The Validity and Reliability of Scales to Measure Perceived Movement Skill Competence in Iranian Young Children

2020 ◽  
pp. 1-22
Author(s):  
Marziyeh Arman ◽  
Lisa M. Barnett ◽  
Steven J. Bowe ◽  
Abbas Bahram ◽  
Anoshirvan Kazemnejad
Keyword(s):  
Young Children ◽  
Construct Validity ◽  
Motor Development ◽  
Structural Equation ◽  
Intraclass Correlation ◽  
Face Validity ◽  
Equation Modeling ◽  
Play Skills ◽  
Validity And Reliability ◽  
Object Control

The aim of this study was to determine the validity and reliability of the Perceived Movement Skill Competence scales for Iranian children. In particular, the scales aligned with the second and third versions of the Test of Gross Motor Development and the active play skills. The total sample was 314 children aged 4–8 years (Mage = 6.1 years, SD = 1.1). From this, a random sample of 74 were recruited for face validity. The data from the remaining 240 children were used to establish construct validity using Bayesian Structural Equation Modeling. The data from a second random subsample of 126 children were used to investigate Perceived Movement Skill Competence reliability using ordinal alpha coefficients and intraclass correlations coefficients. The majority of children correctly identified the skills and understood most of the pictures. Internal consistency was very good (from 0.81 to 0.95) for all scales and subscales. Test–retest reliability was excellent with intraclass correlation coefficient values above .85. For construct validity, the initial hypothesized models for three-factor (i.e., locomotor, object control, and play skills) and two-factor (i.e., locomotor and object control) models showed a reasonable fit. The pictorial scales for Perceived Movement Skill Competence are valid and reliable for Iranian young children.

scholarly journals Construct Validity and Reliability of the Adult Rejection Sensitivity Questionnaire: A Comparison of Three Factor Models

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Marco Innamorati ◽  
Michela Balsamo ◽  
Beth Fairfield ◽  
Mariantonietta Fabbricatore ◽  
Antonino Tamburello ◽  
...  
Keyword(s):  
Construct Validity ◽  
Structural Equation ◽  
Rejection Sensitivity ◽  
Self Report ◽  
Equation Modeling ◽  
General Factor ◽  
Sensitivity Factor ◽  
Validity And Reliability ◽  
Italian Version ◽  
The Common

Objectives and Methods. The aim of the study was to investigate the construct validity of the ARSQ.Methods. The ARSQ and self-report measures of depression, anxiety, and hopelessness were administered to 774 Italian adults, aged 18 to 64 years.Results. Structural equation modeling indicated that the factor structure of the ARSQ can be represented by a bifactor model: a general rejection sensitivity factor and two group factors, expectancy of rejection and rejection anxiety. Reliability of observed scores was not satisfactory: only 44% of variance in observed total scores was due to the common factors. The analyses also indicated different correlates for the general factor and the group factors.Limitations. We administered an Italian version of the ARSQ to a nonclinical sample of adults, so that studies which use clinical populations or the original version of the ARSQ could obtain different results from those presented here.Conclusion. Our results suggest that the construct validity of the ARSQ is disputable and that rejection anxiety and expectancy could bias individuals to readily perceive and strongly react to cues of rejection in different ways.

Construct Validity of the Risk, Pain, and Injury Questionnaire

2005 ◽  
Vol 22 (4) ◽  
pp. 433-446 ◽  
Author(s):  
Stephan R. Walk ◽  
Lenny D. Wiersma
Keyword(s):  
Structural Equation Modeling ◽  
Construct Validity ◽  
West Coast ◽  
Content Validity ◽  
Structural Equation ◽  
Factor Model ◽  
Model Fit ◽  
Face Validity ◽  
Equation Modeling ◽  
Limited Support

Nixon’s (1994a; 1994b; 1996a; 1996b) research using a Risk, Pain, and Injury Questionnaire (RPIQ) is perhaps the most systematic in the risk, pain, and injury literature. The RPIQ is intended to measure the acceptance of dominant discourses on risk, pain, and injury among athletes and others. This article presents a face validity critique of the RPIQ and results of a subsequent content validity analysis based on a study of 171 athletes from a West Coast university. Structural equation modeling used to test Nixon’s original 3-factor model (M1) revealed poor model fit. Two alternate models (M2 and M3) tested reformulated subscale constructs and items. Whereas M2 demonstrated poor construct validity, limited support was found for items in M3. Further replications of this research are recommended.

