Exploration on the structure of college students’ optimism and development of questionnaire

2021 ◽  
pp. 002072092199704
Author(s):  
Xiaojun Li ◽  
Qiping Ren ◽  
Zhihui Yu
Keyword(s):  
College Students ◽  
Explanatory Style ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Document Retrieval ◽  
The Self ◽  
Chinese College Students ◽  
Research And Practice ◽  
Life Orientation ◽  
Pessimistic Explanatory Style

Objective To explore the structure of college students’ optimism and develop a questionnaire. Methods The initial items of the questionnaire are formed by interview, open questionnaire and document retrieval. On the basis of forecast, 692 valid questionnaires are obtained from the subjects with the self-designed questionnaire. The life orientation questionnaire is used to test the validity of the criterion. Results The questionnaire on college students’ optimism contains 13 items, including two high-order factors: optimism and pessimism. Optimism includes optimistic expectation and optimistic explanatory style which pessimism factor includes pessimistic expectation and pessimistic explanatory style. The fitting indicators are better (X2/df = 3.45, GFI = 0.96, IFI = 0.95, NNFI = 0.93, CFI = 0.95 and RMSEA = 0.06), internal consistency reliability is between 0.61 and 0.74, and all sub-dimensions of the questionnaire are significantly correlated. The total scores of the questionnaire and four factors are positively correlated with the total scores of the life orientation questionnaire (0.74 ∼ 0.81). Conclusion The college students’ optimism is composed of four factors; the reliability and validity meet the requirements of psychometrics, and can be used in related research and practice. This study seemed to show that the CSOQ was a valid tool for measuring optimism among Chinese college students.

Testing the reliability and validity of the Experiences in Close Relationships Scale–Short Form with Chinese college students

2021 ◽  
Vol 49 (7) ◽  
pp. 1-10
Author(s):  
Jiaxi Peng ◽  
Yongmei Xiao ◽  
Yijun Li ◽  
Wei Liang ◽  
Hao Sun ◽  
...  
Keyword(s):  
College Students ◽  
Adult Attachment ◽  
Close Relationships ◽  
Short Form ◽  
High Reliability ◽  
Reliability And Validity ◽  
Chinese Version ◽  
Dimensional Structure ◽  
Chinese College Students ◽  
Experiences In Close Relationships

Currently, there is no instrument to quickly measure adult attachment in the Chinese cultural context. In this study the Experiences in Close Relationships Scale–Short Form (ECR-S) was translated and tested in terms of reliability and validity with Chinese college students. All items of the Chinese-version ECR-S showed high discriminability and the scale had a two-dimensional structure in both exploratory and confirmatory factor analyses. The internal consistency coefficients of the two subscales of the ECR-S showed excellent reliability, and scores were modestly to highly correlated with the criteria of state adult attachment, self-esteem, anxiety, pressure, depression, and satisfaction with intimate (romantic) relationships. It can be concluded that the Chinese version of the ECR-S has high reliability and validity; thus, it meets the requirements for psychometric tools and can be used to assess Chinese adults' attachment.

Development and Validation of an eHealth Literacy Scale: Measuring a Broad Spectrum of eHealth Skills in Web 3.0 Context (Preprint)

2021 ◽  
Author(s):  
Huaxuan Liu ◽  
Bik-Chu Chow ◽  
Wei Liang ◽  
Holger Hassel ◽  
Ya-Jun Wendy Huang
Keyword(s):  
College Students ◽  
Concurrent Validity ◽  
Convergent Validity ◽  
Three Dimensional ◽  
Internal Consistency Reliability ◽  
Item Pool ◽  
Chinese College Students ◽  
Ehealth Literacy ◽  
Web 3.0 ◽  
Test Retest Reliability

