scholarly journals Μια σύντομη εκδοχή του Ego Identity Process Questionnaire (EIPQ-SF): έλεγχος των ψυχομετρικών χαρακτηριστικών σε νεαρούς/ές ενήλικες

2021 ◽  
Vol 26 (1) ◽  
pp. 237
Author(s):  
Γεωργία Διαμαντοπούλου ◽  
Μαρία Πλατσίδου
Keyword(s):  
Identity Development ◽  
Self Esteem ◽  
Ego Identity ◽  
Short Version ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Identity Statuses ◽  
Psychological Constructs ◽  
Confirmatory Factor ◽  
Short Versions

In the last two decades, there has been a growing interest in short versions of questionnaires for measuring several psychological constructs. Focusing on identity development, in the present study, we extracted and tested the psychometric properties of the EIPQ-SF, a short version of the EIPQ scale for measuring identity according to Marcia’s identity statuses (achieved, foreclosed, moratorium and diffused identity). The data of our study derived from a sample of 210 college students aged 18-25 years. For extracting the EIPQ-SF, we first tested the content of the items of the original EIPQ and then we performed exploratory and confirmatory factor analyses. We evaluated the predictive validity of the EIPQ-SF by comparing the levels of self-esteem among participants with achieved, foreclosed, moratorium and diffused identity. The results of our study indicate that EIPQ-SF has a good factor structure and adequate validity and reliability; therefore, it can be used as a short scale for measuring identity in typical samples of young adults (university students). The advantages, applications as well as the limitations of the EIPQ-SF are thoroughly discussed.

scholarly journals The relationships between self-esteem and Ego-identity development

2021 ◽  
Vol 24 (1) ◽  
pp. 49-62
Author(s):  
Jelena Tovarović
Keyword(s):  
Identity Development ◽  
Strong Predictor ◽  
Objective Measure ◽  
Self Esteem ◽  
Ego Identity ◽  
Two Dimensions ◽  
Identity Status ◽  
Identity Statuses ◽  
Ego Identity Status ◽  
The Impact

Identity and self-esteem are important concepts in the development and understanding of individual's self-perception. Perceptions and opinions of significant others influence the construction of adolescents' representations of self and the formation of identity, which, in turn, can be a strong predictor of self-esteem. The significance of our research is reflected in the examination of subjective choices and commitment to roles, values and goals in the domains of religion, occupation, politics and relationships, which can all affect self-esteem. Hence, this paper aims to examine the relationship between identity and self-esteem, more precisely, the impact of identity on self-esteem. The study involved 487 adolescents who completed two questionnaires: the Extended Objective Measure of Ego Identity Status (EOMEIS-2), which contains four statuses: Achievement, Foreclosure, Diffusion identity and Moratorium, and the Self-Liking Self-Competence Scale (SLSC) used for the assessment of self-esteem, consisting of two dimensions: Self-liking and Self-competence. Correlation analysis of four identity statuses and two dimensions of self-esteem showed a positive correlation of Self-competence and Self-liking with Achievement identity, and a negative correlation of the two dimensions of self-esteem with the Foreclosure, Diffusion identity and Moratorium. In order to analyze the influence of identity on self-esteem in more detail, a regression analysis was performed. When it comes to the dimensions of Self-competence and Self-liking, the most significant predictor is Achievement identity, while Moratorium and Foreclosure identity are less impactful predictors, with a negative sign. The results are interpreted in terms of the influence of identity on the level of self-esteem, as well as the importance of support from others, such as parents and peers. Finally, we provide guidelines for further research of the connection between identity, self-esteem and other concepts which play a significant role in the process of developing the concept of self.

Process of Retirement Planning Scale: Psychometric Properties of the Complete and Short Spanish Versions

2020 ◽  
Author(s):  
Juliana Seidl ◽  
Elaine Rabelo Neiva ◽  
Jack H Noone ◽  
Gabriela Topa
Keyword(s):  
Psychometric Properties ◽  
Health Planning ◽  
Retirement Planning ◽  
Short Version ◽  
Confirmatory Factor Analyses ◽  
Policy Makers ◽  
Confirmatory Factor ◽  
General Self Efficacy ◽  
Short Versions ◽  
Multidimensional Process

