The Development and Validation of Teen Beliefs on Relationship Abuse Measure (TBRAM)

2020 ◽  
pp. 088626052097622
Author(s):  
Chen Zong ◽  
Courtney Donovan ◽  
Taryn Fuchs
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Ethnic Groups ◽  
Measurement Model ◽  
Group Model ◽  
Personal Beliefs ◽  
School Students ◽  
Relationship Abuse ◽  
Multiple Group ◽  
Racial Ethnic

The purpose of this study was to validate an original and innovative survey focused on both teens’ personal beliefs and how they perceived their peers’ beliefs regarding relationship abuse with four research questions: What are the measured constructs in this survey? Is the hypothesized factor structure of the five types of relationship abuse confirmed? Does the validity of constructs vary among racial/ethnic groups and genders? Are there differences between teens’ own beliefs on relationship abuse and their perceptions of peers’ beliefs? To address these questions, two confirmatory factor analysis (CFA) models were examined with 591 high school students’ responses. The first CFA model was created based on the exploratory factor analysis results and the second CFA model was created based on the theoretically hypothesized model of five types of relationship abuse. The results indicate that the 5-factor, 11-item model based on the theoretical hypothesis is the best fit to the data. The multiple group model analysis demonstrated that the identified CFA measurement model was invariant across different gender and racial/ethnic groups. The validated instrument of Teen Beliefs on Relationship Abuse Measure is a reliable and valid way to measure both teens’ personal beliefs and their perceptions of peers’ beliefs on five types of relationship abuse including emotional, physical, sexual, stalking, and digital abuses. With the validated model, t-test results indicate that teens’ own beliefs are significantly more positive than their perceptions of their peers’ beliefs for all the five factors. The measure is useful for researchers, educators, and parents to measure and understand teen perceptions of themselves and their peers on different types of relationship abuses to better support them develop healthy, respectful, and nonviolent relationships.

scholarly journals Validation of the Writing Strategies Questionnaire in the Context of Primary Education: A Multidimensional Measurement Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Olga Arias-Gundín ◽  
Sara Real ◽  
Gert Rijlaarsdam ◽  
Paula López
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Primary Education ◽  
Factor Model ◽  
Measurement Model ◽  
Primary Students ◽  
Writing Strategies ◽  
School Students ◽  
Confirmatory Factor ◽  
Final Questionnaire

Research has shown that writers seem to follow different writing strategies to juggle the high cognitive demands of writing. The use of writing strategies seems to be an important cognitive writing-related variable which has an influence on students' writing behavior during writing and, therefore, on the quality of their compositions. Several studies have tried to assess students' writing preferences toward the use of different writing strategies in University or high-school students, while research in primary education is practically non-existent. The present study, therefore, focused on the validation of the Spanish Writing Strategies Questionnaire (WSQ-SP), aimed to measure upper-primary students' preference for the use of different writing strategies, through a multidimensional model. The sample comprised 651 Spanish upper-primary students. Questionnaire data was explored by means of exploratory (EFA) and confirmatory (CFA) factor analysis. Through exploratory factor analysis four factors were identified, labeled thinking, planning, revising, and monitoring, which represent different writing strategies. The confirmatory factor analysis confirmed the adequacy of the four-factor model, with a sustainable model composed of the four factors originally identified. Based on the analysis, the final questionnaire was composed of 16 items. According to the results, the Spanish version of the Writing Strategies Questionnaire (WSQ-SP) for upper-primary students has been shown to be a valid and reliable instrument, which can be easily applied in the educational context to explore upper-primary students' writing strategies.

Cross-Lagged Models of Mathematics Achievement and Motivational Factors Among Hispanic and Non-Hispanic High School Students

2018 ◽  
Vol 40 (2) ◽  
pp. 240-256 ◽  
Author(s):  
Guan Saw ◽  
Chi-Ning Chang
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Achievement ◽  
Ethnic Groups ◽  
Motivational Factors ◽  
School Students ◽  
Nationally Representative ◽  
And Mathematics ◽  
Math Test ◽  
Racial Ethnic

This study examines the disparities in, changes in, and longitudinal interrelationships among mathematics achievement and motivational factors for Hispanics and their White, Black, and Asian peers throughout high school. Analyzing the nationally representative High School Longitudinal Study of 2009, regression results indicate that Hispanics trail other racial/ethnic groups in math cognitive and psychosocial factors, except that they outperform their Black counterparts in math standardized assessments. Cross-lagged path analyses further reveal that while math intellectual competencies and expectancy-value beliefs are generally reciprocal over time for all racial/ethnic groups, the estimated effect of initial math expectancy on subsequent math test scores for Hispanics is 2.4 to 2.6 times larger than for non-Hispanics. This finding highlights the distinctive developmental patterns of math achievement and motivational factors for young Hispanic students, which have important implications for research and practice on increasing participation of Hispanics in science, technology, engineering, and mathematics (STEM) education and careers.

Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

2006 ◽  
Vol 25 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Jianmin Guan ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Social Relationship ◽  
Social Goal ◽  
School Students ◽  
School Settings ◽  
The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

scholarly journals The connection of committing and experiencing cyber-bullying peer violence with depression, anxiety and stress in high school students

2021 ◽  
Author(s):  
Marija Draganic
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Cyber Bullying ◽  
Online Identity ◽  
School Students ◽  
Peer Violence ◽  
Significant Difference ◽  
Identity Concealment ◽  
Explained Variance

<p></p><p>This research has aimed to determine whether cyber-bullying peer violence is associated with depression, anxiety and stress in high school students. The research results are based on the data obtained from a sample of 202 Montenegrin high school students. It has been established that committing and experiencing e-violence is associated with depression. Committing and experiencing verbal online violence, as well as involvement in online counterfeiting/criminal acts, is associated with depression, while involvement in online identity concealment and lies has no connection with depression. When it comes to anxiety, the results of this research show that involvement in verbal e-violence and in online counterfeiting/criminal acts leads to anxiety, while committing and experiencing online identity concealmentis not related to anxiety. When it comes to committing and experiencing verbal online violence and stress, although there is a statistically significant difference, it is not applicable for all values. Consequently, we cannot draw a strong enough conclusion about it. Victims of online counterfeiting and criminal acts, according to the results of our research, have a higher level of stress than those not involved in this type of cyber-bullying peer violence.</p><p><i>Cyber victim and bullying scale </i>has been used to collect data on committing and experiencing e-violence among peers (Cetin, Yaman and Peker, 2011).Permission to use this scale was requested and obtained. The scale examines experiencing and committing online violence. It consists of two parts, each part containing 22 particles. In the first part (<i>Experiencing cyber-bullying </i>subscale), participants have assessed whether the described behavior happened to them,on a scale from 1 (never) to 5 (always). In the second part (<i>Committing cyber-bullying </i>subscale), and with identical particles, respondents have assessed whether they themselves behaved in this way. </p><p></p><p> </p><p><i>In our research, we have performed a factor analysis of the </i><i>Cyber victim and bulling scale .</i></p> <p>When it comes to the <i>Committing cyber-bullying </i>subscale, the percentage of explained variance amounts to 55.141%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.</p> <p>When it comes to the <i>Experiencing cyber-bullying</i> subscale, the percentage of explained variance amounts to 65,211%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.<i> W</i>e have used a scale for assessing the depression, anxiety and stress levels (DASS21) to determine whether experiencing e-violence leads to depression, anxiety and stress,and to what extent. We have chosen this scale because the results of a research checking its psychometric qualities have indicated that the DASS-21 scale’s psychometric qualities recommend it for use in researching unpleasant emotional states in adolescents. DASS-21 is a 21-item self-report measure giving three subclasses of seven items each: depression , anxiety and stress. Participants have been asked to indicate which statement applied to them over the past week on the Likert 4-point scale. DASS-21 has high reliability, consistent factor structure and high convergent valiadity. We did not have to ask permission for this scale and it can be used freely.</p><p></p>

scholarly journals Development and validation of a mandarin version of demoralization scale for adolescents and young adults

2021 ◽  
Author(s):  
Chuan-Yung Huang ◽  
Yi-Chun Hung ◽  
Chee-Seng Tan ◽  
Siew-May Cheng ◽  
Shun-Hao Hu
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Emerging Adults ◽  
Undergraduate Students ◽  
School Students ◽  
Promising Tool ◽  
Good Internal Consistency ◽  
Demoralization Scale ◽  
The Impact

AbstractThe impact of demoralization among the general population has received little attention due to the lack of an appropriate measurement. Three studies involving 1,143 high school and undergraduate students in Taiwan were thus conducted to develop and validate a tool to assess demoralization. A pool of 50 items was first developed and administered to high school students. Exploratory factor analysis results supported a 5-factor solution with 15 items (Study 1). Study 2 compared the potential models using confirmatory factor analysis and found the 5-factor second-order model with 15 items the best fit model. The 15-item Mandarin version of Demoralization Scale (DS-M-15) was also found to have good internal consistency, test–retest reliability, and (concurrent and predictive) validity in a sample of undergraduate students (Study 3). Taken together, the converging findings show that the DS-M-15 is a promising tool for assessing demoralization among Chinese adolescents and emerging adults.

scholarly journals Family Relational Boundaries Questionnaire (FRBQ): Developing and Standardization

2021 ◽  
Vol 9 (4) ◽  
pp. 20-33
Author(s):  
Ahmadreza Kiani Chalmardi ◽  
◽  
Masoud Asadi ◽  
Asghar Shiralipur ◽  
Elham Fathi ◽  
...  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Family Relationships ◽  
Convergent Validity ◽  
Structural Reliability ◽  
Family Relationship ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
School Students ◽  
Relationship Boundaries

Objective: The present study attempted to develop and validate the Family Relationships Questionnaire (FRQ) Based on Minuchin’s Structural Family Therapy (SFT). Methods: The study sample was comprised of 200 high school students; they were selected by cluster sampling method from Mazandaran, Sari City, Iran. The research instrument included a researcher-developed questionnaire, based on Minuchin’s SFT. Results: The exploratory factor analysis data have led to extracting 3 factors; normal boundary, enmeshment boundary, and disengaged boundary. Additionally, the obtained results suggested that the 3 elicited factors explained 62.28 variances of family relationships boundaries. Confirmatory factor analysis results revealed that elicited factors can also measure family relationships boundaries. Reliability analysis, distinctive, and convergent validity of the components of family relationship boundaries indicated that questions in assessing the components of family relationships boundaries are clear and defined. Reliability testing with Cronbach’s alpha coefficient reported a score of above 0.60 and the structural reliability was measured to be above 0.70. In other words, all 3 components can define the FRQ constructs as well. For validation, we first calculated the scores of family relationships boundaries and categorized those in a frequency table. The results scores of T and Z values revealed that the scores above the mean value indicated that more participants were aware of their family relationship boundaries. Conclusion: The present research results suggested that this questionnaire has proper validity and reliability; thus, it is proper for assessing family relationship boundaries. Therefore, the collected results can help to assess family relationship boundaries and to develop proper strategies for treatment and future researches.

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