scholarly journals A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 25 ◽  
Author(s):  
Brett D. Jones ◽  
Ming Li ◽  
Juan M. Cruz
Keyword(s):  
Psychometric Properties ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Cognitive Engagement ◽  
Cross Cultural ◽  
Fit Indices ◽  
Spanish Speaking ◽  
Confirmatory Factor ◽  
Student Version ◽  
Cultural Validation

The purpose of this study was to examine the extent to which Chinese and Spanish translations of the College Student version of the MUSIC® Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012) demonstrate acceptable psychometric properties. We surveyed 300 students at a university in China and 201 students at a university in Colombia using versions of the MUSIC Inventory that were translated into Chinese and Spanish, respectively. To assess the psychometric properties of the inventory, we examined: (a) the internal consistency reliabilities for all of the scales, (b) the fit indices and factor loadings produced from confirmatory factor analysis, and (c) correlations between the MUSIC Inventory scales and behavioral and cognitive engagement. The results provide evidence that the Chinese and Spanish translations of the MUSIC Inventory demonstrate acceptable psychometric properties for use with undergraduate students. Therefore, instructors and researchers can use the translated inventories to assess students’ perceptions of the five MUSIC® Model of Motivation components.

scholarly journals Psychometric Properties of the Spanish Version of the Goal Orientation Scales in Ecuadorian Undergraduate Students

2020 ◽  
Vol 11 ◽  
Author(s):  
Segundo Napoleón Barreno ◽  
Alejandro Veas ◽  
Leandro Navas ◽  
Juan Luis Castejón
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Goal Orientation ◽  
Undergraduate Students ◽  
Latin American ◽  
Achievement Goals ◽  
Rasch Analysis ◽  
Factorial Invariance ◽  
Spanish Speaking ◽  
Confirmatory Factor

The present study aims to analyze the psychometric properties of the Goal orientation Scales (GOS; Skaalvik, 1997) in a sample of 2,170 Ecuadorian undergraduate students (M = 21. 97, SD = 3.61; 61.6% female). The Exploratory Factor Analysis and Confirmatory Factor Analysis supported the four-factor structure of the GOS, and the scale exhibited an adequate factorial invariance for gender. The multidimensional Rasch analysis revealed that one item showed misfit, and the distribution of items did not correspond well with the levels of achievement goals. The current research addresses a formal gap related to the validation of the GOS in a Latin American country and provides advanced psychometric information to further improve the scale for its application to Spanish-speaking samples.

The Factor Structure and Psychometric Properties of the Resiliency Scale in Chinese Undergraduates

2010 ◽  
Vol 26 (3) ◽  
pp. 162-171 ◽  
Author(s):  
Lixia Cui ◽  
Xiujie Teng ◽  
Xupei Li ◽  
Tian P.S. Oei
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Undergraduate Students ◽  
Concurrent Validity ◽  
Higher Order ◽  
Criterion Variable ◽  
Confirmatory Factor ◽  
High Level ◽  
Chinese Undergraduates

The current study examined the factor structure and the psychometric properties of Sandra Prince-Embury’s Resiliency Scale for Adolescents (RESA) in Chinese undergraduates. A total of 726 undergraduate students were randomly divided into two subsamples: Sample A was used for the exploratory factor analysis (EFA) and Sample B was used for the confirmatory factor analysis (CFA). The EFA revealed that 56 items and a model of 10 factors with 3 higher order factors (as described by Sandra) were to be retained; CFA with Sample B confirmed this result. The overall scale and the subscales of the Chinese-RESA demonstrated a high level of internal consistency. Furthermore, concurrent validity was demonstrated by the correlation of the scale with other instruments such as the PANAS and the CSS, and the predictive validity was confirmed via three multiple regression analyses using the PANAS as a criterion variable: one for the 10 subscales of the C-RESA, one for the 3 higher order scales, and one for the total C-RESA. We concluded that the C-RESA may be used for research into Chinese undergraduates’ adaptive behaviors.

