Development and Validation of a Monitoring Instrument for Sport Psychology Practice: The Sport Psychology Outcomes and Research Tool (SPORT)

2019 ◽  
Vol 13 (4) ◽  
pp. 543-560
Author(s):  
Ashley A. Hansen ◽  
Joanne E. Perry ◽  
John W. Lace ◽  
Zachary C. Merz ◽  
Taylor L. Montgomery ◽  
...  
Keyword(s):  
Sport Psychology ◽  
Student Athletes ◽  
Factor Model ◽  
Self Regulation ◽  
Test Construction ◽  
Research Tool ◽  
Confirmatory Factor Analyses ◽  
Psychology Literature ◽  
Performance Satisfaction ◽  
Development And Validation

Evidence for the mechanisms of change by which sport psychology interventions enhance performance is limited and treatment monitoring and outcomes measures would assist in establishing evidence-based practices. The present paper fills a gap in sport psychology literature by demonstrating the development and validation of a new measure (Sport Psychology Outcomes and Research Tool; SPORT). Study 1 described test construction and pilot item selection with 73 collegiate student-athletes. Twenty-three pilot items contributed unique variance while maintaining the original constructs and were selected from 80 initial items. In Study 2, exploratory and confirmatory factor analyses were conducted with collegiate student-athletes (n = 220), revealing a 17-item, four-factor model measuringAthlete Wellbeing,Self-Regulation,Performance Satisfaction, andSport-Related Distress. Concurrent validity was supported through correlational analyses. Overall, results supported the SPORT as a new transtheoretical tool for monitoring effectiveness and outcomes of sport psychology interventions.

scholarly journals Development and Psychometric Evaluation of the Sport Psychology Attitudes—Revised Form: A Multiple Group Investigation

2002 ◽  
Vol 16 (3) ◽  
pp. 272-290 ◽  
Author(s):  
Scott B. Martin ◽  
Michael Kellmann ◽  
David Lavallee ◽  
Stephen J. Page
Keyword(s):  
Factor Analysis ◽  
Sport Psychology ◽  
Female Athletes ◽  
Factor Model ◽  
Psychometric Evaluation ◽  
Late Adolescent ◽  
Confirmatory Factor Analyses ◽  
Multiple Group ◽  
Confirmatory Factor ◽  
Cultural Preference

Exploratory and confirmatory factor analyses were conducted to develop a revised form of the Attitudes Toward Seeking Sport Psychology Consultation Questionnaire (ATSSPCQ; Martin, Wrisberg, Beitel, & Lounsbury, 1997). The 50-item ATSSPCQ was administered to 533 athletes (M = 18.03 ± 2.71). Exploratory alpha factor analysis with varimax rotation produced four factors: (a) stigma tolerance, (b) confidence in sport psychology consultation, (c) personal openness, and (d) cultural preference. The new questionnaire, the Sport Psychology Attitudes - Revised form (SPA-R), was then administered to 379 United States, 234 United Kingdom, and 443 German athletes (M = 20.37 ± 5.13). Confirmatory factor analysis demonstrated the factorial validity of the four-factor model for the SPA-R for male and female athletes, late adolescent

scholarly journals Developing and Validating a Short Networking Behavior Scale (SNBS) From Wolff and Moser’s (2006) Measure

2019 ◽  
Vol 28 (2) ◽  
pp. 277-302
Author(s):  
Hans-Georg Wolff ◽  
Daniel Spurk
Keyword(s):  
Factor Model ◽  
Measurement Properties ◽  
Short Version ◽  
Confirmatory Factor Analyses ◽  
Multiple Dimensions ◽  
Three Samples ◽  
Behavior Scale ◽  
External Networking ◽  
Networking Behavior ◽  
Development And Validation

Networking refers to building, maintaining, and using informal contacts to attain work or career resources. Although several measures exist, we are not aware of any short measure that reaches conventional standards and captures the breadth and multiple dimensions of the construct. To enable a brief and at the same time broad assessment of networking behaviors, this study reports the development and validation of a short version (the Short Networking Behavior Scale) of Wolff and Moser’s (2006) 44-item networking behavior scale. We examine the measurement properties of the derived 18-item version in two studies using three samples. Confirmatory factor analyses show that a correlated six-factor model with two higher order factors of internal and external networking fits the data well. We provide evidence for construct and criterion-oriented validity, showing that the internal and external networking scales exhibit meaningful correlational patterns with personality, career, and social network variables but only small and mostly nonsignificant correlations with measures of job or task characteristics.

scholarly journals Peer Motivational Climate in Youth Sport: Measurement Development and Validation

2005 ◽  
Vol 27 (4) ◽  
pp. 432-455 ◽  
Author(s):  
Nikos Ntoumanis ◽  
Spiridoula Vazou
Keyword(s):  
Achievement Motivation ◽  
Factor Model ◽  
Peer Group ◽  
Youth Sport ◽  
Motivational Climate ◽  
Measurement Development ◽  
Factor Solution ◽  
Confirmatory Factor Analyses ◽  
Team Conflict ◽  
Development And Validation

