Translation, Adaptation, and Validation of the Need for Cognition Scale–Short Form in the Greek Language for Secondary School Students

2017 ◽  
Vol 36 (5) ◽  
pp. 523-531 ◽  
Author(s):  
Yiannis Georgiou ◽  
Eleni A. Kyza
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Short Form ◽  
Need For Cognition ◽  
Underlying Structure ◽  
Greek Language ◽  
School Students ◽  
Measurement Models ◽  
Cognition Scale

The purpose of the present study was to adapt and validate the Need for Cognition Scale–Short Form (NfC-SF) in the Greek language. A multistep process was followed, including (a) the translation and adaptation of the questionnaire, (b) a reliability analysis of the instrument’s items in combination with an exploratory factor analysis with 177 secondary school students, and (c) a confirmatory factor analysis for defining the underlying structure of the scale, using a sample of 532 secondary school students. The statistical analyses validated a 14-item version of the NfC-SF for measuring the cognitive motivation of secondary school, Greek-speaking students. The present study also extends previous research about the underlying structure of the NfC by suggesting that method effects should be considered in measurement models for improving scale validity.

scholarly journals Assessing Esports Participation Intention: The Development and Psychometric Properties of the Theory of Planned Behavior-Based Esports Intention Questionnaire (TPB-Esport-Q)

2021 ◽  
Vol 18 (23) ◽  
pp. 12653
Author(s):  
Ka-Man Leung ◽  
Ming-Yu-Claudia Wong ◽  
Kai-Ling Ou ◽  
Pak-Kwong Chung ◽  
Ka-Lai Lau
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Questionnaire Validation ◽  
School Students ◽  
Factors Affecting ◽  
Measurement Models ◽  
Confirmatory Factor ◽  
Intention To Participate ◽  
Hong Kong Students

Background: Esports is seen as an emerging industry that has enjoyed a surge in popularity worldwide. As a result, researchers have undertaken studies to try to understand the motivations and factors that impact Esports gameplay. Given the extensive utilization of TPB in many research projects to conceptualize and predict various behaviors, the current study aimed to further extend this theory to the Esports context by developing and validating an instrument that can illustrate the factors that impact the intention to participate in Esports, thus predicting Esports game playing behaviors. Methods: A total of 25 participants were involved in the development of the questionnaire using the qualitative approach, while 915 university students and 1164 secondary school students were involved in the survey for the questionnaire validation using the exploratory factor analysis and the confirmatory factor analysis. Results: All measurement models of the TPB subscales are considered as good fit. Conclusion: Hence, showing the newly designed TPB Esports Intention Questionnaire was found to be reliable and valid in revealing the level of intentions as well as the factors affecting Hong Kong students playing Esports.

scholarly journals “Why (Should) I Do Something for the Environment?” Profiles of Flemish Adolescents’ Motivation Toward the Environment

2018 ◽  
Vol 10 (7) ◽  
pp. 2579 ◽  
Author(s):  
Wanda Sass ◽  
Jelle Pauw ◽  
Vincent Donche ◽  
Peter Petegem
Keyword(s):  
Cluster Analysis ◽  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The North ◽  
Dutch Translation ◽  
Confirmatory Factor ◽  
Senior Secondary ◽  
Person Centered Approach

The Motivation Toward the Environment Scale (MTES), developed in Canada, measures people’s self-determined motivation for doing something for the environment. Answering the call by its original developers, this study further validated the MTES within a sample of 779 Dutch-speaking senior secondary school students, aged 17 to 19, in the north of Belgium. More specifically, reliability and construct validity of a Dutch translation of the MTES were verified. To this measure, confirmatory factor analysis was used, and the hypothesized simplex structure was tested through correlation analyses. Results confirmed the reliability of the MTES and a five-scale version of the MTES, excluding identified motivation, is introduced. This variable-centered approach was complemented by the adoption of a person-centered approach for identifying MTES profiles. Using cluster analysis, four meaningful MTES profiles emerged, with amotivation scoring medium to high in all but one. Theoretical implications of the findings and suggestions for interventions and further research are discussed.

scholarly journals Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students

2020 ◽  
Vol 12 (6) ◽  
pp. 2169 ◽  
Author(s):  
José A. Fernández-Archilla ◽  
Joaquín F. Álvarez ◽  
José M. Aguilar-Parra ◽  
Rubén Trigueros ◽  
Isabel D. Alonso-López ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Secondary Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Students ◽  
Temporal Stability ◽  
Future Application ◽  
Education Students ◽  
School Students ◽  
Invariant Structure

