scholarly journals Confirmatory Factor Structure and Predictive Validity of the Early Identification System—Student Report in a Community Sample of High School Students

2020 ◽  
Author(s):  
Aaron M. Thompson ◽  
◽  
Francis Huang ◽  
Tyler Smith ◽  
Wendy M. Reinke ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
Predictive Validity ◽  
Early Identification ◽  
Community Sample ◽  
Identification System ◽  
School Students ◽  
Confirmatory Factor

scholarly journals Adaptación lingüística y psicométrica del Cuestionario de EstilosAtributivos Académicos (EAT-A)

2020 ◽  
Vol 26 (2) ◽  
pp. e408
Author(s):  
Alejandro M. Rodríguez Huitrón ◽  
◽  
Laura Hernández-Guzmán ◽  
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Academic Performance ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Factor Structure ◽  
Internal Consistency ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor

Background: Students’ attributions of their grades mayaffect their academic performance. However, lack ofevidence supporting the validity and reliability of theinstruments measuring attribution is a major concern.Objective: To analyze the factor structure, convergentvalidity and reliability of the Academic Attributional StyleQuestionnaire adapted to Mexican high school students(EAT-A). Method: The sample consisted of 557 MexicoCity students of both sexes aged between 15 and 19. Usinga confirmatory factor analysis for both success and failureattributions, a 7-factor structure and a 4-factor structureof the EAT-A were tested. The instrument’s convergentvalidity, internal consistency and reliability were examined.Results: Only the 7-factor structure showed adequate fitindices: RMSEA = .046; SRMR = .053; CFI = .961; TLI =.952 and χ²/gl = 2.72. In addition, the EAT-A evidencedconvergent validity concerning success and reliabilitymotivation. Conclusion: The EAT-A is a quick- and easy-to-administer instrument for measuring students’attributions of their grades in a reliable and valid manner.

Measurement Invariance of the Self-Description Questionnaire II in a Chinese Sample

2016 ◽  
Vol 32 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Kim Chau Leung ◽  
Herbert W. Marsh ◽  
Rhonda G. Craven ◽  
Adel S. Abduljabbar
Keyword(s):  
High School ◽  
High School Students ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Factor Loading ◽  
The Self ◽  
School Students ◽  
Chinese Sample ◽  
Multiple Group ◽  
Confirmatory Factor

Abstract. Studies on the construct validity of the Self-Description Questionnaire II (SDQII) have not compared the factor structure between the English and Chinese versions of the SDQII. By using rigorous multiple group comparison procedures based upon confirmatory factor analysis (CFA) of measurement invariance, the present study examined the responses of Australian high school students (N = 302) and Chinese high school students (N = 322) using the English and Chinese versions of the SDQII, respectively. CFA provided strong evidence that the factor structure (factor loading and item intercept) of the Chinese version of the SDQII in comparison to responses to the English version of the SDQII is invariant, therefore it allows researchers to confidently utilize both the English and Chinese versions of the SDQII with Chinese and Australian samples separately and cross-culturally.

scholarly journals Cross-Cultural Validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish Students // Validez transcultural del «Cuestionario de Clima Motivacional de Clase»:comparación entre estudiantes franceses y españoles

2015 ◽  
Vol 20 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Mercedes Villasana ◽  
Jesus Alonso Tapia
Keyword(s):  
High School ◽  
High School Students ◽  
Motivational Climate ◽  
Cross Cultural ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Cultural Validity ◽  
Learning Patterns ◽  
Confirmatory Factor ◽  
Valid Instrument

The objective of this study was to obtain evidence about the cross-cultural validity of the “Classroom Motivational Climate Questionnaire” (CMCQ), developed recently for Secondary and High-School students. With this purpose, French and Spanish Secondary and High School students’ results were compared. A total of 749 French students formed the group to be compared with the original Spanish sample. To validate the CMCQ, confirmatory factor analyses, reliability and correlation and regression analyses were made. The results showed that CMCQ is a reliable and valid instrument to measure motivational climate in France as in Spain. It allows detecting which learning patterns can to be changed for improvement, and predicts to a large extent the satisfaction level with the teacher. Likewise it showed some existing differences between Spanish and French students in the motivational role attributed to some teacher's strategies, differences whose theoretical and practical implications are discussed.

