The validity and reliability study of the attitude scale for the efficacy of performance tasks used for primary school students

2011 ◽  
Vol 1 (2) ◽  
pp. 23-30 ◽  
Author(s):  
Uğur Başboğaoğlu ◽  
Mehmet Demir
Keyword(s):  
Factor Analysis ◽  
Primary Schools ◽  
Attitude Scale ◽  
Reliability Coefficient ◽  
Validity And Reliability ◽  
School Students ◽  
Performance Tasks ◽  
Factor Loadings ◽  
School Year ◽  
Relevant Factors

The aim of this research is to develop an attitude scale to measure the efficacy of the performance tasks used as evaluation instruments in the constructivist curriculum as of 2005- 2006 school year. This scale is aimed to be used to evaluate the efficacy of the performance tasks used in 4th and 5th grades of primary schools based on teacher views. The instrument is a likert scale with one-factor structure. The pilot study for the development of the scale was conducted on 152 teachers working in 34 primary schools. To test the construct validity of the scale, a factor analysis was done with 49 items in the trial form. The results from the factor analysis showed that factor loadings of the items in relevant factors varied between .55 and .75 and they explained 66% of the total variance. The reliability coefficient of the scale was estimated as (alpha) .75. As a result of the factor analysis factor loadings were found very high and no items were discarded as the items explained the total varience. The final version of the scale was administered on 388 classroom teachers. The reliability coefficient of this second scale was found (alpha) .92. These findings represent significant proofs for the validity and reliability of the scale.

scholarly journals Development and primary validation of the School Health Assessment Tool for Primary Schools (SHAT-PS)

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e12610
Author(s):  
Maryam Kazemitabar ◽  
Danilo Garcia ◽  
JohnBosco C. Chukwuorji ◽  
Ricardo Sanmartín ◽  
Franco Lucchese ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Primary Schools ◽  
School Health ◽  
Assessment Tool ◽  
Phase 1 ◽  
Health Assessment ◽  
School Personnel ◽  
Test Theory ◽  
Validity And Reliability ◽  
Factor Loadings

Background School health programs need to target all aspects of physical, psychological, and social well-being. Using a slightly modified version of the COSMIN Risk of Bias checklist, we developed and conducted the first validation of the School Health Assessment Tool for Primary Schools (SHAT-PS). Method The exploratory sequential mixed method was used in this study. In the first phase, scientific databases were systematically searched to find school health models and instruments and 65 interviews were conducted with school stakeholders. The Colaizzi’s method was used to code the qualitative data into themes. Then, a pool of items was created for each theme, rechecked by psychometric experts and then validated for content (i.e., relevance, clarity, and comprehensiveness) by psychometric experts and individuals of the target population (i.e., school personnel). In the second phase, classical test theory was utilized to analyze the validity and reliability of the resulting items from phase 1 among 400 individuals working at primary schools. Results The coding of the interviews resulted in ten themes that we labeled based on the theoretical literature: school health policies, community connections, health education, physical activity, health services, nutrition, psychological services, physical environment, equipment and facilities, and school staff’s health. The items created for each theme ended up in an initial pool of 76 items. In the final stage of phase 1, 69 items remained after the content validity assessment by experts and school personnel. In phase 2, the SHAT-PS items were tested using maximum likelihood exploratory factor analysis and confirmatory factor analysis. Of the 69 items from phase 1, 22 items were removed due to low factor loadings. The results showed that the 8-factor model was the best solution (chi-square/df = 2.41, CFI = .98, TLI = .97, RMSEA = .06). The discriminant and convergent validity of the SHAT-PS were evaluated as satisfactory and the scale had high internal consistency (Cronbach’s alpha for all subscales > .93). The test-retest reliability was satisfactory—the intraclass correlation coefficient pooled was .95 (99% CI [.91–.98]). Moreover, the standard error of measurement resulted in an SEM pooled equal to 4.4. No discrepancy was found between subgroups of gender and subgroups of staffs’ positions at schools. Conclusion The SHAT-PS is a valid and reliable tool that may facilitate school staff, stakeholders and researchers to evaluate the presence of the factors that promote health at primary schools. Nevertheless, in the process of validation, many of the items related to staff’s health were eliminated due to poor factor loadings. Obviously, staff health is an important factor in the measurement of school health. Hence, we recommend that the validity and reliability of the SHAT-PS in other cultures should be done using the original 76-item version.

scholarly journals Developing protective factor scale for classroom teachers: A validity and reliability study

2018 ◽  
Vol 8 (1) ◽  
pp. 83-110
Author(s):  
Nurtaç Üstündağ ◽  
Didem Aydoğan ◽  
Ruken Akar Vural
Keyword(s):  
Factor Analysis ◽  
Protective Factors ◽  
Primary School ◽  
Primary Schools ◽  
Protective Factor ◽  
Measurement Scale ◽  
Validity And Reliability ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year

