Development and Validation of the Ableist Microaggressions Scale

2017 ◽  
Vol 45 (4) ◽  
pp. 570-599 ◽  
Author(s):  
Kristin J. Conover ◽  
Tania Israel ◽  
Karen Nylund-Gibson
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
People With Disabilities ◽  
Determine Factor ◽  
Validity And Reliability ◽  
Primary Disability ◽  
Prejudice And Discrimination ◽  
People With Physical Disabilities ◽  
Development And Validation

Overt and covert experiences of prejudice and discrimination have been associated with increased stress and distress among people with disabilities. Although researchers have explored people with disabilities’ experiences with microaggressions, no measure exists to assess disability microaggressions. The present research was conducted to develop and validate a scale that measures microaggressions experienced by people with physical disabilities, the Ableist Microaggressions Scale (AMS). Study 1 developed the preliminary AMS based on eight primary disability microaggressions domains outlined in Keller and Galgay’s (2010) qualitative study, as well as expert feedback, cognitive interviews, and a pilot study. Study 2 consisted of exploratory factor analysis ( N = 559) to determine factor structure, and a 4-factor model emerged. Study 3 confirmed the factor structure through confirmatory factor analysis ( N = 833), and demonstrated adequate validity and reliability for the 20-item AMS. Additional findings, implications, and limitations are discussed.

Factorial Structure of the Therapist Adherence Measure-Revised (TAM-R) Within Multisystemic Therapy

2020 ◽  
Vol 36 (2) ◽  
pp. 427-431
Author(s):  
Aurelie M. C. Lange ◽  
Marc J. M. H. Delsing ◽  
Ron H. J. Scholte ◽  
Rachel E. A. van der Rijken
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
Multisystemic Therapy ◽  
Model Fit ◽  
Validity And Reliability ◽  
Adherence Measure ◽  
Therapist Adherence ◽  
Confirmatory Factor ◽  
The Us

Abstract. The Therapist Adherence Measure (TAM-R) is a central assessment within the quality-assurance system of Multisystemic Therapy (MST). Studies into the validity and reliability of the TAM in the US have found varying numbers of latent factors. The current study aimed to reexamine its factor structure using two independent samples of families participating in MST in the Netherlands. The factor structure was explored using an Exploratory Factor Analysis (EFA) in Sample 1 ( N = 580). This resulted in a two-factor solution. The factors were labeled “therapist adherence” and “client–therapist alliance.” Four cross-loading items were dropped. Reliability of the resulting factors was good. This two-factor model showed good model fit in a subsequent Confirmatory Factor Analysis (CFA) in Sample 2 ( N = 723). The current finding of an alliance component corroborates previous studies and fits with the focus of the MST treatment model on creating engagement.

Development of the cybersecurity scale (CS-S): Evidence of validity and reliability

2021 ◽  
pp. 026666692199751
Author(s):  
Ibrahim Arpaci ◽  
Kadir Sevinc
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Internal Consistency ◽  
Factor Model ◽  
Internal Consistency Reliability ◽  
Validity And Reliability ◽  
Multi Stage ◽  
Confirmatory Factor ◽  
Reliable Instrument ◽  
Good Internal Consistency

This study aimed to develop a cybersecurity scale to measure individuals’ practices and perceptions regarding cybersecurity. The study tested psychometric properties of the Cybersecurity Scale (CS-S) by employing a multi-stage research design. In the first study, an Exploratory-Factor-Analysis (EFA) was conducted to explore the underlying factor structure and evaluate internal consistency reliability of the CS-S. The EFA results showed good internal consistency reliability (α = .88) and a six-factor structure. In the second study, a Confirmatory-Factor-Analysis (CFA) was conducted to verify the factor structure. The CFA results indicated that the six-factor model (i.e., confidentiality, control/possession, integrity, authenticity, availability, and utility) fits the data well. Significant individual differences were observed in each dimension of the CS-S. Results indicated that the CS-S has evidence of convergent, discriminant, and construct validity along with internal consistency reliability. The results suggested that the CS-S is a valid and reliable instrument to measure individuals’ cybersecurity practices and perceptions.