scholarly journals A Measurement of Construct Validity and Reliability of Servant Leadership

2020 ◽  
Vol 4 (6) ◽  
pp. 104-109
Keyword(s):  
Construct Validity ◽  
Servant Leadership ◽  
Structural Equation ◽  
Sampling Technique ◽  
Measurement Model ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
The Subject ◽  
Servant Leadership Scale ◽  
Cluster Random Sampling

The purpose of this study is to test the construct validity and reliability on the scale of servant leadership and aspects and indicators that can form this variable. Servant leadership is measured by five aspects, namely humility, love, vision, empowerment and trust. The population in this study are all Early Childhood Education teachers in Jetis District, Bantul Regency, with a sample of 60 people. The sampling technique used in this study is cluster random sampling. The data collection method is servant leadership scale. Research data are analyzed using Structural Equation Modeling (SEM) through the SmartPLS 3.2.8 program. Based on the results of data analysis, the aspects and indicators that made up the servant leadership variable were declared valid and reliable. The most dominant aspect that reflects servant leadership was trust with a loading factor value of 0.779 and the weakest aspect that reflects this variable was humility with a loading factor value of 0.568. It shows that all aspects and indicators are able to reflect and shape servant leadership variable. Thus, the measurement model can be accepted because the theory presented by the servant leadership variable is in accordance with the empirical data obtained from the subject.

Validity and Reliability of the Pictorial Scale of Perceived Movement Skill Competence for Young Greek Children

2018 ◽  
Vol 6 (s2) ◽  
pp. S239-S251 ◽  
Author(s):  
Fotini Venetsanou ◽  
Irene Kossyva ◽  
Nadia Valentini ◽  
Anastasia-Evangelia Afthentopoulou ◽  
Lisa Barnett
Keyword(s):  
Young Children ◽  
Construct Validity ◽  
Concurrent Validity ◽  
Social Acceptance ◽  
Factor Model ◽  
Temporal Stability ◽  
Perceived Competence ◽  
Face Validity ◽  
Validity And Reliability ◽  
Physical Competence

This study aimed to adapt the Pictorial Scale of Perceived Movement Skill Competence for Young Children (PMSC) in Greek and assess its reliability and face, construct, and concurrent validity in 5- to 9-year-old Greek children. Face validity was conducted with 20 children, whereas a larger sample (N = 227) was used to examine construct validity. Two subsamples (n = 38; n = 142) were used to investigate test-retest reliability and concurrent validity of the Greek version of the PMSC (PMSC-GR) with the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and the physical competence subscale (PCS), respectively. The panel of experts confirmed the clarity and concept integrity of the PMSC-GR. Temporal stability was confirmed for PMSC-GR total score and both Locomotor (LOC; ICC = .80; 95% CI, .62–.89) and Object Control (OC; ICC = .91; 95% CI, .82–.95) subscales. Appropriate internal consistency was found for the total score as well as for the LOC and OC scores (polychoric correlations: PMSC-GR, .80; LOC, .60; OC, .76). Confirmatory factor analysis supported the construct validity of a one-factor and two-factor model. Scores of the PMSC and the PSPCSA-PCS were correlated to a low level. The PMSC-GR is valid and reliable for Greek children and appears to measure a different construct to general physical perceived competence.

scholarly journals Investigating Some Construct Validity Threats to TALIS 2018 Teacher Job Satisfaction Scale: Implications for Social Science Researchers and Practitioners

2020 ◽  
Vol 9 (4) ◽  
pp. 38 ◽  
Author(s):  
Yusuf F. Zakariya
Keyword(s):  
Job Satisfaction ◽  
Construct Validity ◽  
Structural Equation ◽  
Measurement Model ◽  
Teacher Job Satisfaction ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Cross Sectional Survey ◽  
Satisfaction Scale ◽  
Cross Sectional

