Development and validation of the Pediatric Asthma kNowleDge and mAnagement (P.A.N.D.A) questionnaires

2021 ◽  
pp. 1-15
Author(s):  
Clara Levivien ◽  
Jennifer Kendrick ◽  
Roxane Carr
Keyword(s):  
Pediatric Asthma ◽  
Asthma Knowledge ◽  
Development And Validation

Pediatric Asthma Readmission: Asthma Knowledge Is Not Enough?

2015 ◽  
Vol 166 (1) ◽  
pp. 101-108.e1 ◽  
Author(s):  
Katherine A. Auger ◽  
Robert S. Kahn ◽  
Matthew M. Davis ◽  
Jeffrey M. Simmons
Keyword(s):  
Pediatric Asthma ◽  
Asthma Knowledge

Racial/ethnic differences in pediatric asthma management: the importance of asthma knowledge, symptom assessment, and family-provider collaboration

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Alayna P. Tackett ◽  
Michael Farrow ◽  
Sheryl J. Kopel ◽  
Maria T. Coutinho ◽  
Daphne Koinis-Mitchell ◽  
...  
Keyword(s):  
Ethnic Differences ◽  
Asthma Management ◽  
Pediatric Asthma ◽  
Symptom Assessment ◽  
Asthma Knowledge ◽  
Racial Ethnic

scholarly journals Development and validation of an asthma knowledge questionnaire for use in Brazil

2010 ◽  
Vol 36 (1) ◽  
pp. 8-13 ◽  
Author(s):  
Marcos Carvalho Borges ◽  
Érica Ferraz ◽  
Sílvia Maria Romão Pontes ◽  
Andrea de Cássia Vernier Antunes Cetlin ◽  
Roseane Durães Caldeira ◽  
...  
Keyword(s):  
Internal Consistency Reliability ◽  
Self Report ◽  
Good Reliability ◽  
Adult Asthma ◽  
Asthma Knowledge ◽  
Knowledge Questionnaire ◽  
Bartlett’S Test ◽  
Significant Difference ◽  
Asthma Patients ◽  
Development And Validation

OBJECTIVE: To develop and validate an asthma knowledge questionnaire for use in adult asthma patients in Brazil. METHODS: A 34-item self-report questionnaire was constructed and administered to adult asthma patients and adult controls. The maximum total score was 34. RESULTS: The questionnaire was shown to be discriminatory, with good reliability and reproducibility. The mean score for asthma patients and controls was, respectively, 21.47 ± 4.11 (range: 9-31) and 17.27 ± 5.11 (range: 7-28; p < 0.001). The Kaiser-Meyer-Olkin measure of sampling adequacy was 0.53, and the Bartlett's test of sphericity demonstrated a satisfactory suitability of the data to factor analysis (p < 0.001). There was no significant difference between the total scores obtained in the first and in the second application of the questionnaire within a two-week interval (p = 0.43). The internal consistency reliability (KR-20 coefficient) was 0.69. CONCLUSIONS: This study has validated an asthma knowledge questionnaire for use in Brazil.

18: Measuring Quality-of-Life after Surgery: Development and Validation of the Convalescence and Recovery Evaluation (CARE)

2007 ◽  
Vol 177 (4S) ◽  
pp. 7-7
Author(s):  
Brent K. Hollenbeck ◽  
J. Stuart Wolf ◽  
Rodney L. Dunn ◽  
Martin G. Sanda ◽  
David P. Wood ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Development And Validation

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.

Sign in / Sign up

Export Citation Format

Share Document