scholarly journals Reliability and Validity of Compulsive Buying Scale Without Middle Point

2021 ◽  
Vol 12 (3) ◽  
pp. 3604-3610
Author(s):  
Santanu Choudhury Et.al
Keyword(s):  
Convergent Validity ◽  
Reliability And Validity ◽  
Compulsive Buying ◽  
Buying Behavior ◽  
Internal Reliability ◽  
Middle Point ◽  
Population Correlation ◽  
Test Population ◽  
Behavior Scale ◽  
Z Transformation

Objective: The study aims at finding out the affect of reliability and validity for the compulsive buying behavior scale by Valence, d’ Astou’s and Fortier Scale without middle point. Methodology: Responses across 5 to 9 point scales are obtained to calculate the reliability and validity of compulsive buying behavior scale by Valence, d’ Astou’s and Fortier Scale. Cronbach’s alpha is used to measure the internal reliability of the scale. To compare the reliability coefficients among different scale points Feldt test and Hakstian-Whalen test are used. Convergent validity for measuring inter-correlations between scales with different numbers of response categories is used and Fisher’s –r to –z transformation is used to test population correlation coefficient. Conclusion: From study it is concluded that there is no change in reliability and validity when the middle point is dropped from the compulsive buying scale.

scholarly journals DARBUOTOJŲ PSICHOLOGINIS ĮGALINIMAS: LIETUVIŠKOJO TYRIMO METODO PSICHOMETRINĖS CHARAKTERISTIKOS

Psichologija ◽  
2013 ◽  
Vol 47 ◽  
pp. 44-60
Author(s):  
M. Tvarijonavičius ◽  
D. Bagdžiūnienė
Keyword(s):  
Intrinsic Motivation ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Psychological Empowerment ◽  
Reliability And Validity ◽  
Future Research ◽  
Internal Reliability ◽  
Five Dimensions ◽  
Motivation Scale

Straipsnyje analizuojama darbuotojų psichologinio įgalinimo problema, pristatomas lietuviškas psichologinio įgalinimo vertinimo klausimynas ir jo psichometrinės charakteristikos. Metodas parengtas dviem etapais, naudojant empirinę skalių konstravimo strategiją. Pirmajame etape, taikant grupinio interviu ir ekspertinio vertinimo metodus, parengti psichologinio įgalinimo vertinimo teiginiai. Antrajame etape atliktas empirinis tyrimas (dalyvavo 189 tiriamieji, reprezentuojantys 8 Lietuvos organizacijas). Remiantis jo rezultatais parengtas lietuviškas psichologinio įgalinimo vertinimo klausimynas. Tiriamosios faktorių analizės metodu išskirti penki faktoriai: prasmė, entuziazmas, sprendimų priėmimas, autonomija ir pasitikėjimas kompetencija. Klausimynas pasižymi dideliu vidiniu patikimumu (bendras Cronbacho α = 0,909, atskirų subskalių nuo 0,755 iki 0,880), dideliu konvergentiniu ir diskriminantiniu konstrukto validumu tiek viso klausimyno, tiek atskirų penkių skalių lygmeniu.Pagrindiniai žodžiai: psichologinis įgalinimas, psichologinio įgalinimo klausimynas, patikimumas, validumas.EMPLOYEE PSYCHOLOGICAL EMPOWERMENT: PSYCHOMETRIC PROPERTIES OF THE LITHUANIAN QUESTIONNAIREMantas Tvarijonavičius, Dalia Bagdžiūnienė SummaryEmployee psychological empowerment is treated as a multidimensional construct manifesting in several dimensions. It has been researched for several decades using various scales depending on the definition of psychological empowerment chosen by a reasercher. However, there is a lack of widely applicable, compact instruments for a reliable and valid assessment of psychological empowerment. Furthermore, there has been a lack of empowerment research in Lithuania. Therefore, the purpose of this study is to construct a Lithuanian psychological empowerment questionnaire and to evaluate its psychometric properties (reliability and validity).The strategy of the empirical construction of a questionnaire was used. At first, statements to describe the concept of psychological empowerment were generated, using group interviews and expert evaluation. Fifteen final items were included into the Lithuanian Psychological Empowerment Questionnaire (LPEQ). Then, an empirical research was performed: 189 respondents from 8 organizations filled up the LPEQ, G.M. Spreizer (1995) Psychological Empowerment Questionnaire (PEQ), B. E. Ashforth (1990) Helplessness Scale, Intrinsic Motivation Scale (Warr et al., 1979), and socio-demografic questions.The results of the study have revealed that the LPEQ has a high internal reliability (Cronbach α = 0.909). Five factors were extracted using the exploratoryfactor analysis, three items each. Psychological empowerment was defined based on five dimensions: meaning, enthusiasm, decision making, authonomy, and trust in competence. The Cronbach α was between 0.755 and 0.880 for the dimension level. These five dimensions show support for the existing models of psychological empowerment (Spreitzer, 1995; Menon, 2001), but also they supplement these models with for instance, the dimension of enthusiasm.The convergent validity of the LPEQ was confirmed by strong correlations (p < 0.01) between the LPEQ and the PEQ subscales, and the Intrinsic Motivation Scale. It was supported by a negative correlation between the LPEQ subscales and the Helplessness Scale. Based on the analysis of correlations, the discriminant validity of the LPEQ dimensions’ levels was confirmed.In conclusion, the Lithuanian Psychological Empowerment Questionnaire (LPEQ) can be characterized as an instrument with appropriate psychometricproperties for the use in research and practice. Directions for the future research in the field have been offered.Key words: psychological empowerment, psychological empowerment questionnaire, reliability, validity.

