scholarly journals Psychometric Study of the Scale of Interests by Areas of Psychology - Portuguese Version

2020 ◽  
Vol 30 ◽  
Author(s):  
Rodolfo Augusto Matteo Ambiel ◽  
Gustavo Henrique Martins ◽  
Maria do Céu Taveira ◽  
Ana Carolina Zuanazzi ◽  
Jucimara Zacarias Martins ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Internal Structure ◽  
Evidence Based ◽  
Validity Evidence ◽  
Adaptation Process ◽  
Factorial Structure ◽  
Portuguese Version ◽  
Satisfactory Precision ◽  
Self Knowledge ◽  
Neo Five Factor Inventory

Abstract Considering the need to understand the variables related to the choice for Psychology specialties, this study aimed to present the adaptation process and to verify validity evidence based on the internal structure for the Portuguese version of the Scale of Interests by Areas of Psychology (EIAPsi) and relate it to personality. The sample consisted of 340 Portuguese university students, using the EIAPsi and the NEO Five-Factor Inventory (NEO-FFI). Exploratory Factor Analysis and correlations between instruments were performed. There was a factorial structure formed by 10 factors for the EIAPsi with satisfactory precision indexes. The dimensions of openness and agreeableness were the most frequently correlated to the areas of Psychology. We have concluded that evidence of initial validity of the instrument were presented, indicating possibilities of its use in the Portuguese context, specifically in situations aimed at self-knowledge (classroom or clinic/office) and guiding students in choosing their area of expertise.

Validity Evidence based on Internal Structure of Scores of the Emotional Quotient-Inventory: Youth Version Short (EQ-i: YV-S) in a Spanish Sample

2016 ◽  
Vol 19 ◽  
Author(s):  
Igor Esnaola ◽  
John Freeman ◽  
Marta Sarasa ◽  
Arantza Fernández-Zabala ◽  
Inge Axpe
Keyword(s):  
Factor Analysis ◽  
Stress Management ◽  
Internal Structure ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Self Concept ◽  
Equation Modeling ◽  
Evidence Based ◽  
Validity Evidence ◽  
Power Prediction

AbstractThe purpose of this study was to analyze the reliability and validity evidence of scores on the Spanish version of EQ-i: YV-S in Spanish adolescents. The total sample was comprised of 508 participants from Grades 7 to 12, 241 males (47.4%) and 267 females (52.6%), each of whom completed the questionnaires on two separate occasions. Three [intrapersonal (α = .83, CR = .86, and McDonald Omega = .86), stress management (α = .83, CR = .86, and McDonald Omega = .85) and adaptability (α = .82, CR = .85, and McDonald Omega = .85)] of the four scales had acceptable internal consistency. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used with FACTOR and EQS version 6.1 software to examine validity evidence based on internal structure drawn from the scores on the EQ-i: YV-S, supporting the multidimensionality of the questionnaire. Three models were tested; the best fit to the data was the hierarchical model (S-Bχ2/ df = 2.11, CFI = .93 and RMSEA = .047), which hypothesized that the four specific factors (interpersonal, intrapersonal, stress management, and adaptability) were explained with a second-order factor, Emotional-Social-Intelligence (ESI). Finally, significant positive correlations were found between general self-concept and EQ-i: YV-S [interpersonal (r = .153, p < .001), intrapersonal (r = .235, p < .001), stress management (r = .145, p < .001), adaptability (r = .311, p < .001) and ESI (r = .360, p < .001)]; ESI showed significant direct power prediction of the general self-concept (.52) as demonstrated through structural equation modeling.