TEACHER SELF-EFFICACY BELIEF

2007 ◽  
Vol 35 (5) ◽  
pp. 573-586 ◽  
Author(s):  
Eda Erdem ◽  
Özcan Demirel
Keyword(s):  
Factor Analysis ◽  
Elementary Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Factor Model ◽  
Measurement Instrument ◽  
Validity And Reliability ◽  
Standard Scale ◽  
Bartlett Test ◽  
Development And Validation

This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.

scholarly journals Development and Validation of an Instrument to Measure Teachers’ Professional Agency during Curriculum Reform and Its Underlying Structure

2019 ◽  
Vol 6 (2) ◽  
pp. 72-88
Author(s):  
Lawsha Mohamed ◽  
Tunku Badariah Binti Tunku Ahmad
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Curriculum Reform ◽  
Ecological Model ◽  
Underlying Structure ◽  
Validity And Reliability ◽  
Factors Influencing ◽  
Final Questionnaire ◽  
Development And Validation

The purpose of this study was to construct validate an effective instrument to measure teachers’ professional agency and factors influencing it. The validity and reliability of the instrument were tested using exploratory factor analysis and reliability analysis. Ninety-four items were developed for initial instrument based on ecological model of teachers’ professional agency as the conceptual model. An exploratory factor analysis revealed that nine factor structure of the instrument explained 76.37% of the variance in the pattern of relationships among the items. All the nine factors had high reliabilities (all Cronbach’s alpha greater than .791). Fifty-three items remained in the final questionnaire after deleting items with cross-loadings on multiple factors and loadings below .5. Hence this study confirmed a nine-factor structure of the instrument. This instrument could be used to gain a better understanding of the factors influencing teachers’ professional agency during a curriculum reform.

scholarly journals Confirmatory factor analysis of the portuguese Depression Anxiety Stress Scales-21

2012 ◽  
Vol 20 (3) ◽  
pp. 590-596 ◽  
Author(s):  
João Luís Alves Apóstolo ◽  
Barry Allen Tanner ◽  
Cynthia Lee Arfken
Keyword(s):  
Primary Care ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Negative Affect ◽  
Factor Structure ◽  
Factor Model ◽  
Positive And Negative Affect ◽  
Validity And Reliability ◽  
Confirmatory Factor ◽  
Good Internal Consistency

To determine which of three published models best characterizes the factor structure of the Portuguese version of the Depression Anxiety Stress Scales-21 and to assess its validity and reliability. Confirmatory factor analysis of Depression Anxiety and Stress Scale-21 for 1,297 adult, primary care outpatients (66.7% female, Mage = 48.57 years) comparing 3 models. The relationship between the Depression Anxiety Stress Scales-21 and the Positive and Negative Affect Schedule was analyzed. The correlated 3-factor model fit the data best. The scale demonstrated good internal consistency, with alpha scores of the subscales ranging from 0.836 to 0.897. Correlation with the Positive and Negative Affect Schedule was positive and moderate with the negative affect scale; it was negative and limited with the positive affect. These findings support the correlated 3-factor structure. The test demonstrated adequate reliability and construct validity, which supports its use for screening in primary care settings with Portuguese speakers.

Development and Validation of the Awareness of Narrative Identity Questionnaire (ANIQ)

Assessment ◽  
2016 ◽  
Vol 24 (3) ◽  
pp. 399-413 ◽  
Author(s):  
David John Hallford ◽  
David Mellor
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Psychological Functioning ◽  
Narrative Identity ◽  
Self Report ◽  
Validity And Reliability ◽  
Initial Item ◽  
Convergent And Divergent Validity ◽  
Novel Method ◽  
Development And Validation

The utility of a narrative approach to identity and its role in psychological functioning are becoming increasingly recognized across various fields of inquiry. The current study aimed to develop a quantitative, self-report measure of the awareness of narrative identity and how globally coherent one’s autobiographical memories are perceived to be, specifically, in terms of temporal ordering, causal associations, and the perception of unifying themes. The construct validity and reliability of the Awareness of Narrative Identity Questionnaire (ANIQ) were assessed across three studies. In the first study, exploratory factor analysis of the responses of a large sample ( N = 441, M [age in years] = 33.1, SD = 15.2) to an initial item pool resulted in a 20-item four-factor structure congruent with the proposed subscales, and convergent and divergent validity were established. In the second study, and with a different sample ( N = 320, M [age in years] = 26.2, SD = 4.0), further evidence for the factor structure was provided through confirmatory factor analysis. Validity findings from Study 1 were replicated and extended on, and test–retest reliabilities were found to be high ( r = .72-.79). Importantly, in the third study ( N = 71, M [age in years] = 24.9, SD = 6.9), criterion validity was established, whereby the ANIQ subscales were demonstrated to be associated with dimensions of narrative coherence coded from written turning-point narratives. Across all studies, the internal reliabilities for the subscales were high (α = .86-.96). The ANIQ represents a valid, psychometrically sound, and novel method of assessing the awareness of narrative identity and autobiographical memory coherence.