Core dimensions of a burnout scale: Psychometric properties and a cross cultural validation study

2012 ◽  
Author(s):  
Paul Sarbescu ◽  
Delia Virga ◽  
Coralia Sulea ◽  
Ilona van Beek ◽  
Wilmar Schaufeli
Keyword(s):  
Psychometric Properties ◽  
Validation Study ◽  
Cross Cultural ◽  
Cultural Validation

Cross-cultural validation and psychometric properties of the Greek version of the Caring Behaviors Inventory: a methodological study

2010 ◽  
Vol 17 (3) ◽  
pp. 435-443 ◽  
Author(s):  
Evridiki Papastavrou ◽  
Chrysoula Karlou ◽  
Haritini Tsangari ◽  
Georgios Efstathiou ◽  
Valmi D. Sousa ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Cross Cultural ◽  
Methodological Study ◽  
Greek Version ◽  
Caring Behaviors ◽  
Cultural Validation

A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students

2012 ◽  
Vol 31 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Virginia M. C. Tze ◽  
Robert M. Klassen ◽  
Lia M. Daniels ◽  
Johnson C.-H. Li ◽  
Xiao Zhang
Keyword(s):  
Measurement Invariance ◽  
Culturally Diverse ◽  
Chinese Student ◽  
Cross Cultural ◽  
Chinese College Students ◽  
Self Regulated Learning ◽  
School Settings ◽  
Confirmatory Factor ◽  
Cultural Validation ◽  
Multigroup Confirmatory Factor Analysis

This study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations.

A cross-cultural validation of the controlling teacher behaviours scale in physical education

2016 ◽  
Vol 24 (2) ◽  
pp. 209-224 ◽  
Author(s):  
Vello Hein ◽  
Arunas Emeljanovas ◽  
Brigita Mieziene
Keyword(s):  
Personal Control ◽  
Cross Cultural ◽  
Factor Analyses ◽  
Cultural Backgrounds ◽  
Confirmatory Factor Analyses ◽  
Multidimensional Measure ◽  
Confirmatory Factor ◽  
Controlling Behaviour ◽  
Cultural Validation ◽  
Conditional Regard

The present study examined the validity of the factor structure and invariance of the Controlling Teacher Behaviours Scale (CTBS) across two nations. Data were collected from Estonian ( n=453) and Lithuanian ( n=431) students using the multidimensional measure of teachers’ controlling behaviours. Multi-sample confirmatory factor analyses showed that the measure of teachers’ controlling behaviours with four scales (negative conditional regard, controlling use of rewards, excessive personal control and intimidation) were partially invariant at the configural, metric and strong invariance level. The results of the latent mean estimates showed no differences between Estonian and Lithuanian students in respect of the perception of the use of reward, whereas the perception of negative conditional regard, intimidation and excessive personal control appeared to be higher for Estonian students. The results indicated that CTBS is generally suitable for measuring the perceptions of teachers’ controlling behaviour among Estonian and Lithuanian students. Furthermore, results established that one item was perceived differently across samples and, therefore, there is a need for further research to test the invariance of the CTBS among student samples with different cultural backgrounds.

Psychometric Properties of the Coping Behavior Inventory Among Students of Arabic Universities

2018 ◽  
Vol 26 (1) ◽  
pp. 176-185
Author(s):  
Muayyad M. Ahmad ◽  
Abdulkarim Alzayyat ◽  
Ekhlas Al-Gamal
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Goodness Of Fit ◽  
Coping Behavior ◽  
Sampling Technique ◽  
Total Sample ◽  
Fit Indices ◽  
Confirmatory Factor ◽  
Arab Students ◽  
The University

Purpose:To examine the psychometric properties of the Coping Behavior Inventory (CBI) among Arab students in Jordanian universities.Methods:A stratified random sampling technique was used to select the universities and classes from each university. The total sample size was 587 students recruited from seven universities during the academic year 2015. The structure of the CBI was analyzed by exploratory factor analysis (EFA) using Statistical Package for Social Science and confirmatory factor analysis (CFA) using AMOS software. EFA for the original CBI showed poor factors structure with low reliabilities.Results:EFA and CFA revealed the modified 15-item and 3-factor scale (Problem Solving, Avoidance, Stay Optimistic), with high goodness of fit indices and strong items loading.Conclusion:The use of the modified version of CBI with students at the university level is recommended.

scholarly journals Evaluation of the Psychometric Properties of the Icelandic Version of the Clinical Outcomes in Routine Evaluation-Outcome Measure, its Transdiagnostic Utility and Cross-Cultural Validation

2013 ◽  
Vol 22 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Hafrún Kristjánsdóttir ◽  
Baldur Heiðar Sigurðsson ◽  
Paul Salkovskis ◽  
Daníel Ólason ◽  
Engilbert Sigurdsson ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Clinical Outcomes ◽  
Outcome Measure ◽  
Cross Cultural ◽  
Evaluation Outcome ◽  
Cultural Validation
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