 items. This scale was then used to determine the efficacy of higher institution students in using MOOCs. The eigenvalues of the four MOOC efficacy dimensions were within the range of 1.39 to 8.49. The factor structures explained 63.9% of the total variance. The scores of reliability varied in the range of 0.822 to 0.890. This work produced a psychometrically sound scale to measure students’ MOOC efficacy. Students, educators, administrators, and other individuals may benefit from the application of the verified MOOC efficacy scale. The information generated from the scale can be utilized to determine the training needs of students, educators and MOOC developers. Keywords: Exploratory Factor Analysis (EFA), Massive Open Online Course (MOOC), student’s MOOC-efficacy, scale development, higher institutions.

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Measuring Impact of Stress in Sandwich Generation Caring for Demented Parents

GeroPsych ◽

10.1024/1662-9647/a000114 ◽

2014 ◽

Vol 27 (4) ◽

pp. 171-179 ◽

Cited By ~ 6

Author(s):

Laurence M. Solberg ◽

Lauren B. Solberg ◽

Emily N. Peterson

Keyword(s):

Factor Analysis ◽

Exploratory Factor Analysis ◽

Social Worker ◽

Resource Availability ◽

Well Being ◽

Sandwich Generation ◽

Item Questionnaire ◽

Significant Difference ◽

Adult Caregivers ◽

The Impact

Stress in caregivers may affect the healthcare recipients receive. We examined the impact of stress experienced by 45 adult caregivers of their elderly demented parents. The participants completed a 32-item questionnaire about the impact of experienced stress. The questionnaire also asked about interventions that might help to reduce the impact of stress. After exploratory factor analysis, we reduced the 32-item questionnaire to 13 items. Results indicated that caregivers experienced stress, anxiety, and sadness. Also, emotional, but not financial or professional, well-being was significantly impacted. There was no significant difference between the impact of caregiver stress on members from the sandwich generation and those from the nonsandwich generation. Meeting with a social worker for resource availability was identified most frequently as a potentially helpful intervention for coping with the impact of stress.

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The Hierarchical Model of Exercise Dependence

Journal of Individual Differences ◽

10.1027/1614-0001/a000172 ◽

2015 ◽

Vol 36 (4) ◽

pp. 247-257 ◽

Cited By ~ 1

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.

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Subclinical Sadism and the Dark Triad

Journal of Individual Differences ◽

10.1027/1614-0001/a000284 ◽

2019 ◽

Vol 40 (3) ◽

pp. 127-133 ◽

Cited By ~ 6

Author(s):

Laura K. Johnson ◽

Rachel A. Plouffe ◽

Donald H. Saklofske

Keyword(s):

Factor Analysis ◽

University Students ◽

Personality Traits ◽

Exploratory Factor Analysis ◽

Convergent Validity ◽

Dark Triad ◽

Antisocial Personality ◽

Factor Solution ◽

Online Study ◽

Antisocial Personality Traits

Abstract. The Dark Triad is a constellation of three antisocial personality traits: Machiavellianism, narcissism, and psychopathy. Recently, researchers have introduced a “Dark Tetrad” that includes subclinical sadism, although others suggest considerable overlap between psychopathy and sadism. To clarify the position of sadism within the Dark Triad, an online study was conducted with 615 university students. Exploratory factor analysis revealed that a six-factor solution fit the data best, representing Machiavellianism, psychopathy, physical sadism, verbal sadism, narcissism, and vicarious sadism. Furthermore, convergent validity was supported through sadism’s correlations with the HEXACO personality traits. The results support sadism’s inclusion within the Dark Tetrad as a unique construct but with some conceptual overlap with psychopathy.

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Equivalent Factorial Structure of the Brief Symptom Inventory (BSI) in Clinical and Nonclinical Jordanian Populations

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000016 ◽

2010 ◽

Vol 26 (2) ◽

pp. 116-121 ◽

Cited By ~ 6

Author(s):

Fawzi S. Daoud ◽

Amjed A. Abojedi

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Exploratory Factor Analysis ◽

Clinical Sample ◽

Brief Symptom Inventory ◽

Factorial Structure ◽

Symptom Inventory ◽

Confirmatory Factor ◽

Item Checklist ◽

General Psychological Distress

This study investigates the equivalent factorial structure of the Brief Symptom Inventory (BSI) in clinical and nonclinical Jordanian populations, using both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The 53-item checklist was administered to 647 nonclinical participants and 315 clinical participants. Eight factors emerged from the exploratory factor analysis (EFA) for the nonclinical sample, and six factors emerged for the clinical sample. When tested by parallel analysis (PA) and confirmatory factor analysis (CFA), the results reflected a unidimensional factorial structure in both samples. Furthermore, multigroup CFA showed invariance between clinical and nonclinical unidimensional models, which lends further support to the evidence of the unidimensionality of the BSI. The study suggests that the BSI is a potentially useful measure of general psychological distress in clinical and nonclinical population. Ideas for further research are recommended.

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