Development and Validation of the Chinese Kindergarten Teacher Quality Scale in Shanghai

2021 ◽  
pp. 106272
Author(s):  
Sufen Lan ◽  
Yong Jiang ◽  
Huijuan Di ◽  
Hui Li ◽  
Jie Zhou ◽  
...  
Keyword(s):  
Teacher Quality ◽  
Kindergarten Teacher ◽  
Quality Scale ◽  
Development And Validation ◽  
Chinese Kindergarten

Quality of Youth Sport Friendships: Measurement Development and Validation

1999 ◽  
Vol 21 (2) ◽  
pp. 145-166 ◽  
Author(s):  
Maureen R. Weiss ◽  
Alan L. Smith
Keyword(s):  
Psychosocial Development ◽  
Youth Sport ◽  
Friendship Quality ◽  
Measurement Development ◽  
Future Research ◽  
Quality Scale ◽  
Core Set ◽  
Test Retest Reliability ◽  
Development And Validation

The role of peers has been neglected in research on youth psychosocial development in sport. The purpose of the present study was to develop and validate a measure of youth sport friendship quality for the purpose of facilitating such research. Dimensions and higher order themes found in Weiss, Smith, and Theeboom’s (1996) qualitative study of sport friendships among children and adolescents, as well as a core set of items from previous research (Parker & Asher, 1993), were used to develop and refine items for a sport friendship quality scale. Over the course of three studies, content, factorial, and construct validity, as well as internal consistency and test-retest reliability, were demonstrated for the Sport Friendship Quality Scale (SFQS). Future research is recommended to examine the role of children’s sport friendship quality on psychosocial development in the physical domain.

Erection Quality Scale: Initial scale development and validation

Urology ◽  
2004 ◽  
Vol 64 (2) ◽  
pp. 351-356 ◽  
Author(s):  
John Wincze ◽  
Raymond Rosen ◽  
Culley Carson ◽  
Stanley Korenman ◽  
Craig Niederberger ◽  
...  
Keyword(s):  
Scale Development ◽  
Scale Development And Validation ◽  
Quality Scale ◽  
Initial Scale ◽  
Development And Validation

E-service Quality: Development and Validation of the Scale

2020 ◽  
pp. 097215092092045 ◽  
Author(s):  
Baljit Kaur ◽  
Jasveen Kaur ◽  
Shivendra Kumar Pandey ◽  
S. Joshi
Keyword(s):  
Service Quality ◽  
Information Quality ◽  
Relevant Literature ◽  
Perceived Quality ◽  
Security And Privacy ◽  
Quality Development ◽  
System Availability ◽  
Customer Expectations ◽  
Quality Scale ◽  
Development And Validation

The present study develops, refines and validates a scale to measure e-service quality. A total of 545 respondents were approached and employed EFA and CFA. Potential items were drawn from relevant literature. The developed e-service quality scale has six dimensions, namely: information quality and usability, reliability, security and privacy, efficiency, system availability and assurance. The findings reveal that information quality and usability was the most significant factor, followed by reliability in contributing to e-service quality. Practitioners may utilize the scale to measure e-service quality and take steps to bridge the gap between customer expectations and perceived quality.

Students’ perceptual quality standards for judging knowledge quality: Development and validation of a perceived e-learning knowledge quality scale

2017 ◽  
Vol 35 (2) ◽  
pp. 319-332 ◽  
Author(s):  
Mehwish Waheed ◽  
Kiran Kaur
Keyword(s):  
Information Quality ◽  
Perceptual Quality ◽  
Validation Data ◽  
Learning Content ◽  
Knowledge Quality ◽  
Quality Scale ◽  
Measurement Tools ◽  
E Learning ◽  
Key Dimensions ◽  
Development And Validation

This study examines the factors contributing towards eLearning knowledge quality based on students’ perspective and presents a 5-dimensional scale to evaluate knowledge quality (KQ). It is an extension of our previously published research which had proposed a novel conceptual KQ model. In this paper, we attempt to quantify knowledge quality (KQ), as opposed to adapting data quality (DQ) and information quality (IQ) measurement tools. A qualitative-quantitative sequential mixed-method design was used for the instrument validation. Data was collected at two levels, undergraduate and postgraduate respectively. Exploratory and confirmatory factor analysis confirmed the 5 dimensional second-order perceived eLearning KQ model – comprising of 33 sub-dimensions. The scale is inclusive of five key dimensions (Intrinsic KQ, Contextual KQ, Representational KQ, Accessible KQ, and Actionable KQ) as measures of quality of knowledge gained from eLearning content. The proposed dimensions are the benchmarks that provide insight to educators and administrators in developing and enhancing e-learning content.

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