Psychometric Properties of the School Attitude Assessment Survey–Revised With International Baccalaureate High School Students

2014 ◽  
Vol 59 (1) ◽  
pp. 38-54 ◽  
Author(s):  
Robert F. Dedrick ◽  
Elizabeth Shaunessy-Dedrick ◽  
Shannon M. Suldo ◽  
John M. Ferron
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
International Baccalaureate ◽  
Attitude Assessment ◽  
School Students ◽  
Assessment Survey ◽  
School Attitude

Psychometric Properties of Turkish Version of the Behavior Problems Scale for High School Students

2015 ◽  
Vol 16 (5) ◽  
pp. 337
Author(s):  
Asli Bugay ◽  
Muge Orucu ◽  
Mana Tuna ◽  
Figen Cok ◽  
Petek Askar
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Psychometric Properties ◽  
Turkish Version ◽  
School Students

scholarly journals SELF-PERCEPTION OF ACADEMIC ABILITY SISWA SMA DI MASA PANDEMIK COVID-19: FAKTOR APA YANG MEMPREDIKSI?

2021 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Riska Umami Lia Sari ◽  
Raja Oloan Tumanggor ◽  
P. Tommy Y. S Suyasa
Keyword(s):  
High School Students ◽  
Student Engagement ◽  
Academic Ability ◽  
Learning Activities ◽  
Attitude Assessment ◽  
Self Perception ◽  
School Students ◽  
Utrecht Work Engagement Scale ◽  
Student Burnout ◽  
School Attitude

Self-perception of academic ability is outlook that students have about their abilities in terms of learning activities or in completing school assignments. One of the reasons for the importance of self-perception of academic ability is to be a factor that can motivate students in learning activities. This study aims to determine whether self-perception of academic ability is predicted by the role of student burnout and student engagement. This study was conducted using convenience sampling on high school students during the Covid-19 Pandemic. The number of participants was 96 Tangerang City Senior High School students, aged 16 to 18 years. This study uses the School Attitude Assessment Survey-Revised to measure self-perception of academic ability, the Burnout Inventory to measure student burnout and the Utrecht Work Engagement Scale-9 to measure student engagement. Based on the test results using the multiple regression method, it was found that self-perception of academic ability was predicted significantly by student burnout (β = -0.242) and student engagement (β = 0.564). With the results of this study, it is hoped that educators can anticipate learning activities to foster student engagement. With higher student engagement, students' self-perception of academic ability will be more positive. For students, the results of this study are expected as initial information to be more aware of the burnout conditions experienced. Burnout conditions can predict students' view of academic ability to be negative. Self-perception of academic ability merupakan pandangan yang dimiliki siswa mengenai kemampuan dalam hal kegiatan belajar atau dalam menyelesaikan tugas – tugas sekolah. Salah satu alasan pentingnya self-perception of academic ability yaitu menjadi faktor yang dapat memotivasi siswa dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mengetahui apakah self-perception of academic ability diprediksi oleh peran student burnout dan student engagement. Penelitian ini dilakukan dengan menggunakan convenience sampling pada siswa SMA di Masa Pandemik Covid-19. Jumlah partisipan sebesar 96 siswa SMA Kota Tangerang, berusia 16 hingga 18 tahun. Menggunakan alat ukur School Attitude Assessment Survey-Revised untuk mengukur self-perception of academic ability, alat ukur Maslach Burnout Inventory untuk mengukur student burnout dan untuk alat ukur Utrecht Work Engagement  Scale-9 digunakan untuk mengukur student engagement. Berdasarkan hasil uji dengan menggunakan metode regresi berganda didapatkan hasil bahwa self-perception of academic ability diprediksi secara signifikan oleh student burnout (β = -0.242) dan student engagement (β = 0.564). Dengan hasil penelitian ini diharapkan para pendidik dapat mengantisipasi dalam kegiatan belajar untuk menumbuhkan student engagement. Dengan student engagement yang semakin tinggi, self-perception of academic ability pada siswa akan semakin positif. Bagi siswa hasil penelitian ini diharapkan sebagai informasi awal agar lebih waspada terhadap kondisi burnout yang dialami. Kondisi burnout dapat memprediksi pandangan siswa terhadap kemampuan akademik menjadi negatif.

scholarly journals Exploring the Psychometric Properties of Mandarin-Translated Zuckerman Kuhlman Personality Questionnaire among Chinese High School Students in Malaysia

2019 ◽  
Vol 8 (2S10) ◽  
pp. 790-794
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Psychometric Properties ◽  
Five Factor Model ◽  
Personality Testing ◽  
Personality Questionnaire ◽  
School Students ◽  
Factor Loadings ◽  
Chinese High School Students