Development and validation of an instrument to measure undergraduate chemistry students’ critical thinking skills

2020 ◽  
Vol 21 (1) ◽  
pp. 62-78
Author(s):  
Stephen M. Danczak ◽  
Christopher D. Thompson ◽  
Tina L. Overton
Keyword(s):  
Critical Thinking ◽  
Convergent Validity ◽  
Chemistry Education ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Internal Reliability ◽  
Validity Testing ◽  
Chemistry Students ◽  
Undergraduate Chemistry

The importance of developing and assessing student critical thinking at university can be seen through its inclusion as a graduate attribute for universities and from research highlighting the value employers, educators and students place on demonstrating critical thinking skills. Critical thinking skills are seldom explicitly assessed at universities. Commercial critical thinking assessments, which are often generic in context, are available. However, literature suggests that assessments that use a context relevant to the students more accurately reflect their critical thinking skills. This paper describes the development and evaluation of a chemistry critical thinking test (the Danczak–Overton–Thompson Chemistry Critical Thinking Test or DOT test), set in a chemistry context, and designed to be administered to undergraduate chemistry students at any level of study. Development and evaluation occurred over three versions of the DOT test through a variety of quantitative and qualitative reliability and validity testing phases. The studies suggest that the final version of the DOT test has good internal reliability, strong test–retest reliability, moderate convergent validity relative to a commercially available test and is independent of previous academic achievement and university of study. Criterion validity testing revealed that third year students performed statistically significantly better on the DOT test relative to first year students, and postgraduates and academics performed statistically significantly better than third year students. The statistical and qualitative analysis indicates that the DOT test is a suitable instrument for the chemistry education community to use to measure the development of undergraduate chemistry students’ critical thinking skills.

The Health of the Nation Outcome Scales for Children and Adolescents in an Adolescent In-Patient Sample

2005 ◽  
Vol 39 (3) ◽  
pp. 129-135 ◽  
Author(s):  
Paul H. Harnett ◽  
Natalie J. Loxton ◽  
Trevor Sadler ◽  
Leanne Hides ◽  
Andrea Baldwin
Keyword(s):  
Children And Adolescents ◽  
Convergent Validity ◽  
Psychiatric Treatment ◽  
Reliability And Validity ◽  
Global Functioning ◽  
Internal Reliability ◽  
Length Of Treatment ◽  
Test Retest Reliability ◽  
The Impact

Objective: The primary aims of the study were to examine the reliability and validity of the Health of the Nation Outcome Scales for Children and Adolescents (HoNOSCA) in a sample of adolescents requiring medium to long-term in-patient psychiatric treatment and to examine the association between HoNOSCA scores and age, gender and length of treatment. Methods: A multidisciplinary team completed the HoNOSCA for 51 adolescent patients at intake and at 3- and 6-months following admission to the unit. Results: The study provided support for the test-retest reliability, concurrent and convergent validity, but not the internal reliability, of the HoNOSCA. Total HoNOSCA scores at intake were similar to those found in adolescent outpatient samples, although there were some differences at the level of individual items. Similarly, while the total HoNOSCA score showed some sensitivity to change, using the total HoNOSCA score obscured important changes in specific domains of functioning over the course of admission. Conclusion: The HoNOSCA was found to be a valid measure of global functioning at intake, thereby supporting its use in an adolescent psychiatric unit. However, focusing on individual items, rather than total score, appears more useful in evaluating the impact of inpatient psychiatric treatment on adolescents.

