Factor Structure, Measurement Invariance, Criterion Validity, and Reliability of the School Kindness Scale: Turkish Middle School Sample

2018 ◽  
Vol 37 (8) ◽  
pp. 1002-1015
Author(s):  
İrfan Yurdabakan ◽  
Aslı Uz Baş
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Measurement Invariance ◽  
Factor Model ◽  
Validity And Reliability ◽  
Turkish Version ◽  
School Students ◽  
Student Rated ◽  
Climate Resilience

The aim of the study is to adapt the School Kindness Scale (SKS) to Turkish, and to examine its psychometric properties. For this purpose, two separate samples were used. Totally, 611 middle school students (302 boys, corresponding to 49.43% and 309 girls, corresponding to 50.57%) participated in the Study 1, and 759 middle school students (369 boys, corresponding to 48.62% and 390 girls, corresponding to 51.38%) participated to Study 2. In Study 1, exploratory factor analysis suggested that the SKS has a unidimensional structure, with factor loadings varying from .64 to .72. The SKS total score appears to be reliable (Cronbach’s α = .71 in Study 1, and McDonald’s ω = .82 in Study 2). Using confirmatory factor analysis, the 1-factor model was found to fit the data well. The results of measurement invariance suggest that the SKS measures similar constructs for boys and girls. Significant positive correlations were found between SKS, student-rated school climate, resilience, and life satisfaction, providing further evidence of the construct validity of the Turkish version of the SKS. The evidence suggests that scores from the Turkish version of the SKS are reliable and suitable to be used to assess school kindness in Turkish middle school students.

scholarly journals Homework Assignment Preference Scale for Science Courses: A Validity and Reliability Study

2015 ◽  
Vol 7 (2) ◽  
pp. 193
Author(s):  
İsa Deveci ◽  
Nevzat Yiğit
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Hierarchical Cluster ◽  
Homework Assignment ◽  
Validity And Reliability ◽  
School Students ◽  
Preference Scale ◽  
Science Courses ◽  
Confirmatory Factor

<p>Homework assignments are have important role in learning process. In literature emphasizes<br />that homework assignments do not attract students’ attention and that students do homework<br />assignment just for the sake of formality. It is concretely argued that assigned homework<br />assignment should take into consideration students’ preferences, interests, and needs. In this<br />study, the “Homework Assignment Preference Scale” was developed to determine students’<br />homework assignment preferences within the scope of a science course. A pilot study was<br />conducted with 155 middle school students, and the main study was conducted with 924<br />middle school students. Exploratory factor analysis and principal components analysis were<br />conducted to ensure the construct validity of the scale. Hierarchical cluster analysis and<br />confirmatory factor analysis were performed to confirm the emergent factor structures.<br />Results showed that the scale was a valid and reliable tool.</p>

Middle School Students’ Expectations about Counseling

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Cheryl Moore-Thomas ◽  
Robert W. Lent
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Future Research ◽  
Counseling Services ◽  
Late Adolescent ◽  
School Students ◽  
Counseling Expectations

Although counseling expectations have been studied in late adolescent and adult samples, little is known about younger adolescents’ openness to counseling and perceptions of the counseling process. In this study, 329 middle school students completed the Expectations About Counseling Questionnaire–Brief Form (Tinsley, 1982). An exploratory factor analysis indicated support for a two-factor structure, consisting of expectations about (a) the student's role and (b) the school counselor's role. Implications are considered for future research and practical efforts to enable young adolescents to benefit more fully from responsive counseling services.

Homework Expectancy Value Scale: Measurement Invariance and Latent Mean Differences Across Gender

2017 ◽  
Vol 36 (8) ◽  
pp. 863-868 ◽  
Author(s):  
Fuyi Yang ◽  
Jianzhong Xu
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Emotion Regulation ◽  
Middle School Students ◽  
Measurement Invariance ◽  
School Students ◽  
Expectancy Value ◽  
Factor Analytic ◽  
Latent Mean Differences ◽  
Mean Differences

This study validated the Homework Expectancy Value Scale (HEVS) based on 918 middle school students from China. The factor analytic results showed that the HEVS consisted of two distinct yet related subscales: Expectancy and Value. Results further revealed that latent factor means for the HEVS were invariant across gender. Finally, consistent with theoretical expectations, Expectancy and Value were negatively correlated with homework distraction, and positively correlated with homework effort, emotion regulation, completion, and academic achievement.

scholarly journals Measuring Students’ Perceptions of Teacher Involvement in Mathematics Homework Assignments: A Scale Development

2020 ◽  
Vol 9 (6) ◽  
pp. 102
Author(s):  
Bülent Nuri ÖZCAN
Keyword(s):  
Social Sciences ◽  
Middle School ◽  
Middle School Students ◽  
Teacher Involvement ◽  
Item Pool ◽  
Main Study ◽  
Validity And Reliability ◽  
School Students ◽  
Mathematics Homework ◽  
Academic Year