As one of the protagonists in education, the perspective of the students is fundamental in the determination of inclusive education in an educational center. The Index for Inclusion is an instrument and strategy for self-evaluation. One of their questionnaires, the questionnaire for compulsory secondary education students, is intended for students and has become one of the most used instruments to help teaching teams to self-assess their political and practical cultures from the perspective of the values and principles of educational inclusion worldwide. Some of the questionnaires included in the Index have been used in many studies, mainly in a qualitative way. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire of students in a quantitative way through an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). In this study, 727 secondary school students (359 boys and 368 girls) aged between 13 and 19 years (M = 13.89; SD = 1.35) took part. They belonged to six educational centers in the province of Almeria. To analyze the temporal stability of the Index for Inclusion student questionnaire, a second independent sample of 81 secondary school students was used, aged between 15 and 18 years (M= 16.14; SD = 0.78). The results revealed adequate adjustment rates, showing the invariant structure with respect to gender. The Student Inclusion Index was shown to be a robust and adequate psychometric instrument to assess the degree of development of inclusive education in schools from the perspective of secondary school students, and therefore, its future application to students in schools is recommended.

Influence of Academic Motivation on Academic Achievement and Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Short Form ◽  
School Students ◽  
Grade Point ◽  
The Relationship

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.

scholarly journals Reliability and Validity of a Chinese Version of the STEM Attitude Scale for Primary and Secondary School Students

2021 ◽  
Vol 13 (22) ◽  
pp. 12661
Author(s):  
Yanjun Zhang ◽  
Qianqian Xu ◽  
Jinghua Lao ◽  
Yan Shen
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Reliability And Validity ◽  
Chinese Version ◽  
School Students ◽  
Stem Attitudes ◽  
Stem Career ◽  
Primary And Secondary School

In recent years, STEM (science, technology, engineering, mathematics) education has received widespread attention from all over the world, and there are not many studies on STEM attitudes in China. One of the reasons is the lack of measurement tools that have been tested for reliability and validity. The Chinese version STEM attitudes scale for primary and secondary schools is a multidimensional scale that measures the STEM attitudes of primary and secondary school students. It consists of three subscales: STEM interest, 21st-century skills confidence, and STEM career interest. In order to test the reliability and validity of the scale application, as well as understand and improve the STEM attitudes of primary and secondary school students, the research team surveyed and collected 566 responses from primary and secondary school students in Zhejiang, Shanghai, Shandong, Liaoning, and other places. After exploratory factor analysis, confirmatory factor analysis, and a reliability and validity test, the scale finally retained 48 items. The scale supports a hypothetical five-factor model with good reliability and validity and can be used to assess STEM attitudes in Chinese primary and secondary schools. This research also shows that students’ STEM interests and STEM career interests showed clear variation among different genders, grades, and parental education levels.

scholarly journals Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning

2021 ◽  
Vol 13 (21) ◽  
pp. 11714
Author(s):  
Agne Brandisauskiene ◽  
Loreta Buksnyte-Marmiene ◽  
Jurate Cesnaviciene ◽  
Ausra Daugirdiene ◽  
Egle Kemeryte-Ivanauskiene ◽  
...  
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Secondary School Students ◽  
Short Form ◽  
Research Work ◽  
Well Being ◽  
School Students ◽  
Environment Variables ◽  
Significant Difference ◽  
Behavioural Engagement

The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.

scholarly journals Measurement Invariance of the Flourishing Scale among a Large Sample of Canadian Adolescents

2020 ◽  
Vol 17 (21) ◽  
pp. 7800
Author(s):  
Isabella Romano ◽  
Mark A. Ferro ◽  
Karen A. Patte ◽  
Ed Diener ◽  
Scott T. Leatherdale
Keyword(s):  
Factor Analysis ◽  
Racial Identity ◽  
Secondary School ◽  
Measurement Invariance ◽  
Secondary School Students ◽  
Population Characteristics ◽  
Psychological Wellbeing ◽  
Model Parameters ◽  
School Students ◽  
Confirmatory Factor

Our aim was to examine measurement invariance of the Flourishing Scale (FS)—a concise measure of psychological wellbeing—across two study samples and by population characteristics among Canadian adolescents. Data were retrieved from 74,501 Canadian secondary school students in Year 7 (2018–2019) of the COMPASS Study and from the original validation of the FS (n = 689). We assessed measurement invariance using a confirmatory factor analysis in which increasingly stringent equality constraints were specified for model parameters between the following groups: study sample (i.e., adolescents vs. adults), gender, grade, and ethno-racial identity. In all models, full measurement invariance of the FS across all sub-groups was demonstrated. Our findings support the validity of the FS for measuring psychological wellbeing among Canadian adolescents in secondary school. Observed differences in FS score among subgroups therefore represent true differences in wellbeing rather than artifacts of differential interpretation.