scholarly journals Validating the Arabic Scale of Happiness among College Students

2021 ◽  
Vol 14 (1) ◽  
pp. 46-52
Author(s):  
Hamzeh M. Dodeen ◽  
Brettjet L. Cody
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Satisfaction With Life ◽  
Reliability And Validity ◽  
Satisfaction With Life Scale ◽  
Dominant Factor ◽  
Internal Reliability ◽  
Culturally Influenced

Background: Happiness is well known to have positive consequences not only on one person but also on society as a whole. For this reason, psychologists have become increasingly interested in positive psychology in general and in happiness in particular. This interest has been reflected in studying happiness and measuring it. Thus, questions raised lately about the best methods or producers and tools to accurately measure it. And, because happiness is a culturally influenced construct, the applicability of such tools needs to be verified across cultures. Objectives: The study aimed at assessing the reliability and validity of the Arab Scale of Happiness (ASH). The study was conducted on college students, and the analysis included testing of several statistical analyses such as the correlations between two tools for measuring happiness, namely, the Oxford Happiness Questionnaire (OHQ) and Satisfaction With Life Scale (SWKS), and Beck Depression Inventory (BDI-II). Methods: A total of 731 college students from a public university in UAE were recruited for the tests used in the study. The validation process of the ASH included assessing its factor structure using both exploratory factor analysis and confirmatory factor analysis. Convergent validity, discriminant validity, and internal reliability of the scale were assessed and reported in addition to evaluating gender differences. Results: Results indicated that the ASH is unidimensional, with a dominant factor explained more than 50% of the variance. The internal reliability of the ASH was high (α= .93), and all items performed properly in measuring happiness. The scale has a good convergent validity as it is highly and positively correlated with OHQ and SWLS, and good discriminate validity as its highly and negatively correlated with BDI-II. Conclusion: The ASH is a reliable and valid scale for measuring happiness among youth and college students. It is necessary to establish its appropriateness for use across populations or countries in future studies. Furthermore, the scale can be used in cross-cultural applications to assess happiness among different groups of individuals.

The Impact of Feeding on the Parent and Family Scales (Feeding Impact Scales): Development and Psychometric Testing

2020 ◽  
pp. JNM-D-20-00008
Author(s):  
Hayley Henrikson Estrem ◽  
Britt Frisk Pados ◽  
Jinhee Park ◽  
Suzanne Thoyre ◽  
Cara McComish ◽  
...  
Keyword(s):  
Convergent Validity ◽  
Online Survey ◽  
Reliability And Validity ◽  
Psychometric Testing ◽  
Internal Consistency Reliability ◽  
Family Impact ◽  
Child Feeding ◽  
Internal Reliability ◽  
The Family ◽  
The Impact

Background and PurposeFamilies of children with feeding disorder face significant challenges in supporting their child’s feeding, growth, and development. The Feeding Impact Scales were developed to assess how child feeding impacts parent and family.MethodsItems were adapted from an existing scale. Parents of children with feeding difficulty completed the online survey. Item response theory (IRT) analyses were used to evaluate and reduce items. Internal consistency reliability, convergent validity, and readability were tested.ResultsIRT analyses (n = 317) identified 12 items for the Parent Impact and 13 items for the Family Impact. Internal reliability for the scales were acceptable. Convergent validity was supported.ConclusionsThe Feeding Impact Scales have evidence of reliability and validity. They can be utilized in practice and research.