The credibility of findings ensuing from cross-sectional survey research depends largely on the validity and reliability of the research instruments. Critical attention to the quality of such instruments will ensure logical and valid results. The purpose of this article is to provide evidence for two methodological issues observed that are potential threats to construct validity of widely used Teaching and Learning International Survey (TALIS) 2018 data on teacher job satisfaction scale (TJSS). The first issue concerns reverse recoding of some items necessary to obtain a coherence covariance between these items and other items on the same subscale. The second issue concerns the addition of item cross-loading necessary to improve the fit of the TJSS. Both conceptual and empirical arguments are provided in the current article to substantiate these observations. A series of structural equation modeling tests are evaluated to assess the measurement model of the TJSS across 27 randomly selected countries/economies that participated in the survey. The results reveal gross misspecifications in the measurement model if these issues are not addressed. An alternative two-factor structure with an item cross-loading is proposed and evaluated for TJSS and found acceptable across the countries/economies. Some implications of findings for methodologists and practitioners are presented.

scholarly journals Validity and reliability of new instruments for measuring patient satisfaction with removable dentures, Arabic Version

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ahmad Al Jaghsi ◽  
Musab Saeed ◽  
Salem Abu Fanas ◽  
Ahmed Yaseen Alqutaibi ◽  
Torsten Mundt
Keyword(s):  
Patient Satisfaction ◽  
Construct Validity ◽  
Expert Panel ◽  
Intraclass Correlation ◽  
Face Validity ◽  
Arabic Version ◽  
Validity And Reliability ◽  
Lower Jaw ◽  
Upper Jaw ◽  
New Instruments

Abstract Background The psychometric properties of self-administered instruments for measuring patient satisfaction with removable dentures should be tested before inviting patients to express their opinions. This study aimed to evaluate the validity and reliability of new instruments in the Arabic language that measure patient satisfaction with all types of removable dentures. Methods A three-step methodology was used to translate and test the instruments. In step one, the instruments were translated from tested German instruments to develop the pilot questionnaires. In step two, the face validity of the pilot questionnaires was tested through three rounds of interviews. There were 15, 13, and 15 participants per round, respectively. At the end of every round, the results of the interviews were discussed with an expert panel. The expert panel confirmed the form and the type of questionnaires’ adjustments before a new round of interviews began. At the end of step two, the final form of the questionnaires was reached. In step three, 235 questionnaires were distributed to 133 participants to estimate the construct validity of the upper jaw and the lower jaw questionnaires. After one week, the participants were asked to complete the questionnaires again. A total of 102 questionnaires were returned and used to assess the instruments’ reliability. Factor analysis was used to assess the construct validity. The intraclass correlation coefficient and Cronbach’s alpha were used to estimate the reliability and suitability of the items in the indexes. Results The result of step one was two pilot questionnaires. The pilot questionnaires were adjusted in step two. At the end of step two, the questionnaires proved to have good face validity. Factor analyses in step three revealed that only one factor could be retained. The one-factor model explained 60.95% and 63.06 of the total variance of the upper jaw and lower jaw questionnaires, respectively. The items in every questionnaire shared the same cluster and could be summed to form an upper jaw index and lower jaw index that reflected patient satisfaction with removable dentures. Cronbach’s alpha values indicated excellent internal consistency and reliability for the upper jaw questionnaire (α = 0.91) and the lower jaw questionnaire (α = 0.92). Intraclass correlation coefficient values ranged from 0.72 to 0.95, which can be considered “moderate” to “excellent”. Conclusions The Arabic version of questionnaires and indexes assessing patient satisfaction with upper and lower removable dentures are reliable and valid self-administered instruments.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

scholarly journals Development of the Adult Pandemic Attitude Scale (A-PAS)

2021 ◽  
Vol 18 (12) ◽  
pp. 6311
Author(s):  
Mihyeon Seong ◽  
Juyoung Park ◽  
Soojin Chung ◽  
Sohyune Sok
Keyword(s):  
Construct Validity ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Item Analysis ◽  
Preliminary Investigation ◽  
Attitude Scale ◽  
Face Validity ◽  
Validity And Reliability ◽  
Five Dimensions ◽  
Development Step