BACKGROUND eHealth literacy (EHL) refers to a mixture of capabilities that enable individuals to deal with health information via e-approach, and apply it to solve health problems. With the digitization of health care and the wide availability of health applications, a more diverse range of eHealth skills is required to properly use such health facilities. Existing EHL measurements focus mainly on the health skill of information obtaining (Web 1.0), yet skills of online interactivities (Web 2.0) and self-data managing and applying (Web 3.0) have not been well measured. OBJECTIVE This study aimed to (1) develop a measurement of EHL comprising a comprehensive spectrum of Web 1.0, 2.0, and 3.0 skills (eHLS-Web3.0) and (2) evaluate its validity and reliability along with the measurement invariance among college students. METHODS In Study 1, 421 Chinese college students (mean age = 20.5 ± 1.4 years; 51.8% female) and 8 health experts (mean age =38.3 ± 5.9 years; 87.5% female) were involved to develop the eHLS-Web3.0. The scale development included three steps: item pool generation, content validation, and exploratory factor analysis (EFA). In Study 2, 741 college students (mean age = 21.3 ± 1.4 years; 52.2% female) were recruited from four Chinese cities to validate the new-developed eHLS-Web3.0. The construct validity, convergent validity, concurrent validity, internal consistency reliability, test-retest reliability, and measurement invariance across gender, major, and region were examined by a series of statistical analyses, including confirmatory factor analysis (CFA), and multi-group CFA analysis with SPSS 25.0 and Mplus 7. RESULTS Based on the item pool of 374 statements collected during the conceptual developments, 24 items (4~10 items per subscale) were generated and adjusted after cognitive testing and content validity examination. Through the EFA, we finally developed a three-factorial eHLS-Web3.0, including Acquisition (8 items), Verification (6 items), and Application (10 items). In Study 2, CFAs supported the construct validity of the 24-item three-dimensional eHLS-Web3.0 (χ2 = 903.076, χ2/df =3.701, CFI = .924, TLI = .914, RMSEA = .060, SRMR = .051). The average variance extracted (AVE) of .58 and high correlation between eHLS-Web3.0 subscales and eHEALS (r = .725- .880, P < .001) supported good convergent validity and concurrent validity of the eHLS-Web3.0. Results also supported satisfactory internal consistency reliability (α = .976, ρ = .934 - .956) and test-retest reliability (r = .858, P < .001) of the scale. Multi-group CFAs demonstrated that the 24-item eHLS-Web3.0 to be invariant at all configural, metric, strong, and structural levels across gender (female/male), major (sport-related/medical/general), and region (Yinchuan/Kunming/Xiamen/Beijing). CONCLUSIONS The 24-item three-dimensional eHLS-Web3.0 is developed and verified to be a reliable and valid measurement of EHL in Web 3.0 context among Chinese college students.

Validation of the Dutch Test of Conflict Handling in Chinese College Students

2019 ◽  
Vol 47 (4) ◽  
pp. 1-7
Author(s):  
Yingshan Bao ◽  
Fangwei Zhu ◽  
Yue Hu ◽  
Ning Cui ◽  
Yuan Gu
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Problem Solving ◽  
Confirmatory Factor Analysis ◽  
Conflict Management ◽  
Reliability And Validity ◽  
Chinese College Students ◽  
Confirmatory Factor ◽  
Valid Instrument ◽  
Conflict Handling

There are limitations in existing conflict management instruments used in China. Therefore, we translated the Dutch Test of Conflict Handling (DUTCH), and then examined the reliability and validity of this Chinese Revised version (DUTCH-CR). Participants were 2,035 college students at 4 universities in China. We conducted exploratory factor analysis and confirmatory factor analysis on data from questionnaires completed by the participants. Our findings show that the DUTCH-CR is a reliable and valid instrument for measuring the handling of conflicts between Chinese college students. Further, we found that 4 conflict-handling styles are more suitable for Chinese college students. This was achieved by merging the problem-solving and compromising factors into a collaborating one, and retaining the yielding, avoiding, and forcing factors of the original DUTCH instrument.

