The Reliability and Validity of a Modified Revised Class Play Examined in Dutch Elementary-School Children

2017 ◽  
Vol 33 (6) ◽  
pp. 475-485 ◽  
Author(s):  
A. Elisabeth Aleva ◽  
Frits A. Goossens ◽  
Peter H. Dekker ◽  
Odilia M. Laceulle
Keyword(s):  
Elementary School Children ◽  
Social Withdrawal ◽  
Peer Group ◽  
Reliability And Validity ◽  
Behavioral Difficulties ◽  
Self Perceptions ◽  
Different Types ◽  
Dutch Sample ◽  
Anxious Behavior ◽  
Class Play

Abstract. Social withdrawal in children is a risk factor for maladjustment. The Revised Class Play (RCP; Masten, Morison, & Pelligrini, 1985 ) has often been used to identify children’s behavioral difficulties with peers. However, in previous studies the sensitive-isolated scale of the RCP appeared to measure a mixture of different types of withdrawal, including withdrawal from peers and exclusion by peers. In the present study the original RCP was modified to more clearly distinguish withdrawal from the peer group from behavior associated with exclusion by peers. Two studies in Dutch samples of 8–13-year-old children were conducted to examine the reliability and validity of this modified Revised Class Play. Both studies revealed three scales: Sociability-Leadership, Aggressive-Disruptive, and a third factor labeled Anxious-Withdrawn. Anxious-Withdrawn primarily reflected social reticence. Stability of the scales after two years was high. High scores on the Anxious-Withdrawn scale were best predicted by teacher ratings of timid and anxious behavior and by negative self-perceptions of social competence. The results support the reliability and validity of the modified RCP in a Dutch sample.

Social withdrawal and maladjustment in a very group-oriented society

2005 ◽  
Vol 29 (3) ◽  
pp. 219-228 ◽  
Author(s):  
Ibis Alvarez Valdivia ◽  
Barry H. Schneider ◽  
Kenia Lorenzo Chavez ◽  
Xinyin Chen
Keyword(s):  
School Children ◽  
Elementary School Children ◽  
Social Withdrawal ◽  
Peer Group ◽  
Peer Acceptance ◽  
Considerable Evidence ◽  
Canadian Data ◽  
Collective Group ◽  
North American Data ◽  
Social Behaviours

Elementary-school children in Cuba and Canada participated in measures of loneliness, sociometric status, friendship, aggression, and social withdrawal. Withdrawal was associated with loneliness in the Cuban data from both cohorts, Grade 4 and Grade 6. In the Canadian data, withdrawal was only linked to loneliness in Grade 6. In contrast with North American data, aggression was a significant correlate of loneliness in the Cuban data from both cohorts. Social withdrawal was more strongly linked with loneliness in a Grade 6 cohort than among children in Grade 4. Especially in the Cuban Grade 6 data, there was considerable evidence that peer acceptance/rejection mediates the link between problematic social withdrawal and loneliness. These data are interpreted in light of the known functions of the peer group in Cuban society in regulating social behaviours that may be interpreted as not participating in the collective group or undermining its behavioural norms.

Uncertainty orientation in Chinese children: Relations with school and psychological adjustment

2008 ◽  
Vol 32 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Zhengyan Wang ◽  
Xinyin Chen ◽  
Richard Sorrentino ◽  
Andrew C. H. Szeto
Keyword(s):  
Psychological Adjustment ◽  
Elementary School Children ◽  
Emotional Adjustment ◽  
Study Data ◽  
Chinese Children ◽  
Learning Problems ◽  
Multiple Sources ◽  
Self Perceptions ◽  
Uncertainty Orientation ◽  
Self Reports

The purpose of this study was to examine uncertainty orientation and its relations with school and psychological adjustment in Chinese children. A sample of elementary school children in P.R. China, aged 10 to 12 years, participated in the study. Data concerning uncertainty orientation, academic performance and socio-emotional adjustment were obtained from multiple sources including projective assessments, teacher ratings and self-reports. It was found that children in grade 6 had higher scores on uncertainty orientation than those in grades 4 and 5. Uncertainty orientation was positively associated with school-related competence, academic achievement and self-perceptions of competence, and negatively associated with learning problems and loneliness. The results suggest that uncertainty orientation is an adaptive characteristic in Chinese children.