The influence of the peer group on young people’s achievement motivation has been highlighted in the literature as an area that needs examination (e.g., Harwood & Swain, 2001). To this effect, a new measure of youngsters’ perceptions of the peer motivational climate (Peer Motivational Climate in Youth Sport Questionnaire; PeerMCYSQ) was developed and tested across three studies. In Study 1, exploratory and confirmatory factor analyses (CFA) with 431 athletes between the ages of 11 to 16 years suggested that the PeerMCYSQ had 6 factors that could also be subsumed into 2 higher order factors (Task-Involving climate: improvement, relatedness support, effort; Ego-Involving climate: intra-team competition, normative ability, intra-team conflict). In Studies 2 and 3 the 6-factor solution and the corresponding hierarchical one were tested using CFA with two independent samples (N = 606 and 495, respectively) of similar age. The results showed that the 6-factor model was problematic and that a 5-factor solution should be preferred instead. Further support to the 5-factor model was provided with hierarchical and multilevel CFAs. Suggestions for further research on peer motivational climate are discussed.

scholarly journals Binge-Watching: Development and Validation of the Binge-Watching Addiction Questionnaire

2021 ◽  
Vol 11 (2) ◽  
pp. 27
Author(s):  
Giuseppe Forte ◽  
Francesca Favieri ◽  
Domenico Tedeschi ◽  
Maria Casagrande
Keyword(s):  
Online Survey ◽  
Factor Model ◽  
Addictive Behavior ◽  
Self Report ◽  
Factor Analyses ◽  
Single Session ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Development And Validation ◽  
Multiple Episodes

The approach to the vision of TV series has deeply changed in the last years, and watching multiple episodes of TV content in a single session becomes a popular viewing pattern referred as binge-watching. Early studies defined binge-watching as a potentially addictive behavior showing characteristics similar to other behavioral addictions, such as loss of control and pleasure anticipation. This study aims to validate a short self-report questionnaire focused on assessing binge-watching behavior and determining whether it shows characteristics similar to addictive behavior, the Binge-Watching Addiction Questionnaire (BWAQ). An online survey was adopted to administer the questionnaire in the general population (N = 1277). Exploratory and confirmatory factor analyses assessed both the validity and the structure of the scale in two independent samples. The statistical analyses confirmed a four-factor model (i.e., “Craving”, “Dependency”, “Anticipation”, “Avoidance”) of the BWAQ with good psychometric properties. The BWAQ can differentiate between people who adopt maladaptive watching activities from those who use TV-series as leisure and entertainment activities. Therefore, this questionnaire may enable researchers to improve this emerging field of research significantly.

A New Money Attitudes Questionnaire

2019 ◽  
Vol 35 (6) ◽  
pp. 813-822 ◽  
Author(s):  
Alixe Lay ◽  
Adrian Furnham
Keyword(s):  
Financial Literacy ◽  
Factor Model ◽  
Five Factor Model ◽  
Well Being ◽  
Attitudes And Beliefs ◽  
Confirmatory Factor Analyses ◽  
Money Attitudes ◽  
Five Factors ◽  
Diverse Backgrounds ◽  
Development And Validation

Abstract. This study reports on the development and validation of a new questionnaire to measure money attitudes and beliefs. In all, 268 participants from diverse backgrounds, who were recruited online, completed a 30-item questionnaire. Exploratory and confirmatory factor analyses verified a five-factor model. The factors were labeled: Achievement and Success, Power and Status, Mindful and Responsible, Saving Concerns, and Financial Literacy Worries. Results showed that demography (sex, age, and education), ideology (politics and religious practices), and self-rated happiness, success, and adjustment were related to all five factors, particularly the first two. Worries about Financial Literacy is an important and neglected factor in money attitudes research, which has implications for consumer well-being and protection. Limitations and implications are noted.

The Psychological Skills Inventory for Sports: Psychometric Characteristics and Applied Implications

1992 ◽  
Vol 14 (4) ◽  
pp. 405-413 ◽  
Author(s):  
Judy M. Chartrand ◽  
Douglas P. Jowdy ◽  
Steven J. Danish
Keyword(s):  
Sport Psychology ◽  
Athletic Performance ◽  
Data Model ◽  
Factor Model ◽  
Psychological Skills ◽  
Factor Analyses ◽  
Psychometric Characteristics ◽  
Intercollegiate Athletes ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor

The Psychological Skills Inventory for Sports (PSIS R-5; Mahoney, Gabriel, & Perkins, 1987) contains 45 items designed to measure six psychological skills related to athletic performance. The present study examined selected psychometric properties of the PSIS R-5. Results of confirmatory factor analyses, conducted using intercollegiate athletes (N = 340), indicated that the predicted six-factor model did not fit the data. Model modifications were examined but failed to provide an adequate fit. Internal consistency estimates for five of the six scales also indicated poor reliability. The results are discussed in relation to the applied use of the PSIS R-5. Emphasis is placed on the need to carefully evaluate the psychometric characteristics of instruments that are designed for use in applied sport psychology.

