scholarly journals Reliability and validity of ecological literacy scale for primary school students

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E E Öcal ◽  
M F Önsüz
Keyword(s):  
Primary School ◽  
Energy Transport ◽  
Reliability And Validity ◽  
Ecological Literacy ◽  
Primary School Students ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
Expert Opinions ◽  
The Mean

Abstract Background Ecological literacy aims to build up a framework of view that identifies the association with nature and enhances the improvement of new areas to produce sustainable lifestyles. Today, this concept has become one of the important requirements for a sustainable community. The aim of the study was to develop the Ecological Literacy Scale (ELS) to determine the ecological literacy of primary school students. Methods This methodological study carried out in 233 primary school 4th grade students in an eco-school in the 2019-2020 academic year. By using literature 91 questions was collected including water, energy, transport and air, biodiversity, purchasing and waste topics which were main issues of ecological footprint. After taking expert opinions, a scale that consists of 32 questions and scored as I agree:3, undecided:2, I disagree:1 and was created named ELS. In order to evaluate the reliability of the scale, item total score correlation and internal consistency (Cronbach's alpha) analyzes and exploratory factor analysis was used for construct validity. Results Of the 52.8% students were male and their age ranges from 8-11, the mean was 9.5±0.6. After the scale development study, the scale consisted of 19 items and unidimension. Scale items explain 27.37% of total variance and factor loadings ranged from 0.42-0.64. The Cronbach's alpha coefficient was 0.846 for the scale. In the last form of the scale, the score that can be taken from scale range 19-57. It was accepted that by increasing of the score, ecological literacy level was increased. The mean score of the students was 51.73 ± 5.39 and the median was 53.0. Conclusions Ecological literacy could be considered as high level for primary school students in eco-school. ELS was found to be a valid-reliable tool for assesing ecological literacy in primary school students. Key messages Ecological literacy is an issue that students should be informed from the primary school period. In the literature, ELS seems the first scale about ecological literacy for primary school students and needs to be tested in large groups of students.

scholarly journals The Validation of Chinese Version of the Victimization Subscale of the Revised Peer Experiences Questionnaire

2021 ◽  
Vol 18 (6) ◽  
pp. 2937
Author(s):  
Liheng Fan ◽  
Bu Liu ◽  
Zheng Jin ◽  
Xiangru Zhu
Keyword(s):  
Construct Validity ◽  
Primary School ◽  
Factor Model ◽  
Reliability And Validity ◽  
Chinese Version ◽  
Peer Relationship ◽  
Primary School Students ◽  
School Students ◽  
Internal Reliability ◽  
Peer Experiences

In China, researchers have translated and validated several scales to measure victimization behavior. The aim of the present study was to validate the Chinese version of the victimization subscale of the Revised Peer Experiences Questionnaire (RPEQ) among primary school students. Primary school students aged between 8 and 13 years old (n = 1048) were asked to complete the Chinese version of the victimization subscale of the RPEQ and related scales. We examined internal consistency and the factor structure using confirmatory factor analysis (CFA). Depression, peer relationship, and sleep scales were used to measure construct validity. The CFA results suggested that the four-factor model had a good model fit. The results indicated that internal reliability was good (Cronbach’s α = 0.83). Construct validity was mostly supported by scores on the Chinese version of the victimization subscale of the RPEQ that strongly and positively correlated with depression and negatively correlated with peer relationship and sleep quality. The present study indicated that the Chinese version of the victimization subscale of the RPEQ has adequate reliability and validity for measuring bullying problems among Chinese primary school students.

Examining the effect of sports participation motive on aggression

2021 ◽  
Vol 9 (2) ◽  
pp. 613-619
Author(s):  
Sermet Toktas ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Positive Relationship ◽  
Sport Participation ◽  
Reliability And Validity ◽  
Sports Participation ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
Motivation To Participate

This study aims to investigate the relationship between aggression and sports participation motives of Sports High School students in Adıyaman, Kahramanmaraş, and Malatya provinces in Turkey. 575 Sports High School students, including 385 males and 190 females, participated in our research. Surveys used to measure variables included a 30-item sports participation motivation scale a 30-item “aggression inventory”. Reliability and validity studies of the sport participation motive scale were done by Gill et al, and it was determined that Cronbach's alpha coefficients were between 0.30 and 0.78 for the sub-dimensions. The Cronbach's alpha internal consistency coefficient of the aggression scale was calculated as .83. According to our findings, there was a moderately positive relationship between assertiveness, which is the sub-dimension of aggression, and competition, and friends, which is the sub-dimension of the motivation to participate in sports. A moderately significant negative correlation was found with the sub-dimensions of aggression and entertainment, which is the sub-dimension of the motivation to participate in sports. A moderately significant positive relationship was found with destructive aggression, which is the sub-dimensions of aggression, and success and status, and competition, which are the sub-dimensions of participation in sports.