The Development of the Job Stressor Appraisal Scale as Part of the Job Stress Battery

2012 ◽  
Vol 28 (2) ◽  
pp. 147-153 ◽  
Author(s):  
Ilknur Özalp Türetgen ◽  
Özlem Sertel Berk ◽  
Gokce Basbug ◽  
Pinar Unsal
Keyword(s):  
Factor Analysis ◽  
Job Stress ◽  
Factor Structure ◽  
Validity And Reliability ◽  
Job Stressors ◽  
Job Stressor

This study introduces the psychometric qualities of the Job Stressor Appraisal Scale (JSAS), a part of the Job Stress Battery, which comprehensively measures job stress in terms of job stressors, moderators, and strains. The JSAS measures employees’ appraisals of job stressors by considering both their frequency and intensity. To test its psychometric qualities, we administered the JSAS to a sample of 1,069 employees in Turkey. Factor analysis revealed a 5-factor structure, with 43 items explaining 46.1% of the variance. Cronbach’s α coefficients of the factors and the total scale varied between .66 and .93. In terms of construct and convergent validities, results generally showed significant correlations in the expected directions. These findings obtained on the validity and reliability of the scale imply good psychometric qualities.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

An investigation into the factor structure of the Cognitive Therapy Scale – Revised (CTS-R) in a CBT training sample

2021 ◽  
pp. 1-11
Author(s):  
Sarah Beale ◽  
Silia Vitoratou ◽  
Sheena Liness
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Cognitive Therapy ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
Single Factor ◽  
Behaviour Therapy ◽  
Cognitive Behaviour ◽  
Confirmatory Factor

Abstract Background: Effective monitoring of cognitive behaviour therapy (CBT) competence depends on psychometrically robust assessment methods. While the UK Cognitive Therapy Scale – Revised (CTS-R; Blackburn et al., 2001) has become a widely used competence measure in CBT training, practice and research, its underlying factor structure has never been investigated. Aims: This study aimed to present the first investigation into the factor structure of the CTS-R based on a large sample of postgraduate CBT trainee recordings. Method: Trainees (n = 382) provided 746 mid-treatment audio recordings for depression (n = 373) and anxiety (n = 373) cases scored on the CTS-R by expert markers. Tapes were split into two equal samples counterbalanced by diagnosis and with one tape per trainee. Exploratory factor analysis was conducted. The suggested factor structure and a widely used theoretical two-factor model were tested with confirmatory factor analysis. Measurement invariance was assessed by diagnostic group (depression versus anxiety). Results: Exploratory factor analysis suggested a single-factor solution (98.68% explained variance), which was supported by confirmatory factor analysis. All 12 CTS-R items were found to contribute to this single factor. The univariate model demonstrated full metric invariance and partial scalar invariance by diagnosis, with one item (item 10 – Conceptual Integration) demonstrating scalar non-invariance. Conclusions: Findings indicate that the CTS-R is a robust homogenous measure and do not support division into the widely used theoretical generic versus CBT-specific competency subscales. Investigation into the CTS-R factor structure in other populations is warranted.

scholarly journals Medical artificial intelligence readiness scale for medical students (MAIRS-MS) – development, validity and reliability study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ozan Karaca ◽  
S. Ayhan Çalışkan ◽  
Kadir Demir
Keyword(s):  
Artificial Intelligence ◽  
Factor Analysis ◽  
Medical Students ◽  
Data Science ◽  
Factor Model ◽  
Health Science ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Mathematical Concepts ◽  
Evaluation And Monitoring

Abstract Background It is unlikely that applications of artificial intelligence (AI) will completely replace physicians. However, it is very likely that AI applications will acquire many of their roles and generate new tasks in medical care. To be ready for new roles and tasks, medical students and physicians will need to understand the fundamentals of AI and data science, mathematical concepts, and related ethical and medico-legal issues in addition with the standard medical principles. Nevertheless, there is no valid and reliable instrument available in the literature to measure medical AI readiness. In this study, we have described the development of a valid and reliable psychometric measurement tool for the assessment of the perceived readiness of medical students on AI technologies and its applications in medicine. Methods To define medical students’ required competencies on AI, a diverse set of experts’ opinions were obtained by a qualitative method and were used as a theoretical framework, while creating the item pool of the scale. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied. Results A total of 568 medical students during the EFA phase and 329 medical students during the CFA phase, enrolled in two different public universities in Turkey participated in this study. The initial 27-items finalized with a 22-items scale in a four-factor structure (cognition, ability, vision, and ethics), which explains 50.9% cumulative variance that resulted from the EFA. Cronbach’s alpha reliability coefficient was 0.87. CFA indicated appropriate fit of the four-factor model (χ2/df = 3.81, RMSEA = 0.094, SRMR = 0.057, CFI = 0.938, and NNFI (TLI) = 0.928). These values showed that the four-factor model has construct validity. Conclusions The newly developed Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS) was found to be valid and reliable tool for evaluation and monitoring of perceived readiness levels of medical students on AI technologies and applications. Medical schools may follow ‘a physician training perspective that is compatible with AI in medicine’ to their curricula by using MAIRS-MS. This scale could be benefitted by medical and health science education institutions as a valuable curriculum development tool with its learner needs assessment and participants’ end-course perceived readiness opportunities.

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