The Reynolds Adolescent Depression Scale in New Zealand Adolescents

2005 ◽  
Vol 39 (3) ◽  
pp. 136-140 ◽  
Author(s):  
Lyndon Walker ◽  
Sally Merry ◽  
Peter D. Watson ◽  
Elizabeth Robinson ◽  
Sue Crengle ◽  
...  
Keyword(s):  
New Zealand ◽  
Ethnic Groups ◽  
Convergent Validity ◽  
Adolescent Depression ◽  
Depression Scale ◽  
Reliability And Validity ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Internal Reliability ◽  
Cronbach's Alpha

Objective: To examine aspects of the reliability and validity of the Reynolds Adolescent Depression Scale (RADS) in measuring depression in New Zealand adolescents of all major ethnic groups. Method: A sample of 9699 randomly selected New Zealand secondary school students participated in the Youth2000 Health and Wellbeing Survey which included the RADS. Data from this survey have been used to assess some aspects of the reliability and validity of the RADS in the New Zealand context across different ethnic groups. Cronbach's alpha, itemtotal score correlations, correlation to other questions and a factor analysis were done in order to examine the internal reliability, content validity, convergent validity and construct validity of the data and compare to the original Reynolds validation study. Results: Tests of the scale resulted in scores over 0.90 on Cronbach's alpha and high itemtotal score correlations, with a median correlation of 0.62 and 25 of the 30 correlations measuring more than 0.5. The scores were found to have similar factor structure to the original scale and the correlations to other depression related questions indicate acceptable concurrent validity. Conclusions: On all of the tests conducted, the RADS was found to have acceptable reliability and validity for New Zealand adolescents across the major different ethnic groups, indicating that it is a valid and appropriate instrument to use with New Zealand adolescents.

scholarly journals Reliability and validity of a General Nutrition Knowledge Questionnaire for adults in a Romanian population

2020 ◽  
Vol 74 (11) ◽  
pp. 1576-1584
Author(s):  
Salomeia Putnoky ◽  
Ancuța Mioara Banu ◽  
Lavinia Cristina Moleriu ◽  
Sandra Putnoky ◽  
Denis Mihai Șerban ◽  
...  
Keyword(s):  
General Population ◽  
Convergent Validity ◽  
Population Sample ◽  
Reliability And Validity ◽  
Nutrition Knowledge ◽  
Nutritional Knowledge ◽  
Validity And Reliability ◽  
Internal Reliability ◽  
Knowledge Questionnaire ◽  
Nutrition Research

Abstract Background Nutritional knowledge assessment is an important component in nutrition research, and a prerequisite for the implementation of many policies and programs aimed at improving eating behavior. In order to generate objective results, validated tools for a given population must be employed. The aim of this study was to determine the validity and reliability of a nutrition knowledge questionnaire for Romanian adults. Methods Kleimann’s version of a General Nutrition Knowledge Questionnaire, was translated and adapted to Romanian language, culture, and cuisine. The final format was developed in several steps and used four components: internal and external reliability were assessed in a general population sample (n1 = 412), respectively in a subgroup (n2 = 46) from Component 1; Component 3 assessed construct validity (n3 = 96) using the “known-groups” method; Component 4 (convergent validity, n4 = 508) tested the association between socio-demographic characteristics and nutrition knowledge. Results The overall internal reliability was 0.878 and the external reliability was >0.880 in all sections, and overall. Specialists had higher scores than nonspecialists, with a very large effect size. In the general population, females scored higher than males, and middle-aged and older adults scored higher than young adults. Higher scores were associated with higher levels of education. The characteristics of individuals prone to giving wrong answers were: males (beta = 0.170), high school or less (beta = 0.167), and no training in nutrition (beta = 0.154). Conclusions The Romanian version of the General Nutrition Knowledge Questionnaire is a reliable and valid tool for measuring nutrition knowledge in adults.

scholarly journals Translation, adaptation, and preliminary validation of the Brazilian version of the Behavior Problems Inventory (BPI-01)

2013 ◽  
Vol 35 (3) ◽  
pp. 198-211 ◽  
Author(s):  
Gisele da Silva Baraldi ◽  
Johannes Rojahn ◽  
Alessandra Gotuzo Seabra ◽  
Luiz Renato Rodrigues Carreiro ◽  
Maria Cristina Triguero Veloz Teixeira
Keyword(s):  
Behavior Problems ◽  
Psychometric Properties ◽  
Cultural Adaptation ◽  
Convergent Validity ◽  
Child Behavior Checklist ◽  
Reliability And Validity ◽  
Psychosocial Adaptation ◽  
Behavior Scale ◽  
Atypical Development ◽  
Destructive Behaviors

