Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

Developing The Next Generation Of Clinical Laboratory Scientist Supervisors: A Study Of Supervisory Competencies In Clinical Laboratory

2020 ◽  
Vol 154 (Supplement_1) ◽  
pp. S120-S120
Author(s):  
V D Kummerfeldt
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Human Resource ◽  
Succession Planning ◽  
Clinical Laboratory ◽  
Management Strategies ◽  
Next Generation ◽  
Leadership Programs ◽  
Management Competency ◽  
Laboratory Scientist

Abstract Introduction/Objective Developing the next generation of clinical laboratory scientist (CLS) supervisors who are competent and comprehensively prepared to meet the industry’s healthcare demands can be challenging. When a CLS is promoted to a supervisory position and then found to be incompetent due to the lack of experience, skills, knowledge and/or abilities. To identify the root cause of this phenomena a comprehensive review of the literature explored management competency theories and concepts (Katz’s three-skills approach, the Peter principle, Sandwith’s competency domain model, and National Center for Healthcare Leadership’s health leadership competency model). The management competency theories provided the foundational theoretical framework for this study. Methods Quantitative and qualitative data was used to address the research questions. A modified Tipton’s instrument/survey was used. The survey used demographic, open-ended, and Likert-type questions. Results This study had a total of 247 participants, who self-identified as CLS supervisor or manager, and completed an online survey. The results showed an increased competency level due to experience, continuous learning, mentors, formal education, leadership programs and delegation of tasks. The majority of the participants did not feel that the College of American Pathologists regulatory standard of a general CLS supervisor was sufficient to produce a competent CLS supervisor. Training and education was recommended to help transition CLS practitioner into the role of CLS supervisor. Other recommendations include mentors, succession planning, career ladder/leadership programs, experience, and support. Conclusion In order to develop the next generation of CLS supervisors, who are comprehensively prepared to meet the industry’s healthcare demands, healthcare organizations are going to need to employ evidence-based human resource management strategies. Human resource management strategies, such as training and development programs, leadership programs, mentor programs, and succession planning, should include administrative and interpersonal domain knowledge, skills, abilities and experience

scholarly journals Psychometric properties of the Indonesian version of the Depression Anxiety Stress Scale: Factor structure, reliability, gender, and age measurement invariance

2021 ◽  
Vol 6 (1) ◽  
pp. 61-76
Author(s):  
Darmawan Muttaqin ◽  
Serena Ripa
Keyword(s):  
Psychological Distress ◽  
Psychometric Properties ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Group Analysis ◽  
Measurement Instruments ◽  
Depression Anxiety Stress Scale ◽  
Stress Scale ◽  
Structure Reliability ◽  
Composite Reliability

Measurement instruments that have satisfactory psychometric properties are needed to improve mental health research and services, especially in the effort to measure, identify, and monitor the psychological problems experienced by individuals. The purpose of this study is to examine the psychometric properties of the Indonesian version of the Depression Anxiety Stress Scale (DASS). The study involved 1,922 participants from Surabaya aged between 16 and 26. The data were obtained using the convenience sampling method. Testing of the factor structure, reliability, and measurement invariance of the Indonesian DASS was performed using a confirmatory factor, composite reliability, and multi-group analysis. It was found that a bifactor model consisting of specific (depression, anxiety, and stress) and general (psychological distress) factors was the best structure for the DASS. Furthermore, the model also showed satisfactory composite reliability and measurement invariance across genders. The results indicated that the Indonesian version of the DASS was a valid and reliable instrument for measuring and comparing depression, anxiety, stress, and psychological distress between genders in the Indonesian sample.

scholarly journals Mind the gap: smoothing the transition to higher education fostering time management skills

2021 ◽  
Author(s):  
Bernardo Tabuenca ◽  
Wolfgang Greller ◽  
Dominique Verpoorten
Keyword(s):  
Higher Education ◽  
Time Allocation ◽  
Time Management ◽  
Learning Performance ◽  
Control Group ◽  
Management Skills ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Distant Learning ◽  
Transition To Higher Education