Validity Evidence based on Internal Structure of Scores on the Spanish Version of the Self-Description Questionnaire-II

2012 ◽  
Vol 15 (1) ◽  
pp. 388-398 ◽  
Author(s):  
Cándido J. Ingles ◽  
María S. Torregrosa ◽  
María D. Hidalgo ◽  
Jose C. Nuñez ◽  
Juan L. Castejón ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Internal Structure ◽  
Factor Structure ◽  
Spanish Version ◽  
Evidence Based ◽  
Validity Evidence ◽  
First Order ◽  
Confirmatory Factor ◽  
Order Factor

The aim of this study was to analyze the reliability and validity evidence of scores on the Spanish version of Self-Description Questionnaire II (SDQ-II). The instrument was administered in a sample of 2022 Spanish students (51.1% boys) from grades 7 to 10. Confirmatory factor analysis (CFA) was used to examine validity evidence based on internal structure drawn from the scores on the SDQ-II. CFA replicated the correlated 11 first-order factor structure. Furthermore, hierarchical confirmatory factor analysis (HCFA) was used to examine the hierarchical ordering of self-concept, as measured by scores on the Spanish version of the SDQ-II. Although a series of HCFA models were tested to assess academic and non-academic components organization, support for those hierarchical models was weaker than for the correlated 11 first-order factor structure. Results also indicated that scores on the Spanish version of the SDQ-II had internal consistency and test-retest reliability estimates within an acceptable range.

Factor Structure of the Scales for Assessing Emotional Disturbance : 3 Rating Scale for Students Identified With Emotional Disturbance

2021 ◽  
pp. 019874292110123
Author(s):  
Matthew C. Lambert ◽  
Douglas Cullinan ◽  
Michael H. Epstein ◽  
Jodie Martin
Keyword(s):  
Internal Structure ◽  
Emotional Disturbance ◽  
Factor Structure ◽  
Rating Scale ◽  
Factor Model ◽  
Distinct Group ◽  
Considerable Proportion ◽  
Evidence Based ◽  
Validity Evidence ◽  
Common Variance

This study examined the internal structure of the Scales for Assessing Emotional Disturbance-3 Rating Scale (RS), a teacher-completed RS developed to measure emotional disturbance (ED). As defined in U.S. law and regulations, ED involves five characteristics or patterns of behavioral and emotional maladaptation. RS data obtained on a sample of students with ED were used to examine validity evidence based on the internal structure of the assessment. Of particular interest was the extent to which multivariate factors derived from the RS data conform to the five characteristics of ED stated in the definition. Results indicate that the RS data fit a 5-factor model reasonably well. A subsequent bifactor analysis identified a considerable proportion of common variance across factors, suggesting the presence of a strong general ED factor, two distinct group factors (Inability to Learn and Inappropriate Behavior), and three weak group factors. The findings provided evidence of the validity of the SAED-3 RS based on internal structure and pointed to support for use of the RS in contributing to the process of determining whether a student qualifies for the ED education disability. Implications for improved research on the nature of ED and how students with ED can be better served are discussed.

scholarly journals Academic Life Assessment Scale (ALAS): A new factorial structure

Psico-USF ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 1-13
Author(s):  
Acácia Aparecida Angeli dos Santos ◽  
Francine Náthalie Ferraresi Rodrigues Queluz ◽  
Ana Carolina Pescarini Gallo ◽  
Thalyta Hulsen Lemos Veiga
Keyword(s):  
Factor Analysis ◽  
Internal Structure ◽  
Undergraduate Students ◽  
Factor Model ◽  
Assessment Scale ◽  
Life Assessment ◽  
Academic Life ◽  
Academic Experience ◽  
Factorial Structure ◽  
Good Reliability

Abstract The objective of the present study was to give continuity to the validation process of the Academic Life Assessment Scale (ALAS) by verifying its internal structure and the relationship with other related variables. The study involved 580 undergraduate students from two universities in the state of Paraíba, one public and one private. A majority of the participants were male (55%) with an average age of 22 (SD = 4.94) who responded to the ALAS and the Academic Experience Questionnaire - Reduced (AEQ-r). To verify the internal structure of the ALAS, first, a confirmatory factor analysis was performed and, as the structure was not confirmed, an exploratory factor analysis (EFA) was performed. After EFA, a three-factor model was found, which presented good reliability, as well as correlation with academic experiences measures. This study contributes to the literature suggesting a new factorial structure for ALAS.