Introduction: Children with atypical development often present behavior problems that impair their psychosocial adaptation. Objective: To describe the cultural adaptation to Brazilian Portuguese of the Behavior Problems Inventory (BPI-01), as well as preliminary indicators of instrument reliability and validity. Methods: The process involved translation, back-translation, and cultural adaptation of the instrument. Psychometric properties (reliability and validity) were assessed comparing scores obtained with the BPI-01, the Wechsler Intelligence Scales for Children and Adults, the Child Behavior Checklist for Ages 6-18 (CBCL/6-18), and the Autism Screening Questionnaire (ASQ). The sample comprised 60 children (30 typically developing and 30 atypically developing). Results: The cultural adaptation process was considered adequate. Internal consistency of the BPI-01 was satisfactory, with a Cronbach's alpha of 0.65 for the self-injurious behavior scale, 0.82 for stereotyped behaviors, and 0.91 for aggressive/destructive behaviors. Considering a mean frequency of 0.5, the receiver operating characteristic (ROC) curve revealed 80% sensitivity and 3% specificity in the stereotyped behavior scale, 50 and 10% in aggressive/destructive behaviors, and 76 and 6% in self-injurious behaviors, respectively. Low-to-moderate correlations were observed between BPI-01, ASQ, and CBCL/6-18 scores. Conclusion: BPI-01 showed good psychometric properties, with satisfactory preliminary indicators of reliability, convergent validity, and sensitivity for the diagnosis of atypical development.

scholarly journals Psychometric Validation and Prevalence of Compulsive Buying Behavior in an Emerging Economy

2019 ◽  
Vol 5 (2) ◽  
pp. 92 ◽  
Author(s):  
Moin Ahmad Moon ◽  
Saman Attiq
Keyword(s):  
Factor Analysis ◽  
University Students ◽  
Reliability And Validity ◽  
Compulsive Buying ◽  
Two Dimensions ◽  
Shopping Mall ◽  
Psychometric Validation ◽  
Buying Behavior ◽  
Confirmatory Factor ◽  
Comprehensive Classification

Prevalence of compulsive buying varies to great extent that may be attributed to conceptual, methodological, cultural, sample, unreliable cutoff criteria and demographic differences in scales that measure this harmful behavior. This study aims to validate psychometric properties of two compulsive buying scales; The Clinical Screener [TCS] and Compulsive Buying Index [CBI] and develops a universal consumer classification criterion. We collected data from systematically selected 2820 shopping mall consumers and 895 university students. We used exploratory factor analysis for identifying new factor structures and confirmatory factor analysis for validating factor structures. TCS yielded two dimensions; shopping anxiety with five items and CBI proved to be a four items unidimensional measure. Both scales exhibited satisfactory reliability and validity and correlated with their antecedents in theoretically predicted directions. About 13 to 14 % of shopping mall consumers and 7 to 8 % university students were classified as compulsive buyers with Revised-TCS and Revised-CBI respectively. Compulsive buying scales provide a better preview of the phenomenon when their theoretical, methodological and cultural differences are adjusted. This study measured prevalence of compulsive buying with a new comprehensive classification continuum that categorizes consumers with respect to their level of compulsiveness. Revised scales and classification scheme will help psychologist, financial councilors and other practitioners to identify affected consumers on multiple levels. Study was limited to fashion clothing consumption in shopping mall consumers and university students.

METACOGNITIVE AWARENESS INVENTORY FOR TEACHERS (MAIT-18) RELIABILITY AND VALIDITY

2018 ◽  
Vol 1 ◽  
Author(s):  
Edmunds Vanags ◽  
Pāvels Pestovs ◽  
Aija Peršēvica
Keyword(s):  
Deep Learning ◽  
Convergent Validity ◽  
Self Regulation ◽  
Reliability And Validity ◽  
Metacognitive Awareness ◽  
Internal Reliability ◽  
Psychometric Data ◽  
New Learning ◽  
Metacognitive Awareness Inventory ◽  
Support Students

The aim of the research was to explore Metacognitive Awareness Inventory for Teachers (MAIT-18) psychometric data of adapted version in Latvia teachers population. Knowledge of teachers’ awareness of metacognition is required to support students’ self-regulation, with the purpose of establishing new learning methods and deep learning. Inventory was filled by 301 teachers. For the Latvia version of the inventory internal reliability, factorial and convergent validity was determined. In overall the reliability and validity of the MAIT-18 Latvian version correspond to the desirable psychometric criteria that were achieved during the development of the original instrument.

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