AbstractFreshmen in Higher Education are required to exhibit a strong inclination to taking ownership of their own learning. It entails well-developed self-regulated learning competences. This demand is further exacerbated in purely online settings such as open distant learning, MOOCs, or disruptive circumstances like the COVID pandemic. Time management skills are an essential component in this process and the target of this study, wherein 348 students covered a course through two conditions: the control group attended the semester in an unchanged way, while students in the experimental group were weekly invited to estimate and log their workload and time allocations, via “reflection amplifiers” provided on their mobile devices. While no major difference in time management and learning performance was observable, data reveals that perceived time allocation and prescribed study-time differ substantially. These results raise questions, on the students’ side, about the potential of qualitative (self-inputted) learning analytics to raise awareness on where time investments go. On the teachers’ side, the results highlight the need to better plan the curricula workload specifically for first-year students.

scholarly journals Validating strengths use and deficit correction behaviour scales for South African first-year students

2017 ◽  
Vol 43 (0) ◽  
Author(s):  
Karina Mostert ◽  
Bianca Theron ◽  
Leon T. De Beer
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Measurement Invariance ◽  
South African ◽  
Factor Structure ◽  
First Year ◽  
First Year Students ◽  
Strengths Use ◽  
Proactive Behaviour ◽  
First Year University

Orientation: It is well known that the first year at university can be very challenging and stressful for students. While some students mainly depend on the university to assist them through this time, other students want to proactively manage this stressful period themselves by focusing on their strengths and developing in their areas of weakness. Two new scales measuring proactive strengths use and deficit correction behaviour have recently been developed for employees. However, the psychometric properties of these new scales have not yet been tested on first-year students in the South African context.Research purpose: To examine the validity, measurement invariance and reliability of the proactive strengths use and deficit correction scales for South African first-year university students.Motivation for the study: In order to cope in the demanding university environment, first-year university students need to develop and apply proactive strategies, including using their strengths and developing in their areas of weaknesses. Several studies have indicated that proactive behaviour, specifically strengths use and deficit correction behaviour, lead to favourable outcomes such as higher engagement, lower burnout and more life satisfaction. Therefore, it is important to validate scales that measure these constructs for first-year students.Research design, approach and method: A cross-sectional research approach was used. A sample of South African first-year university students aged between 18 and 23 years (N = 776) was collected. The two scales were tested for their factor structure, measurement invariance, reliability, and convergent and criterion validity.Main findings: A two-factor structure was found for the strengths use and deficit correction behaviour scales. Measurement invariance testing showed that the two scales were interpreted similarly by participants from different campuses and language groups. Cronbach’s alpha coefficients (α ≥ 0.70) indicated that both scales were reliable. In addition, the scales demonstrated convergent validity (comparing them with a general strengths use and proactive behaviour scale). Strengths use and deficit correction behaviour both predicted student burnout, student engagement and life satisfaction, with varying strengths of the relationships for strengths use and deficit correction behaviour.Practical implications: Strengths use and deficit correction behaviour could enable students to manage study demands and enhance well-being. Students will experience favourable outcomes from proactively using strengths and developing their weaknesses, including reduced burnout and enhanced engagement and life satisfaction. Universities and lecturers can be informed, which allows them to develop support structures and provide students with opportunities to apply their strengths and develop thier deficits.Contribution/value-add: The present study adds to the limited research available on initiating proactive behaviour to use strengths and improve deficits for university students by validating two new scales. This could help in facilitating positive outcomes for first-year university students within the South African context.

The Factor Structure and Measurement Invariance of Positive and Negative Affect

2016 ◽  
Vol 32 (4) ◽  
pp. 265-272 ◽  
Author(s):  
Mohsen Joshanloo ◽  
Ali Bakhshi
Keyword(s):  
Negative Affect ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Factor Model ◽  
Positive And Negative Affect ◽  
Cultural Groups ◽  
Invariance Testing ◽  
The Usa ◽  
Scalar Invariance ◽  
Gender Groups

Abstract. This study investigated the factor structure and measurement invariance of the Mroczek and Kolarz’s scales of positive and negative affect in Iran (N = 2,391) and the USA (N = 2,154), and across gender groups. The two-factor model of affect was supported across the groups. The results of measurement invariance testing confirmed full metric and partial scalar invariance of the scales across cultural groups, and full metric and full scalar invariance across gender groups. The results of latent mean analysis revealed that Iranians scored lower on positive affect and higher on negative affect than Americans. The analyses also showed that American men scored significantly lower than American women on negative affect. The significance and implications of the results are discussed.

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