scholarly journals Assessment of reliability and validity of original questionnaire to evaluate knowledge of and attitudes towards extending professional powers of nurses and midwives with respect to independent prescription of certain drugs, writing out prescriptions, and referring for diagnostic tests – preliminary report

2016 ◽  
Vol 15 (1) ◽  
pp. 27-36
Author(s):  
Mariusz Panczyk ◽  
Aleksander Zarzeka ◽  
Lucyna Iwanow ◽  
Jarosława Belowska ◽  
Joanna Gotlib
Keyword(s):  
Diagnostic Tests ◽  
Preliminary Report ◽  
Reliability And Validity ◽  
List Type ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Alpha Reliability ◽  
Independent Prescription ◽  
The Mean ◽  
Nurses And Midwives

AbstractAim of the study. Starting on January 1, 2016, nurses and midwives (NM) acquire extending the professional powers. Assessing the reliability and validity of a questionnaire developed to evaluate the knowledge of and attitudes towards acquiring extending the professional powers of NM.Material and methodology. Forty-two students, voluntary, anonymous, original questionnaire study, 11 questions (knowledge) and 32 statements (attitudes), the Likert scale.Results. Cronbach’s alpha reliability coefficient (α>0.70). Assessment of validity: indirect estimation of theoretical validity by identifying an internal correlation on the scale. Assessment of differences between the students: Kruskal-Wallis test, α=0.05, 11 knowledge-related questions - the easiness: 0.52, the mean differentiating power of 0.21. Cronbach’s alpha: 0.671. The subscale 1 comprising 26 statements underwent a factor analysis with two variables. The structure of subscale 2 (6 items) is uniform. The comparative analysis of students does not show differences by their majors (Kruskal-Wallis test).Conclusion.Assessment of reliability and validity of the questionnaire has demonstrated that it is a proper tool to evaluate attitudes towards extending professional powers of NM.Assessment of the questionnaire has confirmed that there is a need to modify the knowledge-related questions.The study should be continued among a greater number of NM that would be more diverse.

scholarly journals Investigation of the 4th Grade Primary School Students’ Attitudes Towards Reading in the Scope of Different Variables

2019 ◽  
Vol 9 (3) ◽  
pp. 46
Author(s):  
Ibrahim Halil Yurdakal
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Reading Attitudes ◽  
Attitude Scale ◽  
Reading Attitude ◽  
Primary School Students ◽  
School Students ◽  
Cronbach's Alpha ◽  
Students Attitudes ◽  
Attitudes Towards Reading

In this study, it is aimed to examine the attitudes of fourth grade primary school students towards reading in terms ofdifferent variables. In this context, the attitudes of students' reading attitudes were examined according to gender, age,read books regulary and number of books read in a month. The research was prepared in accordance with therelational survey model from the quantitative patterns. The sample of the study consists of 217 primary school fourthgrade students. The data of the study were collected with reading attitude scale prepared by Yurdakal and Susar(2018). Cronbach's Alpha value of the scale is 0.853 and the scale is composed of 4 dimensions and 28 questions.Kruskal Wallis H and Mann Whitney U tests were used to analyze the data. When the results of the research areexamined, the attitudes of the students towards reading do not differ according to gender. Students' attitudes towardsreading varies significantly according to age variable and this significance is in favor of 9-10 years. The students'attitudes towards reading differ with students who do not regularly read books and this is in favor of students who donot read a regular book. The attitudes of students towards reading do not differ according to the number of booksread monthly.

scholarly journals THE EFFECTIVENESS OF USING MIND MAPPING STRATEGY IN DEVELOPING WRITING SKILLS FOR SIXTH YEAR PRIMARY SCHOOL STUDENTS IN QATAR