scholarly journals Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

2016 ◽  
Vol 9 (4) ◽  
pp. 92 ◽  
Author(s):  
Liangxing Liu
Keyword(s):  
College Students ◽  
Statistical Analysis ◽  
Language Learning ◽  
Self Determination Theory ◽  
The Self ◽  
English For Specific Purposes ◽  
Self Determination ◽  
Chinese College Students ◽  
Learning English

<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>

THE IMPACT OF SIBLING STATUS ON CHINESE COLLEGE STUDENTS' QUALITY OF LIFE

2005 ◽  
Vol 33 (3) ◽  
pp. 227-242 ◽  
Author(s):  
Glen D. Edwards ◽  
Art W. Bangert ◽  
Gregory Cooch ◽  
Naotaka Shinfuku ◽  
Tao Chen ◽  
...  
Keyword(s):  
Quality Of Life ◽  
College Students ◽  
The Self ◽  
World Health ◽  
World Health Organization Quality ◽  
Chinese College Students ◽  
Self Rating ◽  
Holistic Understanding ◽  
The Impact

The World Health Organization Quality of Life-100 (WHOQOL-100, Power, Harper, Bullinger, & WHO1QLG), the Self-Rating Anxiety Scale (Zhang, 1993), and the Self-Rating Depression Scale (Zhang, 1993) were used to determine whether Chinese college students from only child and sibling child families rated perceptions of their quality of life differently. Small to moderate significant differences were found when comparing only students to sibling students on the WHOQOL-100 with no significant differences on measures of anxiety and depression. These results suggest that only students do not differ greatly from sibling students in terms of their overall perceptions of their quality of life. A unique characteristic of this study was that it targeted older college students born after implementation of the one-child-per-family policy in China. Also, self-rating instruments were used to gain a greater holistic understanding of the emotional well-being, physical state and social functioning of students. Several psychosocial and economic reasons, including methodological issues related to this study's findings, were discussed.

Psychometric Properties of the Chinese Perceived Responses to Capitalization Attempts Scale

2018 ◽  
Vol 46 (11) ◽  
pp. 1801-1813
Author(s):  
Wenjing Guo ◽  
Zhe Lin ◽  
Nian Cheng ◽  
Xiangping Liu
Keyword(s):  
College Students ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Concurrent Validity ◽  
English Language ◽  
Factor Model ◽  
Internal Consistency Reliability ◽  
Interpersonal Process ◽  
Chinese College Students ◽  
Test Retest Reliability

Capitalization is an interpersonal process where one shares personal positive events with others and receives benefits beyond that event's effect. The response a capitalizer perceives from the recipient determines the success of this process. The Perceived Responses to Capitalization Attempts Scale (PRCAS) is an English-language measure used to assess a capitalizer's perception of a recipient's responses. We tested the factor structure, internal consistency reliability, and concurrent validity of the Chinese version of the PRCAS with a sample of 1,213 Chinese college students. Factor analyses replicated the 4-factor model of active–constructive response, passive–constructive response, active–destructive response, and passive–destructive response. All subscales possessed satisfactory internal consistency and evidence for concurrent validity with measures of feeling, flourishing, self-esteem, and mental health symptoms. We also assessed the test–retest stability of the PRCAS with a separate sample of 119 Chinese college students, and found that the subscales possessed low test–retest reliability. Therefore, the Chinese PRCAS possessed acceptable psychometric properties.

scholarly journals Relationship of Physical Activity With Anxiety and Depression Symptoms in Chinese College Students During the COVID-19 Outbreak

2020 ◽  
Vol 11 ◽  
Author(s):  
Ming-Qiang Xiang ◽  
Xian-Ming Tan ◽  
Jian Sun ◽  
Hai-Yan Yang ◽  
Xue-Ping Zhao ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
College Students ◽  
Depression Scale ◽  
The Self ◽  
Anxiety And Depression ◽  
Depression Symptoms ◽  
Chinese College Students ◽  
Self Rating ◽  
Relationship Of