Abstract Workers who plan for retirement generally adjust better to this phase of life. Therefore, retirees, researchers, and practitioners benefit from the development of retirement preparation measures and interventions. The Process of Retirement Planning Scale (PRePS), originally developed in New Zealand, considers retirement planning as a multidimensional process that happens in 4 stages: representations, goals, decisions, and behaviors. This study aimed to validate the complete and short versions of the PRePS in Spanish. The translated complete version was administrated in a sample of 1,827 Spanish employees aged from 26 to 68 (M = 46.8; SD = 11.9), which was further randomly split into 3 subsamples. Exploratory and confirmatory factor analyses demonstrated that both the complete version and the short version of the scale had satisfactory psychometric properties. The complete Spanish PRePS contains 37 items, which reflects 4 dimensions: financial (10 items), lifestyle (9 items), psychosocial (8 items), and health planning (10 items) and 4 stages: representations (12 items), goals (4 items), decisions (8 items), and preparedness (13 items). The short Spanish PRePS contains 24 items. Age, gender, and general self-efficacy were significant predictors of the PRePS dimensions, offering validity evidence from the standpoint of construct nomological network. The advantages of using the PRePS for researchers, professionals, and Spanish policy makers are discussed. As this scale has already been adapted to 5 different languages—English, Turkish, Korean, Portuguese, and now Spanish—cross-national studies about retirement planning are encouraged.

scholarly journals EXAMINING ADULT’S IDENTITY STATUSES: ADAPTIVE VS. MALADAPTIVE DIMENSION

2014 ◽  
Vol 8 (2) ◽  
pp. 152-160
Author(s):  
Maia Mestvirishvili ◽  
Natia Mestvirishvili ◽  
Khatuna Martskvishvili ◽  
Luiza Arutinov
Keyword(s):  
Identity Development ◽  
Psychosocial Factors ◽  
Discriminant Function ◽  
Attachment Styles ◽  
Self Esteem ◽  
Ego Identity ◽  
Identity Status ◽  
Identity Statuses ◽  
Ego Identity Status ◽  
Adolescence Period

To achieve the status of ego identity remains the most important challenge for the adolescence period and consequently is a challenge for developmental psychologists too. The vast majority of studies focus on understanding the dynamics of ego identity development, however, factors that cause different path of development remained unclear. This study aims at tracking the paths, which differentiate ego statuses from finding psychosocial factors contributing to ego identity achievement. For this purpose the relationships between four identity statuses - achievement, exploration, moratorium and foreclosure and number of psychosocial variables such as attachment style, self-esteem and perfectionism have been examined. 386 school teenagers aged 14-17 (M = 15.48) filled a set of questionnaires comprised of four instruments: The Ego Identity Process Questionnaire (EIPQ), The Measure of Attachment Qualities (MAQ), The Perfectionism Inventory (PI) and Adult Sources of Self-Esteem Inventory (ASSEI). Discriminant analysis revealed two basic dimensions (adaptive and maladaptive), which are capable to depict the difference between ego identity statuses. The first discriminant function of ego identity status is primarily defined by conscientious perfectionism and secured attachment; whereas, the second discriminant function consists of avoidance attachment, self-evaluative perfectionism and ambivalent attachment styles. Key words: adolescence period, ego identity status, ego identity development, psychosocial factors.

scholarly journals Validity and Reliability of the Russian Version of the Rosenberg Self-Esteem Scale

2020 ◽  
pp. 52-57
Author(s):  
Alena Anatolievna Zolotareva
Keyword(s):  
Convergent Validity ◽  
Self Esteem ◽  
Factor Analyses ◽  
Validity And Reliability ◽  
Reliable Measure ◽  
Confirmatory Factor Analyses ◽  
Russian Version ◽  
Confirmatory Factor ◽  
The One ◽  
Age Range

The aim of this study was to assess validity and reliability of the Russian version of the Rosenberg Self-Esteem Scale (RSES). The RSES was translated in Russian and completed by 213 Russian-speaking students in the age range from 16 to 24 years. Exploratory and confirmatory factor analyses confirmed the one-factor structure with suitable reliability (Cronbach’s α = 0,82). The RSES has convergent validity in relation to the Dembo and Rubinstein’s Self-Esteem Scale. Thus, the Russian version of the RSES is a brief, valid and reliable measure of self-esteem in Russian population.

scholarly journals A Short Measure of Social Reactions to Sexual Assault: The Social Reactions Questionnaire-Shortened