Competencies for knowledge management: development and validation of a scale

2015 ◽  
Vol 19 (4) ◽  
pp. 836-855 ◽  
Author(s):  
Andrea Conchado ◽  
José Miguel Carot ◽  
María Carmen Bas
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Factor Model ◽  
Management Communication ◽  
Confirmatory Factor Analyses ◽  
Content Type ◽  
New Graduates ◽  
Competency Based ◽  
Fit Indexes ◽  
Development And Validation

Purpose – The purpose of the current paper is to develop and validate a scale for measuring and managing the acquisition of competences provided by higher education studies. Design/methodology/approach – A representative sample of Spanish graduates was obtained in the framework of the REFLEX project. In this questionnaire, a battery of 19 self-assessed items was used to measure the contribution of universities to the acquisition of generic competences. Exploratory and confirmatory factor analyses were performed. Findings – The main competences acquired in higher education according to Spanish graduates can be grouped as follows: innovation, interpersonal, knowledge management, communication, organisational and professional development. Results indicated excellent fit indexes of this six-factor model to data. Research limitations/implications – This scale may be particularly useful to understand the process of transition of higher education systems according to Bologna principles. It also represents a significant contribution to the existing research in competency-based education. Practical implications – This paper may help higher education institutions to identify improvement areas in their study programmes. Besides, the proposed scale may offer crucial information in the determination of which Bologna principles have been successfully implemented. Social implications – Organisations may use these findings to design formal or informal training for new graduates hired by the organisation. Originality/value – Despite the recent increasing research in the field of competency-based learning and competences required in graduates’ workplaces, this is the first paper that aims to present a validated scale designed to measure graduate self-assessed competences.

scholarly journals Negative Cognitions and Emotional Distress Following Job Loss: Development and Validation of the Beliefs About Loss of Work (BLOW) Scale

2021 ◽  
Author(s):  
Janske H. W. van Eersel ◽  
Toon W. Taris ◽  
Paul A. Boelen
Keyword(s):  
Emotional Distress ◽  
Job Loss ◽  
Factor Model ◽  
Coping Styles ◽  
Negative Cognitions ◽  
Confirmatory Factor Analyses ◽  
Long Run ◽  
Short Run ◽  
Convergent And Divergent Validity ◽  
Development And Validation

Abstract Negative cognitions following job loss can contribute to emotional distress by motivating individuals to adopt coping styles that reduce stress in the short run while obstructing adjustment in the long run. It is unclear which specific cognitions are related to symptoms of complicated grief, depression, and anxiety following job loss. To fill this gap, this study introduces the Beliefs about Loss of Work (BLOW) scale and examines its psychometric properties. We recruited 222 Dutch workers who had lost their job, including 70 men and 152 women, with an average age of 52.5 years. Confirmatory factor analyses revealed that a second-order eight-factor model had the best fit to the data. The BLOW scale is a reliable instrument with a good convergent and divergent validity. This instrument may stimulate research on mechanisms involved in job loss-related distress and could inform the development of interventions to reduce this distress.

From Bi-Dimensionality to Uni-Dimensionality in Self-Report Questionnaires

2020 ◽  
pp. 1-14 ◽  
Author(s):  
Bjarne Schmalbach ◽  
Markus Zenger ◽  
Michalis P. Michaelides ◽  
Karin Schermelleh-Engel ◽  
Andreas Hinz ◽  
...  
Keyword(s):  
Factor Model ◽  
Common Factor ◽  
Self Regulation ◽  
Model Fit ◽  
Self Report ◽  
External Criterion ◽  
Common Factor Model ◽  
Random Intercept ◽  
Using Data ◽  
Core Self

Abstract. The common factor model – by far the most widely used model for factor analysis – assumes equal item intercepts across respondents. Due to idiosyncratic ways of understanding and answering items of a questionnaire, this assumption is often violated, leading to an underestimation of model fit. Maydeu-Olivares and Coffman (2006) suggested the introduction of a random intercept into the model to address this concern. The present study applies this method to six established instruments (measuring depression, procrastination, optimism, self-esteem, core self-evaluations, and self-regulation) with ambiguous factor structures, using data from representative general population samples. In testing and comparing three alternative factor models (one-factor model, two-factor model, and one-factor model with a random intercept) and analyzing differential correlational patterns with an external criterion, we empirically demonstrate the random intercept model’s merit, and clarify the factor structure for the above-mentioned questionnaires. In sum, we recommend the random intercept model for cases in which acquiescence is suspected to affect response behavior.

Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

2009 ◽  
Vol 25 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Heinz Holling
Keyword(s):  
Measurement Invariance ◽  
Divergent Thinking ◽  
Factor Model ◽  
Age Groups ◽  
Thinking Skills ◽  
Specific Model ◽  
Confirmatory Factor Analyses ◽  
Domain Specific ◽  
Gender And Age ◽  
Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

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