2021 ◽  
Vol 03 (04) ◽  
pp. 206-220
Author(s):  
Mahrous Mohamed SOLIMAN
Keyword(s):  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aimed at investigating the effectiveness of using Mind mapping strategy in developing writing skills for sixth year primary school students in Qatar. Quasi-experimental design was used in this study. The population was the sixth year students of Al Forqan primary school for boys with a total number of 103 students. Out of this population, a purposive sample of 51 students was taken, the control group (27 students) and the experimental group (24 students). First, the data was collected by using a prewriting test. Then, the experiment had been implemented. Next, the second part of the data was collected using the posttest. The data obtained were analyzed by using t-test formula. The findings of study were: A) there are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test of the experimental group in writing skills in favor to the posttest. B) there are statistically significant differences between the mean scores obtained by participants in the post-test of the control group and the experimental group in writing skills in favor to the experimental group. Depending on the statistical analyses of the hypotheses of the study, we can safely conclude that exposing students to the training strategy helped them develop their performance during the post administration of the writing skills test. In light of the results, a number of points can be recommended: writing skills via mind mapping strategy use in the primary stage specially in the 6th grade students should be emphasized in teaching writing skills. Moreover, deliberation attempts should be made to help students in the primary stage acquire and use the writing as amusing as possible. Furthermore, the objectives of teaching English language should concentrate on writing skills beyond the mechanics level and emphasize writing as a process.

scholarly journals Reliability and validity of learning style inventory for primary school students based on the Myers-Briggs learning style model (ISUMB2-O)

2020 ◽  
Vol 50 (3) ◽  
pp. 69-98
Author(s):  
Dušan Ranđelović ◽  
Miljana Pavićević
Keyword(s):  
Learning Styles ◽  
Primary School ◽  
Learning Style ◽  
External Validity ◽  
Reliability And Validity ◽  
Primary School Children ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Dimensions Of Learning ◽  
Myers Briggs

The goal of this study was to examine reliability and validity of learning styles inventory ISUMB2-O for primary school children. This inventory is based on Myers-Briggs learning style model, and the model itself is based on Jung's personality types. According to this model, the individual's profile is determined based on four pairs of opposite preferences: extraversion/ introversion, sensing/intuition, thinking/feeling, and judgement/perception. Reliability data (in a sample of 100 students of the 4th grade of primary school in Nis) obtained, both for individual dimensions (expressed by the Cronbach's alpha coefficient) and based on item analysis, indicate that this is a stable instrument. Three out of four dimensions have the reliability over 0.93 expressed by the Cronbach's alpha. Validity was verified in two ways: a) Construct validity was checked by using factor analysis in order to check the factor structure of the instrument, and b) external validity was checked by using the degree of correlation of values obtained based on the dimensions of learning styles with the instrument ISUMB2-O and on the teachers' assessment of individual poles of the examined dimensions of learning styles in their students based on the descriptions they received. The four-factor solution is the optimal and best possible one for the given instrument and it can explain 57% of the total variance. There is a statistically significant positive correlation between the results for the dimensions of the inventory of learning styles and teachers' assessment of individual poles of the examined dimensions of learning styles in their students based on the descriptions they received. This correlation value is high in the case of dimensions E-I, S-N and J-P, and of medium intensity when it comes to the dimension F-T. No differences in learning styles were observed from gender standpoint, while the dimensions sensing-intuition and judgment-perception were found to be related to school achievement. The conclusion is that the instrument showed good psychometric characteristics, primarily from the aspect of extremely high reliability, high values for item-total correlation, satisfactory validity construct, and also due to adequate external validity, which indicate that the instrument measures the characteristics for which was originally intended. Limitations of the research were also highlighted, especially those related to the sample size.

The Reynolds Adolescent Depression Scale in New Zealand Adolescents

2005 ◽  
Vol 39 (3) ◽  
pp. 136-140 ◽  
Author(s):  
Lyndon Walker ◽  
Sally Merry ◽  
Peter D. Watson ◽  
Elizabeth Robinson ◽  
Sue Crengle ◽  
...  
Keyword(s):  
New Zealand ◽  
Ethnic Groups ◽  
Convergent Validity ◽  
Adolescent Depression ◽  
Depression Scale ◽  
Reliability And Validity ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Internal Reliability ◽  
Cronbach's Alpha

Objective: To examine aspects of the reliability and validity of the Reynolds Adolescent Depression Scale (RADS) in measuring depression in New Zealand adolescents of all major ethnic groups. Method: A sample of 9699 randomly selected New Zealand secondary school students participated in the Youth2000 Health and Wellbeing Survey which included the RADS. Data from this survey have been used to assess some aspects of the reliability and validity of the RADS in the New Zealand context across different ethnic groups. Cronbach's alpha, itemtotal score correlations, correlation to other questions and a factor analysis were done in order to examine the internal reliability, content validity, convergent validity and construct validity of the data and compare to the original Reynolds validation study. Results: Tests of the scale resulted in scores over 0.90 on Cronbach's alpha and high itemtotal score correlations, with a median correlation of 0.62 and 25 of the 30 correlations measuring more than 0.5. The scores were found to have similar factor structure to the original scale and the correlations to other depression related questions indicate acceptable concurrent validity. Conclusions: On all of the tests conducted, the RADS was found to have acceptable reliability and validity for New Zealand adolescents across the major different ethnic groups, indicating that it is a valid and appropriate instrument to use with New Zealand adolescents.