IntroductionDuring the COVID-19 outbreak, many citizens were asked to stay at home in self-quarantine, which can pose a significant challenge with respect to remaining physically active and maintaining mental health. This study aimed to evaluate the prevalence of inadequate physical activity, anxiety, and depression and to explore the relationship of physical activity with anxiety and depression symptoms among Chinese college students during quarantine.MethodUsing a web-based cross-sectional survey, we collected data from 1,396 Chinese college students. Anxiety and depression were assessed with the Self-Rating Anxiety Scale (SAS) and the Self-Rating Depression Scale (SDS), respectively. The data on physical activity were collected by types of physical activity and the International Physical Activity Questionnaire (IPAQ-SF).ResultsDuring the COVID-19 outbreak, about 52.3% of Chinese college students had inadequate physical activity. The rates of anxiety and depression symptoms were 31.0 and 41.8%, respectively. A high level of physical activity (β = −0.121, P &lt; 0.001) was significantly closely associated with low anxiety, while a moderate (β = −0.095, P = 0.001), or high (β = −0.179, P &lt; 0.001) level of physical activity was significantly closely associated with reduced depression after adjusting confounding demographic factors. Moreover, specific types of physical activity, such as stretching and resistance training, were negatively correlated with both anxiety and depression; doing household chores was negatively correlated with depression.ConclusionOur findings highlight specific levels and types of home-based physical activities that need to be taken into consideration to protect the mental health of college students during the COVID-19 epidemic.

Reliability and Validity of the Positive and Negative Perfectionism Scale Among Chinese College Students

2016 ◽  
Vol 44 (5) ◽  
pp. 727-736
Author(s):  
Xueting Zhou ◽  
Siyao Wu ◽  
Hong Zhu ◽  
Taisheng Cai
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Satisfaction With Life ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Satisfaction With Life Scale ◽  
Depression Anxiety Stress Scale ◽  
Chinese College Students ◽  
Life Scale ◽  
Valid Instrument

Our objective was to revise the Positive and Negative Perfectionism Scale (PANPS) and then to test the reliability and validity of the Positive and Negative Perfectionism Scale-Chinese Revised (PANPS-CR). University students (N = 378) completed the PANPS, the Depression Anxiety Stress Scale, the Satisfaction With Life Scale, and the Positive and Negative Affect Scale. Two student samples (N = 519 and 458) completed the PANPS-CR. Results of Pearson's correlation coefficients, independent samples t tests, exploratory factor analysis, and confirmatory factor analysis showed that the PANPS-CR is a reliable and valid instrument to assess positive and negative aspects of perfectionism among Chinese college students.

Reliability and Validity of Self-Efficacy for Learning Form (SELF) Scores of College Students

2007 ◽  
Vol 215 (3) ◽  
pp. 157-163 ◽  
Author(s):  
Barry Zimmerman ◽  
Anastasia Kitsantas
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Standardized Test ◽  
Reliability And Validity ◽  
The Self ◽  
Internal Reliability ◽  
Regulatory Processes ◽  
Validity Measures ◽  
Homework Quality ◽  
High Level

Abstract. We studied psychometric properties of the SELF with 223 college students. The SELF assesses students' self-efficacy beliefs regarding their use of specific self-regulatory processes in various areas of academic functioning. To determine the validity of SELF scores, the following outcome measures were studied: perceived responsibility, homework quantity, and homework quality. In addition, students' grades, standardized test scores (SAT), and instructor ratings of students' self-regulated skills were investigated. Students' scores on both the original SELF and an abridged form of the scale (SELF-A) were found to have a unitary factor structure and high level of internal reliability. Interestingly, the SELF-A was superior in its prediction of all validity measures except the SAT, which was comparable for the two forms.

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