This study aimed to develop a scale to determine students&rsquo; perceptions of teacher involvement in mathematics homework assignments. An item pool (n = 30) was generated based on a literature review. Based on expert feedback, the number of items was reduced to 21 scored on a 5-point Likert-type scale. A draft named the &ldquo;Scale of Teacher Involvement in Mathematics Homework Assignments (STIMHA)&rdquo; was developed after the items were reviewed by a linguist. A pilot study was conducted with six middle school students to check for comprehensibility. The items were revised and finalized based on their feedback. The main study sample consisted of 751 middle school students from four schools in Demirci/Manisa in Turkey during the 2017-2018 academic year. Data were analyzed using the Statistical Package for Social Sciences (SPSS 24.0) and Analysis of Moment Structures (AMOS 21.0). Validity and reliability were established.

scholarly journals Psychometric properties of an inventory to determine the factors that affect students’ attitudes toward mathematics

2017 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Myint Swe Khine ◽  
Ernest Afari
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
United Arab Emirates ◽  
Factor Model ◽  
Attitudes Toward Mathematics ◽  
Reliability And Validity ◽  
Arabic Language ◽  
School Students ◽  
Students Attitudes ◽  
Para Determinar

Abstract: This study explored the reliability and validity of the inventory that measures attitudes toward mathematics among middle school students. The original version of Attitudes toward Mathematics Inventory (ATMI) was adapted and translated into Arabic language and administered to middle school students in the United Arab Emirates (UAE). The data were analysed to establish the reliability and construct validity as well as the factor structure of the instrument. Our results showed that four factor model was the best fit using confirmatory factor analysis. The findings from this study indicated that the translated version of the inventory can be effectively used in Arabic speaking countries. Propiedades psicométricas de un inventario para determinar los factores que afectan a las actitudes de los estudiantes hacia las matemáticas Resumen: El presente artículo analiza la fiabilidad y validez del inventario que mide las actitudes hacia las matemáticas entre los estudiantes de secundaria. La versión original de las actitudes hacia la Matemática Inventory (ATMI) fue adaptado y traducido al árabe y se administró a los estudiantes de secundaria en los Emiratos Árabes Unidos. Los datos se analizaron para establecer la fiabilidad y validez de constructo, así como el factor de estructura del instrumento. Nuestros resultados muestran que el modelo de cuatro factores fue el mejor ajuste en el análisis factorial confirmatorio. Los resultados de este estudio indican que la versión traducida del inventario puede ser utilizado con eficacia en países de habla árabe.

scholarly journals The Influence of Motivation, Attitudes and Obstacles for Middle School Students’ Participation in Leisure Activities on Their Leisure Satisfaction in Southwest China

2021 ◽  
Vol 12 ◽  
Author(s):  
Yunlan Wu ◽  
Jianan Sun ◽  
Falu Fan ◽  
Xia Wang ◽  
Yuanqiu Peng
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Negative Impact ◽  
Positive Impact ◽  
Direct Impact ◽  
Leisure Satisfaction ◽  
School Students ◽  
Positive Correlation ◽  
Leisure Motivation

Purpose: To explore the relationship among leisure motivation, barriers, attitude and satisfaction of middle school students in Chengdu, Sichuan, to help students establish a positive leisure attitude and provide a reference for youth leisure counseling.Methods: Based on consulting research literature, this paper designs a survey volume of teenagers’ leisure motivation, barriers, attitude, and satisfaction; 2249 valid questionnaires of middle school students in Chengdu were obtained by stratified random sampling. The data were statistically processed by the combination of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).Results: (1) There are significant positive correlation effects between leisure motivation and leisure attitude, leisure attitude and leisure satisfaction, and leisure motivation and leisure satisfaction; (2) There is a low degree of positive correlation effect (r = 0.35 *) between leisure barriers and leisure motivation, which is contrary to common sense and needs to be further studied in the follow-up; (3) Leisure barriers has no significant direct impact on leisure satisfaction, but it can have a significant negative impact on leisure satisfaction with the intermediary variable of leisure attitude; (4) Leisure motivation is the most important variable in the whole leisure model structure. It not only has the greatest direct impact on leisure satisfaction but also has a great positive impact on leisure satisfaction through the intermediary of leisure attitude.Conclusion: Adolescent leisure motivation, barriers, attitude, and satisfaction are complementary and interdependent. Among them, leisure motivation is the core variable and leisure attitude is the dual intermediary variable. Through the initiation of leisure motivation, helping adolescents establish a positive leisure attitude may be the key to ensure their leisure satisfaction.

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