scholarly journals The relationship between learner engagement and teaching effectiveness: a novel assessment of student engagement in continuing medical education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME. Methods We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r = 0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha = 0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain. Conclusion Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

scholarly journals Adaptation and Validation of the Muslim Medical Students Questionnaire (MMSQ) in the Indonesian Language

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Umatul Khoiriyah ◽  
Diani Puspa Wijaya ◽  
Ramli Musa
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Internal Structure ◽  
Assessment Tool ◽  
Medical Curriculum ◽  
Reliability And Validity ◽  
Factor Loading ◽  
Research Process ◽  
Validity Evidence ◽  
Bahasa Indonesia

INTRODUCTION: The Muslim Medical Students Questionnaire (MMSQ) is a self-assessment tool that was designed to measure student’s Islamic competency in line with the implementation of the Islamic medical curriculum. For it to be applicable in Indonesia, this questionnaire needed to be translated and validated in the Indonesian language (Bahasa Indonesia). This study aimed to collect validity evidence of the Bahasa Indonesia version of MMSQ (BI-MMSQ). MATERIALS AND METHODS: The research process consisted of four stages: Forward and backward translation; Harmonization of the BI-MMSQ resulting from the initial stage; Pre-test of the BI-MMSQ among 30 clinical students, and finally construct validation among 225 clinical students. The completed questionnaires of 213 students were then analysed for their reliability and validity using exploratory factor analysis (EFA). RESULTS: The study showed that the scale had sufficient validity evidence; content, response process, and internal structure. The evidence of the internal structure of the tool is derived from the internal consistency (Cronbach’s Alpha is 0.85) and also from the factor analysis. Most of the items had a factor loading value of > 0.3, but it was suggested that some of those with a value of < 0.3 should be rephrased to increase their quality. The Practice domain was the most stable sub-scale since most of the items contained high factor loadings. CONCLUSION: The BI-MMSQ had sufficient validity evidence and the internal structure may be improved by alteration of a few items.

scholarly journals The Relationship between Learner Engagement and Teaching Effectiveness: A Novel Assessment of Student Engagement in Continuing Medical Education

2020 ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background: Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME.Methods: We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions.. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results: 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r=0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha=0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain.Conclusion: Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

Reliability and Validity of a Questionnaire for Assessing Self-Perceived Health-Related Fitness in Spanish Children

2020 ◽  
Vol 23 ◽  
Author(s):  
Carlos Ayán ◽  
Tania Fernández-Villa ◽  
Antía Duro ◽  
Antonio Molina de la Torre
Keyword(s):  
Internal Structure ◽  
Intraclass Correlation ◽  
Perceived Health ◽  
Evidence Based ◽  
Validity Evidence ◽  
Good Test ◽  
Retest Reliability ◽  
Health Related ◽  
Test Retest Reliability ◽  
Health Related Fitness

Abstract There is a need for developing tools aimed at assessing fitness in children, due to its relationship with health. This study is aimed at testing the reliability and the validity of a questionnaire designed for assessing self-perceived health-related fitness in Spanish children. The questionnaire was created based on the model of physical self-concept developed by Fox and Corbin (1989) who conceived four sub-domains: Sport competence, attractive body, strength and physical condition. A total of 283 children (mean age: 10.80 ± 0.69 years; 45.6% girls) answered the questionnaire twice, in order to determine its test-retest reliability. The results obtained in the International Fitness Scale (IFIS) and on a fitness battery were used to determine its validity evidence based on relations to other variables. Exploratory and factorial analyses were performed to check its validity evidence based on internal structure. The obtained results indicated that the questionnaire showed an accurate validity evidence based on internal structure and a very good test-retest reliability, Intraclass correlation coefficient: .88; 95% CI [.84, .90]. The questionnaire established moderate correlations with the IFIS questionnaire (ρ = –.51 to –.68) and the fitness level showed by the children (ρ = –.53). These findings indicate that the questionnaire can be a useful research tool for assessing self-perceived health-related fitness in children.

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