scholarly journals Reliability and Validity of Disability Literacy Scale for Medical School Students

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
S Aydoğan ◽  
E Atay ◽  
S Metintaş ◽  
Z Demirtaş ◽  
E E Öcal ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Medical School ◽  
Social Life ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
Confirmatory Factor ◽  
The Mean ◽  
Medical School Students

Abstract Background Disability literacy is the ability to perceive definition of disabled person, their characteristics, difficulties in daily life and solution suggestions, their rights and false thoughts and orientations about them. The aim of the study was to develop the Disability Literacy Scale (DLS) to determine the disability literacy of medical school students with a high probability of encountering disabled people. Methods This study was conducted in 1110 medical school students in 2018-2019 academic year. By using literature 97 questions were collected. DLS was created with 22 questions by taking expert opinions. Correct answer was scored as 1, while wrong or ’do not know’ answer as 0. In order to evaluate the reliability of the scale, item total score correlation and internal consistency (Cronbach’s alpha) analyzes and exploratory and confirmatory factor analysis were used for construct validity. Results Of the 51.1% students were female and their age ranged from 17-40, the mean was 21.1±2.2. After the scale development study, the scale consisted of 14 items and 3 sub-dimensions. Scale items explain 43.21% of total variance and factor loadings ranged from 0.37-0.80. The Cronbach’s alpha coefficient was 0.61, 0.64, 0.51 for communication, health problems and social life sub-dimensions, and 0.68 for the whole scale. The fit of scale and the fit index were found to be acceptable after confirmatory factor analysis. In the last form of the scale, the score that can be taken from scale range 0-14. It was accepted that by increasing of the score, disability literacy level was increased. The mean score of students was 9.79±2.57 and the median was 10.0. The scores obtained from DLS were found to be lower in the first 3 grades (p < 0.001), low level mother and father education (p < 0.001/p=0.012) and who have not yet taken lesson about disability (p = 0.021). Conclusions DLS is a valid-reliable tool for assessing disability literacy levels of medical school students. Key messages It is essential to place disability related lessons from the earliest grades of medical school curriculum. In the literature, DLS seems the first scale about disability literacy and needs to be tested in large communities.

A study on the influencing factors of classroom teaching tact of primary school students

2021 ◽  
pp. 002072092110052
Author(s):  
Hanxue Li ◽  
Yujia Liu ◽  
Yinyuan Li
Keyword(s):  
Primary School ◽  
Professional Identity ◽  
Influencing Factors ◽  
Curriculum Reform ◽  
Class Size ◽  
Reliability And Validity ◽  
Classroom Teaching ◽  
Primary School Students ◽  
School Students ◽  
The Face

Classroom teaching tact is a kind of sensitive, rapid and accurate judgment and response ability of teachers in the face of complex classroom teaching situations. The implementation of the new curriculum reform requires teachers to have a higher level of teaching tact. Based on the self-designed questionnaire, this study investigated 200 primary school students in Hunan Normal University, explored the main influencing factors of their classroom teaching tact, and verified the rationality, reliability and validity of the questionnaire structure. It is found that the differences of gender and major have no influence on the level of classroom teaching tact of primary school students on post internship, while the differences of professional identity, personality, teaching class size, teaching reflection and post job training will bring the differences of classroom teaching tact level of primary school students on post internship. The primary school students who have high degree of professional identity, outgoing personality, small class size, good teaching reflection and more job-related classroom teaching and training have higher level of classroom teaching wit. But at the same time, we should also consider the interaction of various factors and do a holistic and dialectical thinking on the analysis of the factors that affect the level of classroom teaching tact of primary school students.

scholarly journals The Effectiveness of Multiliteration Learning Models in Increasing Ecological Literacy of Primary School Students

2021 ◽  
Vol 1764 (1) ◽  
pp. 012092
Author(s):  
Dede Margo Irianto ◽  
Yusuf Tri Herlambang ◽  
Hana Yunansah ◽  
Tita Mulyati ◽  
Dadan Setiawan
Keyword(s):  
Primary School ◽  
Ecological Literacy ◽  
Learning Models ◽  
Primary School Students ◽  
School Students
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