Reliability and Validity of the Daily Parent Rating of Evening and Morning Behavior Scale, Revised

2015 ◽  
Vol 22 (11) ◽  
pp. 1066-1073 ◽  
Author(s):  
Stephen V. Faraone ◽  
Ann Childress ◽  
Sharon B. Wigal ◽  
Scott H. Kollins ◽  
Mary Ann McDonnell ◽  
...  
Keyword(s):  
Concurrent Validity ◽  
Reliability And Validity ◽  
Behavioral Difficulties ◽  
Homogeneity Test ◽  
Parent Rating ◽  
Children With Adhd ◽  
Behavior Scale ◽  
Internal Homogeneity ◽  
Before School ◽  
Test Retest Reliability

Objective: Children with ADHD frequently manifest behavioral difficulties in the morning prior to school. We sought to assess the reliability and validity of the Daily Parent Rating of Evening and Morning Behavior Scale, Revised (DPREMB-R) morning score as a measure of morning behaviors impaired by ADHD. Method: We used data from a clinical trial of HLD200 treatment in pediatric participants with ADHD to address our objectives. Results: The DPREMB-R morning score showed significant internal homogeneity, test–retest reliability ( r = .52-.45), and good concurrent validity ( r = .50-.71). Conclusion: The DPREMB-R morning score could be a useful instrument for assessing treatment efficacy in the morning before school.

scholarly journals Reliability and validity of a new accelerometer-based device for detecting physical activities and energy expenditure

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e5775 ◽  
Author(s):  
Yanxiang Yang ◽  
Moritz Schumann ◽  
Shenglong Le ◽  
Shulin Cheng
Keyword(s):  
Energy Expenditure ◽  
Real Life ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Test Reliability ◽  
Free Living ◽  
Health Maintenance ◽  
Intra Class Correlation ◽  
Global Context ◽  
Different Types

Background Objective assessments of sedentary behavior and physical activity (PA) by using accelerometer-based wearable devices are ever expanding, given their importance in the global context of health maintenance. This study aimed to determine the reliability and validity of a new accelerometer-based analyzer (Fibion) for detecting different PAs and estimating energy expenditure (EE) during a simulated free-living day. Methods The study consisted of two parts: a reliability (n = 18) and a validity (n = 19) test. Reliability was assessed by a 45 min protocol of repeated sitting, standing, and walking (i.e., 3 × 15 min, repeated twice), using both Fibion and ActiGraph. Validity was assessed by a 12 h continuous sequence tasks of different types (sitting, standing, walking, and cycling) and intensities (light [LPA], moderate [MPA], and vigorous [VPA]) of PA. Two Fibion devices were worn on the thigh (FT) and in the pocket (FP), respectively and were compared with criteria measures, such as direct observation (criterion 1) and oxygen consumption by a portable gas analyzer, K4b2 (criterion 2). Results FT (intra-class correlation coefficients (ICCs): 0.687–0.806) provided similar reliability as the Actigraph (ICCs: 0.661–0.806) for EE estimation. However, the measurement error (ME) of FT compared to the actual time records indicated an underestimation of duration by 5.1 ± 1.2%, 3.8 ± 0.3% and 14.9 ± 2.6% during sitting, walking, and standing, respectively. During the validity test, FT but not FP showed a moderate agreement but lager variance with the criteria (1 and 2) in assessing duration of sitting, long sitting, LPA, MPA, and VPA (p > 0.05, ICCs: 0.071–0.537), as well as for EE estimation of standing, LPA, MPA, and VPA (p > 0.05, ICCs: 0.673–0.894). Conclusions FT provided similar reliability to that of the Actigraph. However, low correlations between subsequent measurements of both devices indicated large random MEs, which were somewhat diminished during the simulated 12 h real-life test. Furthermore, FT may accurately determine the types, intensities of PA and EE during prolonged periods with substantial changes in postures, indicating that the location of the accelerometer is essential. Further study with a large cohort is needed to confirm the usability of Fibion, especially for detecting the low-intensity PAs.

scholarly journals Diseño y validación de una escala para evaluar el funcionamiento de las tutorías en Educación Secundaria

2019 ◽  
Vol 37 (2) ◽  
pp. 525-541 ◽  
Author(s):  
Víctor León Carrascosa ◽  
María José Fernández Díaz
Keyword(s):  
Secondary Education ◽  
Basic Education ◽  
Reliability And Validity ◽  
Point Of View ◽  
Professional Experience ◽  
Theoretical Point ◽  
Psychometric Characteristics ◽  
Four Dimensions ◽  
Different Types ◽  
Discrimination Coefficient

