VALIDATION OF THERMOCHEMISTRY SUPPLEMENT BOOK BASED PROBLEM SOLVING TO TRAIN STUDENTS METACOGNITIVE SKILLS

This research aims to know validity of thermochemistry suplement book based problem solving to train students metacognitive skills includes the content and construct. Content validity includes the suitability of the material and questions. Construct validity includes presentation and readability techniques. Problem solving model has 4 steps, that are understanding the problem, devising a plan, carrying out the plan, and lock back. Metacognitive skills consist of 3 components, namely planning, monitoring, and evaluating. The type of research used is the Research and Development (R&D) from Sugiyono. The supplement book was assessed by 3 experts in the field of chemical education using a validation instrument. The results showed that a chemical supplement book based on problem solving to train students' metacognitive skills on thermochemical material was very good with a score of 91.6% in content validation and 84.9% in construct validation.

Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students

While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we extend the scope to cognitive absence. The behavior of students who are physically present but cognitively disengaged has largely been neglected in educational research thus far. This deficit stands in contrast to the widely accepted importance of cognitive activation in the classroom. The core of our contribution consists in the presentation and the construct validation of a newly developed scale for measuring cognitive class avoidance (inattention in class). We evaluated this measurement instrument in a cross-sectional study with a sample of 171 seventh- to ninth-grade students (M = 14.3 years, SD = .94). Our data confirmed a theoretically founded g-factor model. The results of the analysis point to a limited prevalence of cognitive class avoidance. Such forms of behavior were significantly more frequently reported by boys than by girls, however.

Cultural Orientation, Parental Emotion Socialization, and Adolescents’ Socio-Emotional Functioning Across Three Asian Cultures: India, China, and Singapore

Limited research has examined parental emotion socialization across Asian cultural contexts. Guided by the theoretical frameworks of family change and self-construal, this study examined cultural orientation toward independence-interdependence, parental emotion socialization processes, and their relations with adolescents’ psychological adjustment across three Asian cultural contexts—rural families in South India, suburban families in China, and families in Singapore. Participants included 300 Indian adolescents ( Mage = 15.58 years; 57.3% male) and their parents, 310 Chinese adolescents ( Mage = 13.04 years; 46.3% female) and their parents, and 241 Singaporean adolescents ( Mage = 14.44 years; 48.3% female) and their parents. Both adolescents and parents completed self-report measures of cultural orientation and emotion socialization, and adolescents completed a measure of their psychological adjustment. We first established construct validation for two emotion socialization processes and found that the factor structure for parental reactions varied across Asian contexts and parent versus adolescent reports, while the factor structure for parental emotion expressivity varied only across informants. Second, we tested whether the two parental emotion socialization processes mediated the association between cultural orientation toward independence-interdependence and adolescent behavior problems, and found differential relations across the three Asian contexts. Our data supported the model of family change and showed that across the Asian societies, the variations in independence-interdependence orientation provide different models of parental emotion socialization with nuances in meaning and function, as revealed by the construct validation of parental reactions and emotional expressivity and their implications for adolescents’ socio-emotional functioning.

Construct Validation of Self-Determination Theory in Second Language Scale: The Bifactor Exploratory Structural Equation Modeling Approach

The present study aimed to assess the construct validity of the Self-Determination Theory in Second Language Scale (SDT-L2; Alamer, 2021). The study involved 266 undergraduate students learning English as a second language (L2) in Saudi Arabia. The factorial structure of the SDT-L2 was examined using the advanced bifactor-Exploratory Structural Equation Modeling (ESEM) method. The scale provided adequate composite reliability and the bifactor ESEM provided unique details about the multidimensionality of the scale which accounted for the specific constructs (i.e., intrinsic, identified, introjected, and external regulations) and the general constructs (i.e., autonomous motivation and controlled motivation), and allowed for assessment of convergent and discriminant validity. Predictive validity was established by showing that autonomous motivation significantly predicted L2 performance, while controlled motivation did not. Overall, the study demonstrated the usefulness of the bifactor ESEM for construct validation purposes and the results showed that SDT-L2 is a valid scale to assess students’ L2 motivation based on SDT perspective.

Applying Behaviour Change Models to Policymaking: Development and Validation of the Policymakers’ Information Use Questionnaire (POLIQ)

BackgroundThe purpose of this study was to develop and validate the Policymakers’ Information Use Questionnaire (POLIQ) to capture the intention of individuals in decision-making position, such as health policymakers, to act on research-based evidence, in order to inform theory and the application of behaviour change models to decision-making. MethodsThe development and validation comprised three steps: item generation, qualitative face validation, and factorial construct validation. Confirmatory factor analysis was applied to estimate item-domain correlations for five pre-defined constructs relating to content, beliefs, behaviour, control and intent. Cronbach’s alpha coefficient was calculated to assess overall consistency of questionnaire items with the pre-defined constructs. Participants in the item generation and face validation were health and policy researchers and two former decision-makers (former assistant deputy ministries) from Canadian provincial level. Participants in the construct validation were 39 Canadian decision-makers at various positions of municipal, provincial, and federal jurisdiction who participated in a series of policy dialogues focused on childhood disability research. ResultsInternal consistency of items belonging to the respective questionnaire domains was moderate to high with estimated Cronbach’s α values ranging from 0.67 to 0.84. Estimated item-domain correlations indicated moderate to high measurement performance for the domains norm, control and beliefs, whereas weak to moderate correlations resulted for the constructs content and intent. Estimate imprecisions of factor loadings (95% confidence interval widths) were considerable for the questionnaire domains content and intent. ConclusionThe study findings provide initial evidence on face validity and appropriate measurement properties of the POLIQ based on a convenient sample of decision-makers in social and health policy. Larger validation studies in relevant populations are needed to further establish psychometric properties and utility of the POLIQ.