Correction to: Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran

<p>The current study examined the relationship between university students’ academic identity and their perceptions of their parents’ parenting styles among a sample of Omani students. Marcia’s (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was & Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students’ academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.</p>

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The validity and reliability of the revised Chinese version of the Situational Self-Awareness Scale

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2009.37.6.743 ◽

2009 ◽

Vol 37 (6) ◽

pp. 743-752 ◽

Cited By ~ 1

Author(s):

Xu-Feng Liu ◽

Yong-Cong Shao ◽

Ye-Bing Yang ◽

Sheng-Jun Wu ◽

Hai Yang ◽

...

Keyword(s):

Undergraduate Students ◽

Reliability And Validity ◽

Chinese Version ◽

Self Awareness ◽

Validity And Reliability ◽

Good Reliability ◽

The Public ◽

Confirmatory Factor ◽

Public Setting ◽

Test Retest Reliability

In this study a Chinese version of the Situational Self-Awareness Scale (SSAS; Govern & Marsch, 2001) was developed and tested for validity and reliability. Participants were 1,244 undergraduate students. Exploratory and confirmatory factor analysis and other statistical methods yielded results indicating a good correlation of items in the Chinese (C-SSAS) and English version of the scale. When private self-awareness was assessed in a private setting the score of participants was significantly greater and likewise the public self-awareness scores were higher when the scale was completed in a public setting. Test-retest reliability was significant across situations and time. The reallocation of one item to public self-awareness in the C-SSAS from private in the SSAS was indicative of differences between Eastern and Western cultures and this is discussed. In general, the results indicated that the Chinese version of the SSAS has good reliability and validity. The scale should, therefore, be suitable as a reference to develop scales for evaluating personnel working in specific occupations.

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Validating the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III) Survey for Future Professionals

Adapted Physical Activity Quarterly ◽

10.1123/apaq.19.2.141 ◽

2002 ◽

Vol 19 (2) ◽

pp. 141-154 ◽

Cited By ~ 20

Author(s):

Sherry L. Folsom-Meek ◽

Terry L. Rizzo

Keyword(s):

Students With Disabilities ◽

Principal Components Analysis ◽

Undergraduate Students ◽

Principal Components ◽

Academic Preparation ◽

Physical Educators ◽

Validity And Reliability ◽

Oblique Rotation ◽

Individuals With Disabilities ◽

Components Analysis

The purpose of this study was to assess validity and reliability of the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III; Rizzo, 1993) for future professionals. Participants (N = 3,464) were undergraduate students enrolled in the introductory adapted physical education course at 235 colleges and universities. Construct validity was obtained through principal components analysis with oblique rotation and supported by principal components analysis with varimax rotation. Results showed that PEATID III measures three factors: (a) outcomes of teaching students with disabilities in regular classes, (b) effects on student learning, and (c) need for more academic preparation to teach students with disabilities. Reliability, as estimated through coefficient alpha, was .88 for the total scale and .71 or greater for each of the disability subscales.

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Associations between entrepreneurial empowerment and reasons for self-employment

South African Journal of Economic and Management Sciences ◽

10.4102/sajems.v10i3.693 ◽

2013 ◽

Vol 10 (3) ◽

pp. 313-329 ◽

Cited By ~ 1

Author(s):

Boris Urban

Keyword(s):

Regression Analysis ◽

Construct Validity ◽

Multiple Regression Analysis ◽

Undergraduate Students ◽

Risk Taking ◽

Predictive Power ◽

Validity And Reliability ◽

Self Employment ◽

Start Up ◽

The Relationship

Building on previous research relating to entrepreneurship, empowerment and self-employment, this article investigates the relationship between entrepreneurial empowerment, entrepreneurial self-efficacy and self-employment. These constructs are formulated into distinct factors and a sample of undergraduate students (N = 112) early in their careers surveyed to establish the structure formed by these factors. These instruments are tested and shown to provide robust scales able to ensure construct validity and reliability. Multiple correlational and multiple regression analysis are then conducted to test the relationships between the specified variables, with results indicating almost unequivocal support for the hypothesised associations between entrepreneurial empowerment and reasons for business start-up. In particular the “risk-taking” factor is found to have great predictive power on various reasons provided for business start-up is analysed. Several practical and theoretical implications are drawn from the empirical results and integrated with established conceptual findings.