Assessing Need for Cognition in Early Adolescence

2014 ◽  
Vol 30 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Franzis Preckel
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Longitudinal Research ◽  
Need For Cognition ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
One Dimensional ◽  
Confirmatory Factor ◽  
Method Factors

Need for cognition (NFC) refers to “the (enduring) tendency for an individual to engage in and enjoy effortful analytic activity” ( Cacioppo & Petty, 1982, p. 116 ). Yet, NFC has predominantly been assessed in adults. I present a 19-item German NFC scale for children of 10 years and older. 745 secondary-school students were assessed three times in grades 5 and 6 with measures of NFC, intelligence, achievement, and motivational variables. The scale showed good psychometric properties, validity, and suitability for longitudinal research. Confirmatory factor analyses supported a one-dimensional conceptualization of NFC and the need for method factors for the effects of item wording, which were systematically related to students’ ability, achievement, and motivation.

scholarly journals Environmental Citizenship Questionnaire (ECQ): The Development and Validation of an Evaluation Instrument for Secondary School Students

2020 ◽  
Vol 12 (3) ◽  
pp. 821 ◽  
Author(s):  
Andreas Ch. Hadjichambis ◽  
Demetra Paraskeva-Hadjichambi
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Discriminant Validity ◽  
High Reliability ◽  
Evaluation Instrument ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
Environmental Citizenship

Environmental citizenship is very important in sustainability research. The criticality of the observed environmental crisis requires capable and competent environmental citizens who can act as agents of change to achieve sustainability. This research presents the validation of the Environmental Citizenship Questionnaire (ECQ) for assessing the environmental citizenship of secondary school students. To this end, Principal Component Analysis has been performed through the use of a Confirmatory Factor Analysis. In addition, there has been a verification of sphericity and a measure of sampling adequacy using the Bartlett’s and Kaiser–Meyer–Olkin (KMO) tests, respectively. Cronbach’s Alpha, eigenvalues and percentage of variance as well as Pearson’s correlation were also estimated. Using the data of 520 students in 10th grade, the ECQ showed very good results in all measurements performed, demonstrating high internal consistency, reliability and discriminant validity. From the factor analysis were derived nine factors with 76 items in total. Cronbach’s Alpha was greater than 0.702, indicating high reliability in all factors. The possible contribution of the ECQ in different contexts and educational frames and in sustainability education is discussed.

Explaining secondary school students’ attitudes towards chemistry in Chile

2018 ◽  
Vol 19 (2) ◽  
pp. 533-542 ◽  
Author(s):  
L. H. Montes ◽  
R. A. Ferreira ◽  
C. Rodríguez
Keyword(s):  
Factor Analysis ◽  
Latin America ◽  
Secondary School ◽  
Latin American ◽  
Secondary School Students ◽  
School Type ◽  
School Students ◽  
Chemistry Achievement ◽  
Starting Point ◽  
Attitudes Towards Chemistry

Research into attitudes towards chemistry in Latin America and indeed towards science in general is very limited. The present study aimed to adapt and validate a shortened version of Bauer's Attitude toward the Subject of Chemistry Inventory version 2 (ASCIv2) for use in a Latin American context. It also explored attitudes towards chemistry of Chilean secondary school students, and assessed the effect of school type, year group, gender, and chemistry achievement on both cognitive and affective dimensions. The participants were 523 secondary school students from public, private subsidised, and private schools in Chile. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were first carried out to validate ASCIv2. The results of CFA showed that ASCIv2 retained the two-factor structure and showed optimal model fit, but three items had to be removed from the original instrument. The research also showed that attitudes towards science were neither positive nor negative, a reality similar to that of other countries. The results of multivariate and univariate analyses of variance showed significant effects of year group and chemistry achievement on attitudes towards chemistry. No effects of school type, gender or interactions between factors were found. Follow-up analyses revealed that as students advance through school their attitudes decline, but that the higher their chemistry marks, the more positive their attitudes become. These findings are partially in line with previous data from other countries and are a starting point for more research into attitudes towards chemistry in Latin America.

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