This study aimed to develop an instrument for measuring the attitudes that reflect the characteristics of the pandemic (Adult Pandemic Attitude Scale (A-PAS)) and verifying its validity and reliability. This study used a methodological research design and was conducted with a development step and an evaluation step. The development step included development of preliminary items, content validity, face validity, and preliminary investigation. The evaluation step included item analysis, construct validity, convergent validity, discriminant validity, criterion validity, factor naming, reliability, and completion of the final instrument. The A-PAS developed in this study consisted of a total of 20 items in five dimensions. The internal consistency of 20 items of the A-PAS, Cronbach’s α was 0.92 for 20 items, Cronbach’s α for each factor, a subscale of instrument, was 0.61~0.87 and Raykov’s p coefficient of each factor, which is a subscale of the tool, was found to be 0.60 to 0.88. Analysis of construct validity showed the results as follows: χ2 (p) = 134.05 (p < 0.001), RMSEA = 0.02, RMR = 0.02, GFI = 0.94, CFI = 0.99. The study findings suggest that the developed instrument can be utilized to measure the attitudes of adults toward pandemics, and reflect the reality of the pandemic situation. The outcomes can be used as valuable data for intervention, prevention activities, and policy preparation. The instrument will be applied in the event of a pandemic, such as COVID-19, and will be helpful in promoting the health of the people.

Pengaruh Kompetensi, Motivasi dan Kinerja Guru serta Fasilitas Sekolah terhadap Keberhasilan Siswa dalam Menuntut Ilmu Melalui Proses Pembelajaran di Yayasan Pembangunan Ar-Ridho Kota Depok

2020 ◽  
Vol 2 (1) ◽  
pp. 51-70
Author(s):  
Nurul Hamidah
Keyword(s):  
Student Success ◽  
Learning Process ◽  
Structural Equation ◽  
Teacher Performance ◽  
School Facilities ◽  
Primary Data ◽  
Equation Modeling ◽  
Teacher Competence ◽  
Validity And Reliability ◽  
Teacher Competency

ABSTRACT The purpose of this study is to discuss and analyze the Effect of Competence, Motivation and Teacher Performance and School Facilities on Student Success in Studying Knowledge Through the Learning Process at the Ar-Ridho Development Foundation, Depok City           Methods and Types of data in this study, are quantitative data obtained through the results of a survey of students. This study uses primary data that is data obtained directly from respondents who filled out and developed the questionnaire through the Learning Process at the Ar-Ridho Development Foundation, Depok City. With a student population of approximately 1,508 students. The sample of this study was 125 students and alumni. Test the validity and reliability using SPSS 24.0. The statistical method used to test the hypothesis in this study uses the multivariate Structural Equation Modeling (SEM) technique with the software used is AMOS 18.           The results of the research and testing of hypotheses that have a significant effect are as follows: 1. Teacher competence has no significant effect on the learning process. 2. Motivation does not significantly influence the learning process. 3. Teacher performance has a significant effect on the learning process. 4. Facilities have a significant effect on the learning process. 5. Competence does not significantly influence student success. 6. Motivation does not significantly influence student success. 7. Teacher performance does not significantly influence student success. 8. Facilities have a significant positive effect on student success. 9. The learning process has a significant effect on student success. Keywords: Teacher Competency (X1), Teacher Motivation (X2), Teacher Performance (X3), School Facilities (X4), Learning Process (Y1), Student Success (Y2)  

scholarly journals The Influence of Belief, Utility of Information, and Group Support on Selective Exposure to Pornography Among Teenagers in Jakarta, Indonesia

2018 ◽  
Vol 7 (2.29) ◽  
pp. 557
Author(s):  
Inge Hutagalung
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Selective Exposure ◽  
Scale Model ◽  
Equation Modeling ◽  
Social Aspect ◽  
Group Support ◽  
Validity And Reliability ◽  
Utility Of Information ◽  
The Individual

Festinger’s (1) hypothesis cites belief as a variable that influences selective exposure. However, a review of other experts’ research proves that selective exposure is not only affected by the psychological aspect but by the message and the social aspect as well. In contrast to previous scholars who focused only on one variable, the researcher examines belief, utility of information, and group support simultaneously and integrates them into a model. The research design is a case study involving the use of pornographic information. This study’s subjects comprise 400 senior high school students in Jakarta, Indonesia. The relationships among the variables were tested by using structural equation modeling. The validity and reliability analyses utilized the LISREL 8.80 application. A questionnaire with a Likert-scale model was used as the data collection method. The structural test results show that the theoretical models for the three variables have a significant effect on selective exposure (t value ≥ 1.96). On the other hand, the findings also prove that communication in the context of selective information on pornography is divided into three levels. First, at the intrapersonal level, the individual holds on to his or her belief in selecting the information. Second, at the interpersonal or group level, the individual adjusts his or her belief to the existing reality (environment or social group). Third, at the mass communication level, the individual selects the information according to its utility, that is, to fulfill the need for information.  

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