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Aceptación y uso de los sistemas e-learning por estudiantes de Grado de Ecuador: El caso de una universidad estatal

Intangible Capital ◽

10.3926/ic.820 ◽

2017 ◽

Vol 13 (3) ◽

pp. 548 ◽

Cited By ~ 4

Author(s):

Richard Ramirez-Anormaliza ◽

Ferrán Sabaté ◽

Xavier Llinàs-Audet ◽

Oriol Lordan

Keyword(s):

Technology Acceptance ◽

Undergraduate Students ◽

Structural Equation ◽

Ease Of Use ◽

Learning Systems ◽

Perceived Usefulness ◽

State University ◽

Perceived Ease Of Use ◽

Validity And Reliability ◽

E Learning

Purpose: The purpose of this research was to adapt the Technology Acceptance Model (TAM) to predict the use and intended use of e-learning systems among undergraduate students at a state university in Ecuador, with the intention of improving the understanding of those factors that could enhance the utilization of these systems and the implementation of policies to increase the benefits they bring to the process of teaching and learning.Design/methodology: The analysis has epistemological basis on the empirical-inductive, based on observation of perception. Based on the literature review on the evaluation and acceptance of e-learning systems, the model has been adapted to the case of Ecuador and a questionnaire with 52 items based on Likert scales was developed. The instrument was emailed to 600 undergraduate students from a state university in Ecuador, being 423 of them answered satisfactorily. We performed validity and reliability tests of structural equation model by partial least squares (PLS), with the support of statistical software SmartPLS.Contributions and results: The results indicate that all the hypotheses of TAM are met in the Ecuadorian context, when assessing the acceptance of e-learning systems among undergraduate students at a state university. The main contribution was to identify that the perceived enjoyment, social influence and computer self-efficacy have a direct effect on the two main constructs of TAM, perceived ease of use (PEOU) and perceived usefulness (PU). It was also found that satisfaction (S) is highly influenced by PU and S influences the use of e-learning systems, being the first a specific contribution of this study. Technical support showed no influence on the fundamental constructs of TAM.Limitations: The research was conducted to undergraduate students in one state Category B university of Ecuador, being the reality of this country more complex, as there are four categories with different characteristics. We haven’t considered neither age, gender, graduate students nor socioeconomic status, among other student characteristics that may affect the investigation.Practical implications: Identifying the factors that influence the acceptance and use of e-learning systems will help to create and improve teaching and learning environments for undergraduate students. Allowing exploiting the benefits of these technological tools more efficiently, adapting them to management policies of the institutions of higher education.Originality/value: This paper presents empirical data on the use and acceptance of e-learning systems for undergraduate students of a particular university in Ecuador. No similar studies are evident in the country and the model can be considered for future studies of national scope.

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Development and Validation of the Homeostasis Concept Inventory

CBE—Life Sciences Education ◽

10.1187/cbe.16-10-0305 ◽

2017 ◽

Vol 16 (2) ◽

pp. ar35 ◽

Cited By ~ 12

Author(s):

Jenny L. McFarland ◽

Rebecca M. Price ◽

Mary Pat Wenderoth ◽

Patrícia Martinková ◽

William Cliff ◽

...

Keyword(s):

Undergraduate Students ◽

English Language ◽

Item Analysis ◽

Concept Inventory ◽

Validity And Reliability ◽

Gender Biases ◽

Item Functioning ◽

Differential Item Analysis ◽

Concept Framework ◽

Better Than

We present the Homeostasis Concept Inventory (HCI), a 20-item multiple-choice instrument that assesses how well undergraduates understand this critical physiological concept. We used an iterative process to develop a set of questions based on elements in the Homeostasis Concept Framework. This process involved faculty experts and undergraduate students from associate’s colleges, primarily undergraduate institutions, regional and research-intensive universities, and professional schools. Statistical results provided strong evidence for the validity and reliability of the HCI. We found that graduate students performed better than undergraduates, biology majors performed better than nonmajors, and students performed better after receiving instruction about homeostasis. We used differential item analysis to assess whether students from different genders, races/ethnicities, and English language status performed differently on individual items of the HCI. We found no evidence of differential item functioning, suggesting that the items do not incorporate cultural or gender biases that would impact students’ performance on the test. Instructors can use the HCI to guide their teaching and student learning of homeostasis, a core concept of physiology.