Psychometric Properties of an Adolescent Version of the Barratt Impulsiveness Scale-11 for a Sample of Italian High School Students

2002 ◽  
Vol 95 (2) ◽  
pp. 621-635 ◽  
Author(s):  
Andrea Fossati ◽  
Ernest S. Barratt ◽  
Elena Acquarini ◽  
Antonella Di Ceglie
Keyword(s):  
High School ◽  
High School Students ◽  
Second Order ◽  
Self Report ◽  
Italian Version ◽  
School Students ◽  
First Order ◽  
Hyperactivity Disorder ◽  
Barratt Impulsiveness Scale ◽  
Confirmatory Factor

The purpose of this study was to extend the development of the Italian version of the Barratt Impulsiveness Scale for use with adolescents. The analyses which led to the development of this version were based on data from 563 high school students. The internal consistency was good (Cronbach a = .78), A confirmatory factor analysis identified six first-order factors which converged into two second-order factors, a General Impulsiveness factor and a Nonplanning Impulsiveness factor. The General Impulsiveness factor included motor and attention or cognition items. The second-order factors differed from those obtained with the adult Italian version as well as the American version. Possible reasons for these differences arc discussed. The new version correlated significantly with self-report measures of aggression and Attention-Deficit/Hyperactivity Disorder as well as with frequency of alcohol use and cigarette smoking.

Sport Motivation Orientations: Beware of Jingle-Jangle Fallacies

1994 ◽  
Vol 16 (4) ◽  
pp. 365-380 ◽  
Author(s):  
Herbert W. Marsh
Keyword(s):  
High School ◽  
High School Students ◽  
Task Orientation ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Sport Motivation ◽  
Confirmatory Factor ◽  
Validity Studies ◽  
Highly Correlated

The similarity of the constructs measured by the Perceptions of Success Questionnaire (POS; Roberts, 1993) and the Sports Orientation Questionnaire (SOQ; Gill, 1993) were evaluated using (a) confirmatory factor analyses of responses by 395 high school students (217 males, 178 females, ages 12 to 18) to items adapted from the two instruments and (b) relations to external criteria. Although the POS Mastery and SOQ Goal scales were highly related and reflected task orientation, the SOQ Competitiveness scale was more highly correlated with the POS Mastery and SOQ Goal scales than with the POS Competitiveness scale. Apparently, competitiveness assessed by the SOQ reflects a task orientation, whereas the POS Competitiveness scale reflects primarily an ego orientation. Sport psychologists need to beware of jingle (scales with the same label reflect the same construct) and jangle (scales with different labels measure different construct) fallacies, and pursue construct validity studies more vigorously to test the interpretations of measures.

scholarly journals Analisis faktor konfirmatori sebagai prosedur evaluasi konstruk skala kematangan karir

2019 ◽  
Vol 9 (1) ◽  
pp. 27 ◽  
Author(s):  
Wahyu 'Widyatmoko ◽  
Yulia Ayriza ◽  
Riszal Purwandika
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Career Maturity ◽  
Research Data ◽  
Assessment Tools ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
T Values

Artikel ini bermaksud mengevaluasi validitas dan reliabilitas skala kematangan karir. Skala kematangan karir dirancang untuk mengumpulkan data penelitian tentang tingkat kematangan karir pada siswa SMA. Skala tersebut terdiri dari 12 item pernyataan yang disesuaikan dengan konstruk kematangan karir, yakni: kepercayaan diri dalam karir (KDK), ketidakpastian pilihan karir (KPK), dan pengetahuan terhadap karir (PTK). Hasil analisis faktor konfirmatori mengindikasikan tiga konstruk model cocok (<em>p-vales</em>= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Selanjutnya, 7 dari 12 item pernyataan skala kematangan karir terbukti valid (<em>stadardized loading</em> berkisar antara 0.52 hingga 0.72; <em>t-values </em>berkisar antara 8.08 hingga 12.25) dan dua dari tiga konstruk skala kematangan karir reliabel (KPK=0.68; PTK=0.70). Hal tersebut menunjukan bahwa skala kematangan karir masih dapat digunakan sebagai instrumen pengumpul data dan alat asesmen.<br /><br /><em>The purpose of this article is to evaluate the validity and reliability of the career maturity scale. The career maturity scale is designed to collect research data on the level of career maturity in high school students. It is consists of 12 statement items tailored to the constructs of career maturity: career confidence, uncertainty of career choice, and career knowledge. The results of confirmatory factor analysis indicated that the three constructs of model was well fit (p-vales= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Further, seven out of 12 statement items on career maturity scale proved valid (standardized loading ranged from 0.52 to 0.72; t-values ranged from 8.08 to 12.25) and two of the three constructs of career maturity scale are reliable (KPK=0.68; PTK=0.70). This shows that the scale of career maturity can still be used as an instrument for data collection and assessment tools.</em>

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