El desarrollo de la función tutorial es clave para la formación integral de los estudiantes. En los últimos años las investigaciones sobre este tema se centran en la educación superior relegando a segundo plano su desarrollo en la educación básica. En este sentido, el presente trabajo tiene como objetivo diseñar y validar un instrumento de medida sobre la valoración de las tutorías en Educación Secundaria Obligatoria y Posobligatoria, fundamentado teóricamente, que reúna las características psicométricas exigidas: fiabilidad, homogeneidad de los ítems y validez. La muestra del estudio está compuesta por 4254 estudiantes de Educación Secundaria Obligatoria y Postobligatoria correspondientes a los diferentes tipos de centros educativos de la Comunidad Autónoma de Madrid (CAM). A raíz de la literatura consultada y la experiencia profesional se consideraron cuatro dimensiones sobre la práctica tutorial donde se analizó la fiabilidad (Alfa de Cronbach total del instrumento: 0.929, y por dimensiones, Funciones con el alumnado: 0.868; Funciones con las familias: 0.649; Desarrollo: 0.797; Evaluación: 0.876), los valores del coeficiente de discriminación de los ítems (datos superiores a 0.2, según Hair et al., 2014) y el Análisis Factorial Confirmatorio (χ2/gl= 0.0254; CFI= 0.940; RMSEA: 0.044; PRATIO=0.894) obteniendo resultados satisfactorios. Por todo ello, el instrumento propuesto contribuye al estudio de las tutorías, tanto desde un punto de vista teórico como por sus características psicométricas relativas a su fiabilidad y validez. De igual modo, el instrumento se constituye como una herramienta de utilidad en el desarrollo de las tutorías, atendiendo las demandas y necesidades de sus estudiantes. The development of the tutorial function development is the key for an integral formation of the students. In recent years, research on this topic has been focused on higher education, relegating to a second place its development in basic education. In this sense, the objective of this work is to design and validate a measuring instrument for the assessment of tutorials in Obligatory and Post-obligatory Secondary Education, supported theoretically, that finds the required psychometric characteristics: reliability, homogeneity of the items and validity. The study sample is made up of 4254 students of Compulsory and Post-compulsory Secondary Education corresponding to different types of educational centers in Autonomous Community of Madrid (CAM). As a result of the literature consulted and the professional experience, four dimensions were considered on the tutorial practice where the reliability was analyzed (Alfa of Cronbach total of the instrument: 0.929, and by dimensions, Functions with the students: 0.868; Functions with the families: 0.649; Development: 0.797; Evaluation: 0.876), the values of the discrimination coefficient of the items (data superior to 0.2, according to Hair et al. 2014) and the Confirmatory Factorial Analysis (χ2/gl= 0.0254; CFI=0.940; RMSEA: 0.044; PRATIO=0.894) obtaining satisfactory results. For all these reasons, the proposed instrument contributes to the study of tutorials, both from a theoretical point of view and because of their psychometric characteristics relative to their reliability and validity. Similarly, the instrument constitutes a useful tool in the development of tutorials, meeting the students’ demands and needs.

scholarly journals Assessing Reseller Performance from the Perspective of the Supplier

1992 ◽  
Vol 29 (2) ◽  
pp. 238-253 ◽  
Author(s):  
Nirmalya Kumar ◽  
Louis W. Stern ◽  
Ravi S. Achrol
Keyword(s):  
Construct Validity ◽  
Organizational Effectiveness ◽  
Reliability And Validity ◽  
Global Scale ◽  
Different Types ◽  
Using Data

The objective of the authors’ study was to develop a reliable and valid scale to assess reseller performance from the perspective of the supplier. To specify the domain of reseller performance, four different conceptualizations of organizational effectiveness were explored, leading to the identification of eight facets of reseller performance. Using data collected on the resellers of two different suppliers, the authors investigated the reliability and validity of three different types of scales—facet, composite, and global. Results indicate that two composite scales, a 5-item global scale, and seven 3-item facet scales have acceptable levels of reliability, construct validity, and generalizability.