The purpose of this study is to develop a valid and reliable assessment scale in order to determine protective factors that teachers have. The study was conducted with 348 primary school teachers teaching at primary schools in Aydın city Efeler district at 2017-2018 school year, fall semester. In the study, exploratory factor analysis and confirmatory factor analysis techniques were used for construct validity of the study. Within the context of results obtained, the measurement scale developed could be defined as a valid and reliable measurement scale to be used to determine protective factors which primary school teachers have.

scholarly journals Development Instruments Through Confirmatory Factor Analysis (CFA) in Appropriate Intensity Assessment

2017 ◽  
Vol 12 (1) ◽  
pp. 13-19
Author(s):  
Ari Saptono
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Three Dimensions ◽  
Likelihood Method ◽  
Test Results ◽  
Validity And Reliability ◽  
Measurement Instruments ◽  
School Students ◽  
Multi Stage ◽  
Confirmatory Factor

The research aims to develop the valid and reliable measurement instruments of entrepreneurship intention in vocational secondary school students. Multi stage random sampling was used as the technique to determine sample (300 respondents). The research method used research and development with confirmatory factor analysis (CFA). Result of confirmatory factor analysis (CFA) at the second order with robust maximum likelihood method shows that valid and reliable instrument with the acquisition value of loading factor is more than 0.5 (> 0,5) and a significance value of t is more than 1,96 (> 1,96). Reliability test results shows that the value of the combined construct reliability (CR) of 0.97and a variance value extract (VE) to 0.52 is greater than the limit of acceptance CR ? 0.70 and VE ? 0.50. The conclusion of the measurement instruments of entrepreneurship intention with three dimensions and 31 items met the standards of validity and reliability in accordance with the instrument development process.

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.

scholarly journals Reliability and Validity of the Persian Version Emotional Self-efficacy Scale for Young Adolescents

2021 ◽  
Vol 11 (1) ◽  
pp. 61-70
Author(s):  
Zahra Mohammadi ◽  
◽  
Zohreh Meshkati ◽  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Factor Structure ◽  
Self Efficacy ◽  
Reliability And Validity ◽  
First Grade ◽  
Validity And Reliability ◽  
School Students ◽  
Statistical Population ◽  
Persian Version

Background: The present research aimed at determining the reliability and validity of the Persian version of the Emotional Self-Efficiency Scale (ESES) for adolescents of Isfahan city. This study was conducted using a developmental research method. The statistical population consisted of all the first-grade high school students of Isfahan city in 2018 (n=59396). Methods: A total number of 280 students (160 girls and 120 boys, mean±SD age of 12.98±1.14) were selected using a stratified random sampling method, and completed ESES for adolescents (2015), as well as Self-Efficacy Questionnaire for Children (2001). Results: An Exploratory Factor Analysis (EFA) revealed the four-factor structure of ESES. A Confirmatory Factor Analysis (CFA) also confirmed the fit of the four-factor structure of the scale. The results of the within-group correlation coefficient were obtained to investigate the acceptable test-retest reliability. The results of the correlation between the above-mentioned scale and SEQ-C instrument was also significant (P<0.05). Moreover, ESES and its dimensions had proper reliability over time. The reliability obtained by Cronbach’s alpha for all four dimensions of the questionnaire, given the number of items, was higher than 0.5 for each dimension and higher than 0.7 for the whole scale, which was acceptable. Conclusion: These findings indicate the acceptable validity and reliability of ESES for Isfahan’s adolescents, and its validity and reliability should be investigated in broader research on Iranian children and adolescents.

scholarly journals Evaluating the Reliability and Validity of the Children’s Vitality-Relaxation Scale

2019 ◽  
Vol 16 (18) ◽  
pp. 3369
Author(s):  
Kyung-Sook Bang ◽  
Sungjae Kim ◽  
Kalevi M. Korpela ◽  
Min Kyung Song ◽  
Gumhee Lee ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Low Income ◽  
Reliability And Validity ◽  
Study Data ◽  
Validity And Reliability ◽  
Low Income Students ◽  
School Students ◽  
Cross Sectional ◽  
Korean Children ◽  
Culturally Adapted

This study developed the Children’s Vitality-Relaxation Scale (CVRS) by revising the adult version of the Restoration Outcome Scale (ROS). The CVRS was translated and culturally adapted into Korean, and its reliability and validity were evaluated in a cross-sectional, descriptive design study. Data collected from 181 elementary school students in grades 4‒6 were used to test the validity and reliability of the CVRS. Exploratory factor analysis, Pearson’s correlation, known-groups comparison, and Cronbach’s alpha were used for analysis. The factor analysis indicated a two-factor structure, and all factor loadings were above 0.40. The CVRS was a seven-point Likert scale consisting of eight items, which were classified as “vitality” (four items) and “relaxation” (four items). The external construct validity with the PANAS, PSS, and SRI was acceptable. In the known-groups comparison, the CVRS score was significantly higher for boys than for girls, and the CVRS score for high-income students was higher than low-income students. The Cronbach’s α for the scale was 0.84 and ranged from 0.72–0.87 for the subscales. Results showed that the CVRS is a valid and reliable scale with acceptable psychometric characteristics in Korean children. The scale can be used to measure children’s affect in various settings.