2017 ◽  
Vol 32 (6) ◽  
pp. 1096-1115 ◽  
Author(s):  
Sarah E. Ullman ◽  
Mark Relyea ◽  
Rannveig Sigurvinsdottir ◽  
Sidney Bennett
Keyword(s):  
Sexual Assault ◽  
Women Survivors ◽  
Psychological Symptoms ◽  
Community Sample ◽  
Short Version ◽  
Alternative Measure ◽  
Confirmatory Factor Analyses ◽  
Social Reactions ◽  
The Social ◽  
Confirmatory Factor

Social reactions to disclosures of sexual assault have significant effects on women’s postassault recovery. However, being the most widely used measure of these reactions, the 48-item Social Reactions Questionnaire (SRQ; Ullman, 2000) is too long for some research and evaluation efforts. Thus, we developed a 16-item short version, the Social Reactions Questionnaire-Shortened (SRQ-S). Three preexisting college and community samples of women survivors (N = 1,012; 1,084; and 344) were used to determine which SRQ items were most related to psychological symptoms and could form reliable subscales. The brief version was then administered in a college and community sample of 447 women survivors. Confirmatory factor analyses (CFAs) and supporting psychometrics showed the SRQ-S reliably measures three general scales of the SRQ (Turning Against, Unsupportive Acknowledgment, Positive Reactions) as well as eight 2-item subscales (e.g., Blame). The SRQ-S provides researchers and interventionists with a brief alternative measure to the original SRQ.

scholarly journals Exploring the dimensionality of the TRIM-18 in the Spanish context

2017 ◽  
Vol 33 (3) ◽  
pp. 548 ◽  
Author(s):  
Maria Fernández-Capo ◽  
Silvia Recoder ◽  
Juana Gómez-Benito ◽  
María Gámiz ◽  
Pilar Gual ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Factor Structure ◽  
Spanish Population ◽  
Factor Analyses ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Reliability Method ◽  
Confirmatory Factor ◽  
Potential Use ◽  
Three Factor

<p>Introduction: The Transgression-Related Interpersonal Motivation (TRIM-18) Inventory is an instrument that assesses episodic forgiveness. This scale is composed of three subscales: <em>avoidance</em>, <em>revenge</em> and <em>benevolence</em>. The present study examined the dimensionality of the Spanish version of the TRIM-18 (TRIM-18-S) and provided evidence of validity and reliability. Method: A total of 943 participants completed the TRIM-18-S.  A subset of 277 participants completed additional measures of empathy, anger, and information regarding the relation with the offender. Results: The TRIM-18-S showed good psychometric properties, and confirmatory factor analyses revealed a three-factor structure. Conclusions: The scale presents adequate psychometric properties for its potential use in a Spanish population.</p><p> </p>

scholarly journals Environmental Sustainability Scale for Children 60-72 Months Old: A Validity and Reliability Study

2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Banu Özkan ◽  
Mehmet Nur Tuğluk ◽  
Nihal Yiğitalp
Keyword(s):  
Environmental Sustainability ◽  
Study Data ◽  
Evaluation Instrument ◽  
Validity And Reliability ◽  
Reliability Study ◽  
Confirmatory Factor Analyses ◽  
Preschool Period ◽  
Study Results ◽  
Confirmatory Factor ◽  
Academic Year

In recent years, the importance of sustainability has been realized with ever-increasing environmental issues. The preschool period is the most appropriate time for developing an awareness of sustainability as children acquire basic habits during this period and maintain these habits throughout their lives. This study was aimed at developing a scale to evaluate environmental sustainability behaviors in children aged 60-72 months. The validity and reliability study of the scale was limited to 60-72-month-old preschool children, the 2017-2018 academic year and Istanbul (Kadıkoy and Besiktas districts), Kutahya and Yalova provinces. The total number of participants was 426. The 41 scale items developed by the researchers were submitted to six field specialists for review, and the scale was finalized in accordance with the Lawshe method prior to commencing validity and reliability studies. The study data were gathered with the Environmental Sustainability Scale for Children aged 60-72 Months that comprised 2 factors and 20 items. The factor structure of the scale was determined after a theoretical literature review and peer-debriefing. First and second order confirmatory factor analyses were performed for the construct finalized after peer-debriefing. In the reliability study, internal consistency was examined, and the Cronbach’s alpha was computed as .92. In conclusion, the study results indicated that the scale was a valid and reliable evaluation instrument.

