Translation and validation of the Canadian assessment of physical literacy-2 in a Danish sample

Abstract Background The aim of this study was to translate the Canadian Assessment of Physical Literacy, second edition (CAPL-2) into Danish language, adapt it to Danish context and to test the measurement properties on a sample of Danish school children. Methods The CAPL-2 measurement tool was translated into Danish language and adapted for the Danish context. This Danish version of the CAPL-2 was then tested on 891 Danish school children from 50 classes in 12 different schools. Results Confirmatory factor analysis using the four-factor model, as suggested by the CAPL-2 original developers, showed an acceptable model fit for the Danish version (CFI = .973; TLI = .957; RMSEA = 0.040 (90% CI 0.033–0.054); SRMR = 0.040). Positive significant correlations between the domains were found. The domains as well as the total CAPL-2 score were found to be positively associated with physical education teachers’ assessment of their pupil’s in four central aspects of PL (i.e. enjoyment, confidence, motor skills, and diversity) indicating predictive validity. High internal consistency of the instrument used to measure motivation and confidence domain were found. Conclusion The translated and context-adapted Danish version of CAPL-2 is a valid and reliable measurement tool ready to use in Danish research studies.

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Vitamin D status and association to bone health in 781 healthy 8-11 years old Danish school children: preliminary results from the Opus school meal study

Bone Abstracts ◽

10.1530/boneabs.2.p111 ◽

2013 ◽

Author(s):

A Petersen R ◽

T Damsgaard C ◽

Dalskov S ◽

B Sorensen L ◽

P Laursen R ◽

...

Keyword(s):

Vitamin D ◽

School Children ◽

Bone Health ◽

Vitamin D Status ◽

School Meal ◽

Preliminary Results ◽

Danish School ◽

Meal Study

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Differences in perceived physical literacy between teachers delivering physical education in schools: classroom teachers vs physical education teachers

Physical Education and Sport Pedagogy ◽

10.1080/17408989.2021.1932784 ◽

2021 ◽

pp. 1-14

Author(s):

Günay Yıldızer ◽

Süleyman Munusturlar

Keyword(s):

Physical Education ◽

Physical Education Teachers ◽

Classroom Teachers ◽

Physical Literacy

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Measurement properties of the Danish version of the Boston Carpal Tunnel Questionnaire

JPRAS Open ◽

10.1016/j.jpra.2021.03.007 ◽

2021 ◽

Vol 29 ◽

pp. 17-25

Author(s):

S.B.M. Sebastian Breddam Mosegaard ◽

M.S. Maiken Stilling ◽

M.B. Marianne Breddam ◽

T.B.H. Torben Bæk Hansen

Keyword(s):

Carpal Tunnel ◽

Measurement Properties ◽

Danish Version ◽

Boston Carpal Tunnel Questionnaire ◽

Carpal Tunnel Questionnaire

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Medical artificial intelligence readiness scale for medical students (MAIRS-MS) – development, validity and reliability study

BMC Medical Education ◽

10.1186/s12909-021-02546-6 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Ozan Karaca ◽

S. Ayhan Çalışkan ◽

Kadir Demir

Keyword(s):

Artificial Intelligence ◽

Factor Analysis ◽

Medical Students ◽

Data Science ◽

Factor Model ◽

Health Science ◽

Measurement Tool ◽

Validity And Reliability ◽

Mathematical Concepts ◽

Evaluation And Monitoring

Abstract Background It is unlikely that applications of artificial intelligence (AI) will completely replace physicians. However, it is very likely that AI applications will acquire many of their roles and generate new tasks in medical care. To be ready for new roles and tasks, medical students and physicians will need to understand the fundamentals of AI and data science, mathematical concepts, and related ethical and medico-legal issues in addition with the standard medical principles. Nevertheless, there is no valid and reliable instrument available in the literature to measure medical AI readiness. In this study, we have described the development of a valid and reliable psychometric measurement tool for the assessment of the perceived readiness of medical students on AI technologies and its applications in medicine. Methods To define medical students’ required competencies on AI, a diverse set of experts’ opinions were obtained by a qualitative method and were used as a theoretical framework, while creating the item pool of the scale. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied. Results A total of 568 medical students during the EFA phase and 329 medical students during the CFA phase, enrolled in two different public universities in Turkey participated in this study. The initial 27-items finalized with a 22-items scale in a four-factor structure (cognition, ability, vision, and ethics), which explains 50.9% cumulative variance that resulted from the EFA. Cronbach’s alpha reliability coefficient was 0.87. CFA indicated appropriate fit of the four-factor model (χ2/df = 3.81, RMSEA = 0.094, SRMR = 0.057, CFI = 0.938, and NNFI (TLI) = 0.928). These values showed that the four-factor model has construct validity. Conclusions The newly developed Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS) was found to be valid and reliable tool for evaluation and monitoring of perceived readiness levels of medical students on AI technologies and applications. Medical schools may follow ‘a physician training perspective that is compatible with AI in medicine’ to their curricula by using MAIRS-MS. This scale could be benefitted by medical and health science education institutions as a valuable curriculum development tool with its learner needs assessment and participants’ end-course perceived readiness opportunities.