scholarly journals Children's Voices: Perspectives on Using Assistive Technology

2016 ◽  
Vol 26 (1) ◽  
Author(s):  
Robin E. Schock ◽  
Elizabeth A Lee
Keyword(s):  
Learning Disabilities ◽  
Qualitative Study ◽  
Assistive Technology ◽  
Thematic Analysis ◽  
Elementary School Children ◽  
Students With Learning Disabilities ◽  
Self Perceptions ◽  
Students With Ld ◽  
Children’S Voices ◽  
Technology In Schools

Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD.

scholarly journals Modern principles of developing the subtest “Reading and Use of Language” of the TORFL-II

2021 ◽  
Vol 19 (2) ◽  
pp. 207-221
Author(s):  
Inna N. Erofeeva ◽  
Tatiana I. Popova
Keyword(s):  
Foreign Language ◽  
Reliability And Validity ◽  
Russian Language ◽  
Integrative Approach ◽  
Second Phase ◽  
Language Test ◽  
State University ◽  
Assessment Task ◽  
Different Types ◽  
And Control

The article is devoted to the topical problem of modern principles of developing tests of Russian as a foreign language (RFL), taking into account the world experience. The purpose of the article is to summarize the modern principles of language test development and to show how they are implemented in the new tests of Russian as a foreign language. The materials of the article include the research papers of Russian and foreign authors in the sphere of methodology over the past 20 years, as well as modern formats of testing in foreign languages. At the first stage of the study, general scientific methods of generalization, systematization and structuring were used. At the second phase, a new format of the RFL test Reading and Use of Language (B2) was modelled, combining language and communication competence testing. At the third stage, an experiment was conducted to test the new format. 48 foreign master students studying the program Russian Language and Russian Culture in the Aspect of Russian as a Foreign Language in Saint Petersburg State University took part in the experiment. It was concluded that the modern language test, in accordance with the basic cognitive and communicative principle of learning and control, should be based on the following principles: testing skills in different types of speech activities mainly on the text material; interdependence between the type of the task and the speech genre of the text being created/used in the task; basing on a linguistic and didactic description of the communicative competence level; integrative approach; using different types of test tasks within one subtest; the principle of increasing complexity of tasks; taking into account the complexity of each task in its assessment; task feasibility according to students educational level; taking into account the values of the multicultural world; taking into account international experience; basing on reliability and validity criteria of test tasks. These principles implemented in the new TORFL-II subtest format Reading and Use of Language are presented in the article. The implementation of modern test principles should ensure that all speech control facilities are systematically allocated to the appropriate level and parameters for their assessment. The above-mentioned principles of test creation and the example of their implementation can be taken as the basis of a full-fledged system of control and measurement materials based on linguistic and didactical descriptions of each level.

Assessment and Implications of Social Avoidance in Chinese Early Adolescents

2016 ◽  
Vol 38 (4) ◽  
pp. 554-573 ◽  
Author(s):  
Biao Sang ◽  
Xuechen Ding ◽  
Robert J. Coplan ◽  
Junsheng Liu ◽  
Tingting Pan ◽  
...  
Keyword(s):  
Cultural Context ◽  
Emotion Dysregulation ◽  
Social Withdrawal ◽  
Mainland China ◽  
Early Adolescents ◽  
Reliability And Validity ◽  
Self Report ◽  
Social Avoidance ◽  
Republic Of China ◽  
Peer Nominations

The goals of the present study were to (a) develop and validate a new self-report measure of social avoidance for use among early adolescents in mainland China and (b) explore the links between subtypes of social withdrawal (i.e., shyness, unsociability, and social avoidance) and indices of socio-emotional difficulties in this cultural context. Participants were 663 early adolescents (350 boys, 313 girls) attending elementary schools ([Formula: see text] = 10.25 years) and middle schools ([Formula: see text] = 12.53 years) in Shanghai, People’s Republic of China. Measures of social withdrawal subtypes and adjustment were collected using multi-source assessments, including self-reports, peer nominations, and teacher ratings. The results provided evidence in support of the reliability and validity of the new scale of self-reported social avoidance. Shyness, unsociability, and social avoidance were also all uniquely associated with emotion dysregulation and self-reported internalizing problems. However, only social avoidance was uniquely associated with teacher-rated emotion symptoms and peer problems (as rated by both peers and teachers). Results are discussed in terms of the reasons why social avoidance may have particularly negative implications for early adolescents in China.

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