Use of a Sport Socialization Inventory with Cerebral Palsied Youth

1992 ◽  
Vol 74 (1) ◽  
pp. 203-208
Author(s):  
Anabelle M. Lugo ◽  
Claudine Sherrill ◽  
Ana L. Pizarro
Keyword(s):  
Factor Analysis ◽  
Cerebral Palsy ◽  
Construct Validity ◽  
Factor Structure ◽  
Reliability Coefficient ◽  
Validity And Reliability ◽  
Interest Inventory

The validity and reliability of the 1978 Sport Interest Inventory of Greendorfer and Lewko were examined to evaluate its appropriateness for youth with cerebral palsy, ages 13 to 21 years. Test-retest data from 35 subjects indicated a reliability coefficient of .92. Data from 112 subjects were subjected to factor analysis to examine construct validity. This analysis indicated that the factor structure was similar to that reported for able-bodied youth, except for the items pertaining to friends and opportunity set.

scholarly journals THE DEVELOPMENT OF A CURIOSITY TOWARDS PRIMARY STEM EDUCATION QUESTIONNAIRE INSTRUMENT

2021 ◽  
Vol 6 (40) ◽  
pp. 274-292
Author(s):  
Jamilah Ahmad ◽  
Nyet Moi Siew
Keyword(s):  
Stem Education ◽  
Primary Schools ◽  
High Reliability ◽  
Measurement Model ◽  
Validity And Reliability ◽  
School Students ◽  
Item Fit ◽  
Primary Stem ◽  
Item Reliability ◽  
Variance Explained

The Curiosity towards STEM Education Questionnaire Instrument (CQI-STEM) was developed to measure the level of curiosity towards STEM education among primary school students. CQI-STEM consisted of 10 items measuring the two constructs of curiosity towards STEM, namely stretching, and embracing. A total of 166 years five students aged 10 to 11 years enrolled in five urban schools in the Tawau district, Sabah was involved as a research sample. Rasch Measurement Model was applied to determine the validity and reliability of CQI-STEM. The results of the validity analysis found that the polarity of the items through the PTMEA-CORR values showed that all 10 items were > .00 (+). Through item fit analysis, all items were retained because items meet the requirements of the range in MNSQ outfit, ZSTD outfit, and PTMEA-CORR. The value of Raw Variance Explained by Measures was 63.1% (excellent) and the value of Unexplained variance in the first contrast was below 15%, showing that the instrument had strong dimensionality and high construct validity. The CQI-STEM instrument was found to have high reliability with a Cronbach’s alpha value (KR-20) of .93. Results also showed that CQI-STEM has excellent item reliability and moderate-high item separation value of .96 and 4.83 respectively. CQI-STEM also has high person reliability and person separation value of .92 and 3.48 respectively. In conclusion, CQI-STEM has good validity and high reliability in measuring curiosity towards STEM Education among year five students in primary schools.

scholarly journals Analisis faktor konfirmatori sebagai prosedur evaluasi konstruk skala kematangan karir

2019 ◽  
Vol 9 (1) ◽  
pp. 27 ◽  
Author(s):  
Wahyu 'Widyatmoko ◽  
Yulia Ayriza ◽  
Riszal Purwandika
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Career Maturity ◽  
Research Data ◽  
Assessment Tools ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
T Values

Artikel ini bermaksud mengevaluasi validitas dan reliabilitas skala kematangan karir. Skala kematangan karir dirancang untuk mengumpulkan data penelitian tentang tingkat kematangan karir pada siswa SMA. Skala tersebut terdiri dari 12 item pernyataan yang disesuaikan dengan konstruk kematangan karir, yakni: kepercayaan diri dalam karir (KDK), ketidakpastian pilihan karir (KPK), dan pengetahuan terhadap karir (PTK). Hasil analisis faktor konfirmatori mengindikasikan tiga konstruk model cocok (<em>p-vales</em>= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Selanjutnya, 7 dari 12 item pernyataan skala kematangan karir terbukti valid (<em>stadardized loading</em> berkisar antara 0.52 hingga 0.72; <em>t-values </em>berkisar antara 8.08 hingga 12.25) dan dua dari tiga konstruk skala kematangan karir reliabel (KPK=0.68; PTK=0.70). Hal tersebut menunjukan bahwa skala kematangan karir masih dapat digunakan sebagai instrumen pengumpul data dan alat asesmen.<br /><br /><em>The purpose of this article is to evaluate the validity and reliability of the career maturity scale. The career maturity scale is designed to collect research data on the level of career maturity in high school students. It is consists of 12 statement items tailored to the constructs of career maturity: career confidence, uncertainty of career choice, and career knowledge. The results of confirmatory factor analysis indicated that the three constructs of model was well fit (p-vales= 0.50; RMSEA= 0.00; NFI= 0.99; CFI=1.00; GFI=0.99; AGFI=0.98). Further, seven out of 12 statement items on career maturity scale proved valid (standardized loading ranged from 0.52 to 0.72; t-values ranged from 8.08 to 12.25) and two of the three constructs of career maturity scale are reliable (KPK=0.68; PTK=0.70). This shows that the scale of career maturity can still be used as an instrument for data collection and assessment tools.</em>

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