Bilingual education, metalinguistic awareness, and the understanding of an unknown language

2010 ◽  
Vol 14 (2) ◽  
pp. 233-242 ◽  
Author(s):  
HAGAR TER KUILE ◽  
MICHIEL VELDHUIS ◽  
SUZANNE C. VAN VEEN ◽  
JELTE M. WICHERTS
Keyword(s):  
High School Students ◽  
Bilingual Education ◽  
English Language ◽  
Metalinguistic Awareness ◽  
Bilingual Students ◽  
Language Test ◽  
School Students ◽  
Bilingual Programs ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor

An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and bilingual classes were administered the ILT, a Dutch Language Test, an English Language Test, and a general intelligence test. The ILT showed promising psychometric properties. Bilingual students scored significantly higher on the ILT than monolingual students. Multi-group confirmatory factor analyses showed (i) that ILT measures the ability to understand an unknown language, and (ii) that bilingual students score significantly higher than monolingual students on this ability. Both observations support the notion that bilingual education increases metalinguistic awareness and therefore the ability to understand an unknown language.

Confirmatory Factor Analyses of the Difficulties in Emotion Regulation Scale (DERS) in a Turkish Adolescent Sample

2015 ◽  
Vol 31 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Dilek Sarıtaş-Atalar ◽  
Tülin Gençöz ◽  
Ayça Özen
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Concurrent Validity ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Difficulties In Emotion Regulation ◽  
Confirmatory Factor ◽  
Adolescent Sample ◽  
Age Appropriate

The aim of the present study was to explore the psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) among Turkish adolescents. A total of 595 high school students (300 females and 295 males) whose ages ranged between 14 and 17 years participated in the study, and were administered the DERS, the Positive and Negative Affect Schedule (PANAS), and the Childhood Depression Inventory (CDI). Confirmatory factor analyses supported the six-factor structure of the DERS among adolescents. In addition, results indicated sound internal consistency as well as concurrent validity. It is concluded that the DERS is a valid age-appropriate measure for investigating emotion regulation difficulties in adolescents.

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.

scholarly journals The Adolescent Self-Regulatory Inventory (ASRI) Adaptation to Portuguese Context

2014 ◽  
Vol 24 (58) ◽  
pp. 155-164 ◽  
Author(s):  
Paulo César Dias ◽  
José António Garcia del Castillo ◽  
Kristin L. Moilanen
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Control Measure ◽  
Self Regulation ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
New Approach ◽  
Two Samples ◽  
Confirmatory Factor

In this study we present the results of the adaptation of the Adolescent Self-Regulatory Inventory (ASRI) to Portugal. The measure was used with two samples of high school students to which ASRI was administered with Self-Regulation Scale as control measure. In the first study the measures were administered to 823 adolescents and the construct validity analysis was assessed with exploratory factor analysis. The results allow us to find an adequate structure with proper psychometric properties, in their construct and content validity, and reliability. A second study involved 435 adolescents, being tested three models using confirmatory factor analyses. The final version of the ASRI-2 presents an acceptable fit of the data in construct and concurrent validity, given its moderate or high correlation with academic success and substance use. The implications of this new approach to the self-regulation study are discussed and directions to further studies are suggested.

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 Validity and Reliability Evidence for Assessing Holland's Career Types

2015 ◽  
Vol 25 (62) ◽  
pp. 307-316 ◽  
Author(s):  
Everson Meireles ◽  
Ricardo Primi
Keyword(s):  
High School Students ◽  
Discriminant Validity ◽  
Personal Characteristics ◽  
Multidimensional Analysis ◽  
Validity And Reliability ◽  
School Students ◽  
Latent Factors ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
And Function

ABSTRACTProfessional interests are a synthesis of personal characteristics and function as a guiding factor for one's career choice. This study shows evidence of validity and reliability for the interpretation of the scores of a measure of career types. The responses of 1,265 high school students to 154 items from the Escala de Avaliação dos Tipos Profissionais de Holland (ATPH) ENT#091;Assessment Scale of Holland's Career TypesENT#093; were used. Exploratory and confirmatory factor analyses showed that the six-factor structure is appropriate and consistent to represent the RIASEC types. Evidence of convergent-discriminant validity of parcels of items was demonstrated to represent the latent factors of the ATPH Scale. Results of multidimensional analysis and phi correlation phi partially confirmed the hypothesis of circularity and congruence among the career types, which are organized in the acronym RASIEC. The implications of these results and study limitations are discussed.

Validation of the Gratitude Questionnaire in Filipino Secondary School Students

2017 ◽  
Vol 20 ◽  
Author(s):  
Jana Patricia M. Valdez ◽  
Weipeng Yang ◽  
Jesus Alfonso D. Datu
Keyword(s):  
High School Students ◽  
Construct Validation ◽  
Autonomous Motivation ◽  
The Philippines ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Gender Invariance ◽  
Confirmatory Factor ◽  
And Gender ◽  
Practical Implications

AbstractMost studies have assessed the psychometric properties of the Gratitude Questionnaire – Six-Item Form (GQ-6) in the Western contexts while very few research has been generated to explore the applicability of this scale in non-Western settings. To address this gap, the aim of the study was to examine the factorial validity and gender invariance of the Gratitude Questionnaire in the Philippines through a construct validation approach. There were 383 Filipino high school students who participated in the research. In terms of within-network construct validity, results of confirmatory factor analyses revealed that the five-item version of the questionnaire (GQ-5) had better fit compared to the original six-item version of the gratitude questionnaire. The scores from the GQ-5 also exhibited invariance across gender. Between-network construct validation showed that gratitude was associated with higher levels of academic achievement (β = .46, p <.001), autonomous motivation (β = .73, p <.001), and controlled motivation (β = .28, p <.01). Conversely, gratitude was linked to lower degree of amotivation (β = -.51, p <.001). Theoretical and practical implications are discussed.