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The Effect of the Glossary on the Reliability and Performance of the Reading the Mind in the Eyes Test (RMET)

10.1101/2020.03.25.007575 ◽

2020 ◽

Author(s):

José Toloza-Muñoz ◽

Jean González-Mendoza ◽

Ramón D. Castillo ◽

Diego Morales-Bader

Keyword(s):

Undergraduate Students ◽

Secondary Task ◽

Temporal Stability ◽

Mental States ◽

The Self ◽

Validity And Reliability ◽

Before And After ◽

And Performance ◽

High Level ◽

The Mind

AbstractThe Reading the Mind in the Eyes Test (RMET) is used to measure high-level Theory of Mind. RMET consists of images of the regions surrounding the eyes and a glossary of terms that defines words associated with the gazes depicted in the images. People must identify the meaning associated with each gaze and can consult the glossary as they respond. The results indicate that typically developed adults perform better than adults with neurodevelopmental disorders. However, the evidence regarding the validity and reliability of the test is contradictory. This study evaluated the effect of the glossary on the performance, internal consistency, and temporal stability of the test. A total of 89 undergraduate students were randomly assigned to three conditions. The first group used the original glossary (Ori-G). The second group developed a self-generated glossary of gazes (Self-G). Finally, the third group developed a glossary that did not define gazes, but unrelated words instead (No-G). The test was administered before and after participants drew a randomly assigned image as a secondary task. The findings show that the number of correct answers was similar among the three conditions before and after the secondary task. However, the Self-G and No-G groups took less time to finish the test. The type of glossary affected the consistency and stability of the test. In our case, the Self-G condition made the responses faster, more consistent, and more stable. The results are discussed in terms of levels of processing and the detection of mental states based on gazes.

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Psychometric Properties of Practical Intelligence Test for University Students in the Kingdom of Bahrain

The International Journal for Research in Education ◽

10.36771//ijre.45.1.21-pp109-145 ◽

2021 ◽

Vol 45 (1) ◽

pp. 109-145

Keyword(s):

Psychometric Properties ◽

Undergraduate Students ◽

Grade Level ◽

Intelligence Test ◽

Practical Intelligence ◽

Validity And Reliability ◽

Public And Private ◽

Stratified Sample ◽

Multiple Choice Items ◽

Academic Year

The present study was conducted to derive the psychometric properties of the Bahraini version of the Practical Intelligence Test (PIT), which is a part of the applied intelligence test developed by Sternberg et al. (2008). This test is based on Sternberg's theory of triarchic intelligence. The scale consisted of twenty multiple-choice items, and after each situation, three options are presented that represent different ways to address the problem according to the concept of practical intelligence. The first option is an adaptation (you will try to adapt to the environment). The second option represents changing the environment. The third option is to look for another environment (you decide to leave the environment completely). The population of the study consisted of undergraduate students in public and private universities in the Kingdom of Bahrain enrolled in the 2019/2018 academic year. One of the six universities has been selected. A stratified sample of 300 undergraduate students was distributed by sex and grade level. The results revealed that: (a) practical Intelligence is uni-dimensional, (2) the PIT has high levels of validity and reliability, and (3) the practical intelligence performance varies according to gender and in favour of males.

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The Effect of Teaching Idioms from Numbers in English on Iraqi Non Specialists Students’ Comprehension

ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES ◽

10.36473/ujhss.v227i2.726 ◽

2018 ◽

Vol 227 (2) ◽

pp. 43-62

Author(s):

Assist. Lect. Yasien M. Taher

Keyword(s):

Foreign Language ◽

Undergraduate Students ◽

General Description ◽

Validity And Reliability ◽

Post Test ◽

Effective Role ◽

The Subject ◽

Points Of View ◽

Definition Of

This research consists of two parts: the theoretical part and the practical part. The first part provides a general description of idioms and idiomatic expressions. The definition of the idiom depending on different points of view and theories, its composition and types according to different standards and criteria, and the relation between the idiom and other linguistic phenomena were given in detail. To give a simplified and complete image about idioms and to pave the way to the second part of the research, which focuses specifically on one type of idioms "idioms from numbers", all aspects regarding the idiom should be clarified in detail. The reason for choosing this kind of idioms is the absence of studies that tackle it well, particularly in Iraq ,and this type represents the core of the second part of present research .This part refers to the importance and role of idioms from numbers in comprehension English at various levels such as syntactic, semantic , vocabulary and context. To achieve the purpose of this research, two tests (pre -test and post- test) have been constructed and presented to a group of specialists to verify their validity and reliability. Then, the two tests were applied to a sample consisting of 40 undergraduate students and a lecture dealing with the subject of research has been delivered to the sample. The results of the two tests have been analyzed statistically and compared with each other in order to show the progress of achievement of the sample at various levels of the language which were mentioned above . In the light of the results of the study, several conclusions were inferred, one of them, the important and effective role played by idioms from the numbers in teaching English as a foreign language for Iraqi students.

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