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Validation of a newly developed instrument establishing links between motivation and academic hardiness

Europe’s Journal of Psychology ◽

10.5964/ejop.v12i1.997 ◽

2016 ◽

Vol 12 (1) ◽

pp. 29-48

Author(s):

Spiridon Kamtsios ◽

Evangelia Karagiannopoulou

Keyword(s):

Elementary School ◽

School Children ◽

Elementary School Children ◽

Convergent Validity ◽

Factor Model ◽

Relevant Literature ◽

Goal Orientations ◽

Coping Scale ◽

Academic Hardiness

The purpose of the study was to establish the reliability, the structural and the convergent validity of the “Dimensions of Academic Hardiness Questionnaire” for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the “Athens Coping Scale”. Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the “Dimensions of Academic Hardiness” scores with one theoretically related measure, the “Athens Coping Scale”. The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children’s previous experiences has been distinguished. The relation between the “Dimensions of Academic Hardiness” and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

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Advancing the Field of Family Business Research: Further Testing the Measurement Properties of the F-PEC

Family Business Review ◽

10.1177/0894486509349943 ◽

2009 ◽

Vol 23 (1) ◽

pp. 76-88 ◽

Cited By ~ 68

Author(s):

Daniel T. Holt ◽

Matthew W. Rutherford ◽

Donald F. Kuratko

Keyword(s):

Family Business ◽

Convergent Validity ◽

Initial Level ◽

Factor Model ◽

Family Influence ◽

Measurement Properties ◽

Business Research ◽

Validity And Reliability ◽

Scale Data ◽

Three Factor

The field of family business research is advanced by further examining the validity and reliability of Klein, Astrachan, and Smyrnios’s Family Influence on Power, Experience, and Culture Scale. Data from 831 family businesses are analyzed to assess the measure’s construct validity using exploratory and confirmatory techniques. The hypothesized three-factor model emerged to include culture, power, and experience. Extending the previous effort, the measure’s convergent validity was tested by assessing differences between the measure’s scores and the desires of the senior generation and the commitment of the next generation. Results support an initial level of convergent validity.

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Personality of children with accident‐related injuries

European Journal of Personality ◽

10.1002/per.479 ◽

2003 ◽

Vol 17 (4) ◽

pp. 299-307 ◽

Cited By ~ 11

Author(s):

Margarete Vollrath ◽

Markus A. Landolt ◽

Karin Ribi

Keyword(s):

Personality Traits ◽

School Children ◽

Factor Model ◽

Five Factor Model ◽

Economic Status ◽

Personality Inventory ◽

Emotional Instability ◽

Socio Economic Status ◽

Personality Inventory For Children ◽

Comprehensive Test

Previous studies based on a variety of behaviour, temperament, and personality measures identified a pattern of over‐activity, impulsiveness, emotional instability, and aggressiveness in children who are prone to accidents. The present study is the first to study accident‐prone children by means of a comprehensive test for the assessment of the Five Factor model (Hierarchical Personality Inventory for Children (HiPIC) (Mervielde & De Fruyt, 1999). 118 children, aged 6–15 years, who were hospitalized due to an accident‐related injury, were contrasted with 184 school‐children of the same age. Lower socio‐economic status was under‐represented in both groups. Children who were exposed to accidents had higher scores on the facets of energy, optimism, and non‐shyness (Extraversion domain), and lower scores on the facets of concentration and achievement striving (Conscientiousness domain). There was no indication of higher aggressiveness, impulsiveness, or emotional instability in the group exposed to accidents, and there were no gender‐by‐accident interactions. Results suggest that there is a relatively benign pattern of personality traits that is related to greater accident hazard in children. Copyright © 2003 John Wiley & Sons, Ltd.

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Translation, cross‐cultural adaptation and measurement properties of a Danish version of the Tegner activity scale

Translational Sports Medicine ◽

10.1002/tsm2.251 ◽

2021 ◽

Author(s):

Julie Sandell Jacobsen ◽

Martin Lind ◽

Marianne Godt Hansen ◽

Randi Gram Rasmussen ◽

Birgitte Blaabjerg ◽

...

Keyword(s):

Cultural Adaptation ◽

Cross Cultural ◽

Measurement Properties ◽

Cross Cultural Adaptation ◽

Danish Version ◽

Activity Scale ◽

Tegner Activity Scale

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Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2018-0119 ◽

2018 ◽

Vol 37 (4) ◽

pp. 340-351 ◽

Cited By ~ 7

Author(s):

Daniel Milton ◽

Paul R. Appleton ◽

Anna Bryant ◽

Joan L. Duda

Keyword(s):

Physical Education ◽

Secondary School ◽

Structural Equation ◽

Factor Model ◽

Motivational Climate ◽

Equation Modeling ◽

Physical Education Teachers ◽

Parameter Estimates ◽

Two Samples ◽

Secondary School Pupils

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

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