Multigroup Confirmatory Component and Factor Analyses of the Italian Version of the Aggression Questionnaire1

2003 ◽  
Vol 19 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Andrea Fossati ◽  
Cesare Maffei ◽  
Elena Acquarini ◽  
Antonella Di Ceglie
Keyword(s):  
High School Students ◽  
Factor Structure ◽  
Factor Analyses ◽  
Italian Version ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Two Samples ◽  
Confirmatory Factor ◽  
Scale Scores ◽  
Aggression Questionnaire

Summary Multisample confirmatory factor analyses were carried out in samples of Italian university and high school students in order to assess the replicability of the factor structure in the Italian version of the Aggression Questionnaire by Buss and Perry. Item-level multiple-group component analysis confirmed Buss and Perry's 4-factor structure of the Aggression Questionnaire items in both samples. The results of multisample maximum likelihood confirmatory factor analysis of scale scores supported the hypothesis of single aggression latent dimension underlying the four Aggression Questionnaire scales, the structure of which was invariant across the two samples.

Measurement of Metacognitive Knowledge of Self, Task, and Strategies in Mathematics

2012 ◽  
Vol 28 (3) ◽  
pp. 227-239 ◽  
Author(s):  
Anastasia Efklides ◽  
Symeon P. Vlachopoulos
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Convergent Validity ◽  
Critical Role ◽  
Predictive Ability ◽  
Metacognitive Knowledge ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Mathematical Problems

The present study investigated the validity of the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), which taps the (1) metacognitive knowledge of the self (easiness/fluency vs. difficulty/lack of fluency the person has had in the past in basic mathematical notions); (2) the metacognitive knowledge of tasks (easy/low demands vs. difficult/high demands mathematical tasks), and (3) the metacognitive knowledge of strategies (cognitive/metacognitive strategies, competence-enhancing strategies, and avoidance strategies that serve coping with lack of fluency in mathematical task processing). The MKMQ was first administered to 311 junior high school students (grades 7 and 9) and then to 214 university students for crossvalidation. Confirmatory factor analyses confirmed the presence of 7-first-order interrelated factors. In both samples the convergent validity was tested correlating the seven factors with measures of self-concept in mathematics and mathematical ability. Predictive ability was tested using regression analyses in which the criterion variables were mean performance and feelings of difficulty in the processing of three mathematical problems. The findings support the theoretical claim that experience of difficulty is playing a critical role in the organization of metacognitive knowledge.

scholarly journals Confirmatory Factor Analysis Of The Career Development Questionnaire And The Career Decision-Making Self-Efficacy Scale For South African High School Students

2002 ◽  
Vol 28 (2) ◽  
Author(s):  
Gideon P. De Bruin ◽  
Martha J. Bernard-Phera
Keyword(s):  
Decision Making ◽  
High School Students ◽  
Career Development ◽  
Construct Validity ◽  
Self Efficacy ◽  
Career Decision ◽  
Career Decision Making ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor

This study investigated the construct validity of the Career Development Questionnaire and the Career Decision- Making Self-Efficacy Scale for Grade 12 students from a low socioeconomic area in South Africa. The results of confirmatory factor analyses provided support for the construct validity of the Career Development Questionnaire and the Career Decision-Making Self-Efficacy Scale as measures of career maturity and career decision-making self efficacy respectively. Opsomming Hierdie studie het ondersoek ingestel na die konstrukgeldigheid van die Loopbaanontwikkelingsvraelys en die Loopbaan-besluitneming-selfdoeltreffendheidskaal vir Graad 12 leerlinge van ‘n lae sosio-ekonomiese gebied. Die resultate van bevestigende faktorontledings het ondersteuning gebied vir die konstrukgeldigheid van die twee vraelyste as meetinstrumente van onderskeidelik loopbaanvolwassenheid en loopbaanbesluit-nemingselfdoeltreffendheid.

Homework Emotion Regulation Scale: Confirming the Factor Structure With High School Students

2016 ◽  
Vol 35 (4) ◽  
pp. 437-441 ◽  
Author(s):  
Jianzhong Xu ◽  
Xitao Fan ◽  
Jianxia Du
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Cognitive Reappraisal ◽  
Emotion Management ◽  
Math Performance ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Tenth Graders ◽  
Confirmatory Factor

The current investigation studied psychometric properties of the Homework Emotion Regulation Scale (HERS) for math homework, with 915 tenth graders from China. Confirmatory factor analyses (CFAs) supported the presence of two separate yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. The latent factor means for both subscales were shown to be invariant across gender. Furthermore, both subscales were positively related to homework purposes and behaviors (effort and completion) in the theoretically expected directions. Meanwhile, math performance was positively related to emotion management, but not cognitive reappraisal.

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