The Zuckerman Kuhlman Personality Questionnaire (ZKPQ-50-CC) is widely used tool to measure personality traits among the test takers and has been translated in various languages. However, based on the literatures related to personality, it is apparent that there is no Mandarin translated ZKPQ is available to measure personality traits among Chinese population based on the Alternative Five Factor Model. Therefore, the aim of this study is to validate and explore the psychometric properties of the Mandarin-translated version of the Zuckerman Kuhlman Personality Questionnaire. A cross-sectional study was designed involving 250 Malaysian Chinese High school students, aged thirteen to eighteen. Forward-backward translations were performed followed by the factor analysis and reliability testing. The five factors structure was assessed and the factor loadings are similar with the Malay version of ZKPQ. This Mandarin translated ZKPQ comprised of 38 items with the factor loadings ranged from 0.41 to 0.79. The reliability values also showed that Mandarin translated ZKPQ is reliable. As such, the Mandarin translated ZKPQ was found to be valid and reliable to use among Mandarin speaking population for the purpose of personality testing and screening.

scholarly journals Psychometric properties of the Serbian version of the Empathy Quotient (S-EQ)

Psihologija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 257-276 ◽  
Author(s):  
Aleksandar Dimitrijevic ◽  
Natasa Hanak ◽  
Tatjana Vukosavljevic-Gvozden ◽  
Goran Opacic
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Psychometric Properties ◽  
Cognitive Empathy ◽  
Reactivity Index ◽  
School Students ◽  
Factor Congruence ◽  
Empathy Quotient ◽  
Serbian Version

In the present study we examined psychometric properties of the Serbian translation of the Empathy Quotient scale (S-EQ). The translated version of the EQ was applied on a sample of 694 high-school students. A sub-sample consisting of 375 high-school students also completed the Interpersonal Reactivity Index (IRI), another widely used empathy measure. The following statistical analyses were applied: internal consistency analysis, explanatory (EFA) and confirmatory (CFA) factor analyses, and factor congruence analysis. Correlation with IRI and gender differences were calculated to demonstrate validity of the instrument. Results show that the Serbian 40-item version of EQ has lower reliability (Cronbach?s alpha = .782) than the original. The originally proposed one factor structure of the instrument was not confirmed. The short version with 28 items showed better reliablity (alpha= .807). The three-factor solution (cognitive empathy, emotional reactivity, and social skills) showed good cross-sample stability (Tucker congruence coefficient over .8) but the results of CFA confirmed the solution proposed in the reviewed literature only partially. The mean scores are similar to those obtained in the other studies, and, as expected, women have significantly higher scores than men. Correlations with all subscales of IRI are statistically significant for the first two subscales of EQ, but not for the ?social skills.? We concluded that the Serbian version of the ?Empathy Quotient? is a useful research tool which can contribute to cross-cultural studies of empathy, although its psychometric characteristics are not as good as those obtained in the original study. We also suggest that a 28-item should be used preferably to the original 40-item version.

scholarly journals La Satisfaction Dans Les Études : Validation De L’échelle De Vallerand Et Bissonnette (1990) Et Son Impact Sur Le Travail Scolaire Perçu Des Lycéens

2018 ◽  
Vol 14 (31) ◽  
pp. 265
Author(s):  
Bawa Ibn Habib ◽  
Moumoula Issa Abdou
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Cross Cultural ◽  
School Satisfaction ◽  
School Students ◽  
Academic Satisfaction ◽  
School Work ◽  
Cultural Measure

This study not only attempts to validate a cross-cultural measure of satisfaction in Canadian-inspired high school studies among Togolese students, but also to ascertain the effects of academic satisfaction on their perception of their school work. To achieve this double objective, 644 high school students have agreed to participate in the survey and to appreciate their school work. The results relating to the psychometric properties of the scale support those obtained by the authors during its construction. In addition, school satisfaction has been foundational in the psychogenetic understanding of school work.

scholarly journals Propertis Psikometris Skala Sikap Terhadap Pelajaran Sosial Humaniora

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Jelpa Periantalo
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
External Validation ◽  
Test Reliability ◽  
School Students ◽  
External Criterion ◽  
Educational Counseling ◽  
Learning Evaluation

The purpose of research was to assess psychometric properties of scale attitude toward social sciences subject: Economics, Sociology, History and Geography. Psychometric properties consisted of validity, reliability and item discrimination. The subjects were  198 high school students with purposive sampling method. Scale used semantic differensial format  with overall 68 items. One item unpassed, 67 items passes selection with rit ≥ 0,400. Factorial validity confirmed 3 assumed factors: activity, evaluation and potential. Convergent validity showed positive correlation among subscale. The parallel test reliability showed of equivalent coefficient rxx’ 0,939. The final scale consisted of 12 items, easily in used and scoring. The scale could be used for research, external validation of other scale, high school majoring, educational counseling, learning evaluation, education intervension and university majoring. The next research was to validate with  external criterion especially academic achievement.

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