scholarly journals Not All Risks Are Equal: The Risk Taking Inventory for High-Risk Sports

2013 ◽  
Vol 35 (5) ◽  
pp. 479-492 ◽  
Author(s):  
Tim Woodman ◽  
Matt Barlow ◽  
Comille Bandura ◽  
Miles Hill ◽  
Dominika Kupciw ◽  
...  
Keyword(s):  
High Risk ◽  
Risk Taking ◽  
Sensation Seeking ◽  
Behavioral Activation ◽  
Self Esteem ◽  
Self Report ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Population Attitudes

Although high-risk sport participants are typically considered a homogenous risk-taking population, attitudes to risk within the high-risk domain can vary considerably. As no validated measure allows researchers to assess risk taking within this domain, we validated the Risk Taking Inventory (RTI) for high-risk sport across four studies. The RTI comprises seven items across two factors: deliberate risk taking and precautionary behaviors. In Study 1 (n = 341), the inventory was refined and tested via a confirmatory factor analysis used in an exploratory fashion. The subsequent three studies confirmed the RTI’s good model–data fit via three further separate confirmatory factor analyses. In Study 2 (n = 518) and in Study 3 (n = 290), concurrent validity was also confirmed via associations with other related traits (sensation seeking, behavioral activation, behavioral inhibition, impulsivity, self-esteem, extraversion, and conscientiousness). In Study 4 (n = 365), predictive validity was confirmed via associations with mean accidents and mean close calls in the high-risk domain. Finally, in Study 4, the self-report version of the inventory was significantly associated with an informant version of the inventory. The measure will allow researchers and practitioners to investigate risk taking as a variable that is conceptually distinct from participation in a high-risk sport.

scholarly journals Developing Scale for Determining the Social Participation Skills for Children and Analyzing Its Psychometric Characteristics

2018 ◽  
Vol 11 (6) ◽  
pp. 92
Author(s):  
Osman Samanci ◽  
Ebru Ocakci ◽  
Ismail Secer
Keyword(s):  
Social Participation ◽  
Model Fit ◽  
Measurement Tool ◽  
Factor Analyses ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
The Social ◽  
Confirmatory Factor ◽  
Descriptive Survey

The purpose of this research is to conduct validity and reliability studies of the Scale for the Determining Social Participation for Children, developed to measure social participation skills of children aged 7-10 years. During the development of the scale, pilot schemes, validity analyzes, and reliability analyzes were conducted. In this context, the research was carried out with a total of 472 elementary school students in the ages of 7-10 years using the descriptive survey model. Exploratory and confirmatory factor analyses were performed to examine the factor structure of the scale and it was determined that the scale had a structure consisting of 16 items and one dimension and that this model had a good level of model fit. In order to examine the reliability of the scale, internal consistency and split-half reliability analyzes were performed and it was found that the scale had sufficient reliability. It can be said that the Scale for the Determining Social Participation for Children is a reliable and valid measurement tool that can be used to measure the social participation skills of students aged 7-10 years.

Observing Classroom Engagement in Community College

2016 ◽  
Vol 38 (4) ◽  
pp. 757-782 ◽  
Author(s):  
Stacey Alicea ◽  
Carola Suárez-Orozco ◽  
Sukhmani Singh ◽  
Tasha Darbes ◽  
Elvira Julia Abrica
Keyword(s):  
Community Colleges ◽  
Structural Equation ◽  
Classroom Engagement ◽  
Student Survey ◽  
Factor Analyses ◽  
Validity And Reliability ◽  
Learning And Development ◽  
Confirmatory Factor Analyses ◽  
Measurement Protocol ◽  
Confirmatory Factor

Despite decades of research indicating classrooms shape student engagement, learning, and development, there is a dearth of empirically grounded research focusing specifically on observed classroom engagement as a predictor of student outcomes in community colleges. This article describes the development of a qualitatively grounded, quantitative classroom-level engagement measurement protocol designed for this purpose. We provide evidence for the measure’s validity and reliability via confirmatory factor analyses and descriptive analyses that offer a snapshot of the information this measure can generate. Furthermore, we examine a two-level structural equation regression model that uses student survey data from students nested in observed classrooms. We then review our results in light of the relevance this measure has for researchers and educators in community colleges.

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