scholarly journals Evaluation of the Selfitis Behavior Scale Across Two Persian-Speaking Countries, Iran and Afghanistan: Advanced Psychometric Testing in a Large-Scale Sample

2019 ◽  
Vol 18 (1) ◽  
pp. 222-235 ◽  
Author(s):  
Chung-Ying Lin ◽  
Cheng-Kuan Lin ◽  
Vida Imani ◽  
Mark D. Griffiths ◽  
Amir H. Pakpour
Keyword(s):  
Large Scale ◽  
Psychometric Testing ◽  
Behavior Scale ◽  
Selfitis Behavior Scale

Selfitis Behavior Scale--Persian Version

2020 ◽  
Author(s):  
Chung-Ying Lin ◽  
Cheng-Kuan Lin ◽  
Vida Imani ◽  
Mark D. Griffiths ◽  
Amir H. Pakpour
Keyword(s):  
Persian Version ◽  
Behavior Scale ◽  
Selfitis Behavior Scale

Selfitis Behavior Scale

2018 ◽  
Author(s):  
Janarthanan Balakrishnan ◽  
Mark D. Griffiths
Keyword(s):  
Behavior Scale ◽  
Selfitis Behavior Scale

scholarly journals The Selfitis Behavior Scale: An Adaptation Study

2021 ◽  
Vol 8 (2) ◽  
pp. 29-41
Author(s):  
Ersun Ciplak ◽  
Meral Atici
Keyword(s):  
University Students ◽  
Study Groups ◽  
Attitude Scale ◽  
Validity Study ◽  
Measurement Tool ◽  
Fit Indices ◽  
Validity And Reliability ◽  
Behavior Scale ◽  
Positive Correlations ◽  
Selfitis Behavior Scale

This study aimed to adapt the Selfitis Behavior Scale (SBS) to measure university students' selfitis behavior in Turkey. Within the scope of the study, the SBS was translated from English to Turkish. Data were collected in the validity and reliability studies from four study groups, including 343 university students. According to the confirmatory factor analysis findings, the SBS had good fit indices. As is expected, the criterion-related validity study found moderate- and highlevel positive correlations between the SBS subscales and total scores and the Selfie Attitude Scale (SAS) subscales and total scores. The other criterion-related validity study demonstrated that individuals taking a higher number of selfies than the sum of the scale and subscales scored significantly higher than individuals taking a lower number of selfies. The internal consistency coefficient was calculated to be .92 for the SBS total score, .78 for the Environmental Enhancement Subscale (SBS-EE), .68 for the Social Competition Subscale (SBS-SC), .72 for the AttentionSeeking Subscale (SBS-AS), .84 for the Mood Modification Subscale (SBS-MM), .82 for the SelfConfidence Subscale (SBS-S), and .70 for the Subjective Conformity Subscale (SBS-SCon). The test-retest correlation values found by applying the measurement tool once in four weeks were .77 (SBS), .70 (SBS-EE), .60 (SBS-SC), .82 (SBS-AS), .80 (SBS-MM), .61 (SBS-S), and .61 (SBSSCon), respectively. The mentioned findings demonstrated that the SBS was a valid and reliable measurement tool capable of measuring the selfitis behavior of university students in Turkey.

scholarly journals Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?

2021 ◽  
Vol 9 (3) ◽  
pp. 347-360
Author(s):  
Stephan Dahmen
Keyword(s):  
Secondary Education ◽  
Large Scale ◽  
Psychometric Testing ◽  
School To Work ◽  
Structural Barriers ◽  
Upper Secondary Education ◽  
Political Rationality ◽  
Depth Analysis ◽  
8Th Graders ◽  
Competency Assessments

In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (<em>Potenzialanalysen</em>) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called <em>Potenzialanalysen</em>. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.

Development and Psychometric Testing of an Energy Retention Behavior Scale for Children

2015 ◽  
Vol 23 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Shu-Wen Chen ◽  
Chung-Ping Cheng ◽  
Ruey-Hsia Wang ◽  
Shu-Yuan Jian ◽  
Mei-Fang Chen
Keyword(s):  
Psychometric Testing ◽  
Retention Behavior ◽  
Energy Retention ◽  
Behavior Scale
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