scholarly journals Approbation of the Decision Making Tendency Inventory in the Russian Sample

2018 ◽  
Vol 26 (3) ◽  
pp. 146-163
Author(s):  
A.Yu. Razvaliaeva
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Education Institution ◽  
Scale Structure ◽  
Personal Factors ◽  
Higher Education Institution ◽  
Confirmatory Factor ◽  
Ambiguity Intolerance

We present the results of approbating the Decision Making Tendency Inventory (Misuraca et al., 2015) in the Russian sample (N=423, Mage= 25,01, SD = 9,63). The development of H. Simon’s satisficing theory in the current studies is considered. Confirmatory factor analysis confirmed the theoretical three-scale structure of the inventory. We describe the relations between maximizing, minimizing and satisficing scales and personal factors of decision-making, age, and education (its level and difficulty). The study demonstrates that maximizing and satisficing are close tendencies, implemented in case of making important effortful and resource-consuming (e.g., time-consuming) decisions, whereas minimizing is connected to withdrawal from effort and knowledge, avoidant strategies and ambiguity intolerance. The yielded results suggest that satisficing needs to be trained in conditions of high demands for the cognitive sphere such as studying in a higher education institution.

scholarly journals Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework

2020 ◽  
Author(s):  
Ellen Laupper ◽  
Lars Balzer ◽  
Jean-Louis Berger
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Methodological Approach ◽  
Education Institution ◽  
Teaching Quality ◽  
Course Evaluation ◽  
Global Trends ◽  
Confirmatory Factor ◽  
Multigroup Confirmatory Factor Analysis

Abstract Survey-based formats of assessing teaching quality in higher education are widely used and will likely continue to be used by higher education institutions around the world as various global trends contributing to their widespread use further evolve. Although the use of mobile devices for course evaluation continues to grow, there remain some unresolved aspects of the classic paper and web-based modes of evaluation. In the current study, the multigroup confirmatory factor analysis approach (MGCFA), an accepted methodological approach in general mixed-method survey research, was chosen to address some of the methodological issues when comparing these two evaluation modes. By randomly assigning one of the two modes to 33 continuing training courses at a Swiss higher education institution, this study tested whether the two different modes of assessing teaching quality yield the same results. The practical implications for course evaluation practice in institutions of higher education as well as the implications and limitations of the chosen methodological approach are discussed.

scholarly journals Applying behavioural economics in education: study of undergraduate practices of selecting higher educational institutions

2020 ◽  
Vol 74 ◽  
pp. 01035 ◽  
Author(s):  
Velga Vevere ◽  
Arturs Mons
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Process Development ◽  
Educational Institution ◽  
Education Institution ◽  
Behavioural Economics ◽  
Educational Institutions ◽  
Higher Education Institution ◽  
Education Study ◽  
Higher Educational

Behavioural economics have become hot topic in research and debate in last few decades. In the context of behavioural economics, it is possible to summarize resemblances and create a system based on predication and regularities of errors, by analysing consumer’s behaviour, which allows to solve issues of future process development. In paper “Applying behavioural economics in education: study of undergraduate practices of selecting educational institutions” the authors identify key factors which influence undergraduates to choose higher education institution. The purpose of this paper is therefore to identify key elements of the behavioural economics that can be used to influence undergraduate selection development in favour of higher education institution. Additionally, within the framework of the study are applied insights of behaviour economics, which help guidance general understanding of undergraduate decision making. Particularly focusing on heuristics, that undergraduates are using to ease the complexity of decision making, which can lead to systematic errors and bias. This study per se synopsizes the definite findings of developing behavioural economics, which allows to apply this knowledge to study undergraduate choice in selecting higher educational institution. In this study were used numerous methods, including literature review, interviews with representatives of higher education and behavioural economics experts and surveying undergraduates.

scholarly journals A Measurement Scale for Indecisiveness and its Relationship to Career Indecision and Other Types of Indecision

2002 ◽  
Vol 18 (2) ◽  
pp. 113-122 ◽  
Author(s):  
Veerle Germeijs ◽  
Paul De Boeck
Keyword(s):  
Decision Making ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Career Decision ◽  
Self Esteem ◽  
Career Indecision ◽  
Measurement Scale ◽  
Differential Relation ◽  
Distinctive Features ◽  
Confirmatory Factor

Summary: A scale for indecisiveness was constructed and then used to investigate distinctive features of indecisiveness. In the literature on decision making, the distinction between indecision and indecisiveness is an important issue, but evidence showing that these two constructs are different is lacking. We found clear evidence for such a distinction, from a joint exploratory factor analysis of the indecisiveness scale and a career indecision scale, and from the differential relation of both with self-esteem as a third variable. Furthermore, with confirmatory factor analysis, we found that the correlations between items on career indecision cannot be explained only by indecisiveness, and that also a factor specific to the situation of career decision is needed. These results corroborate the distinction between career indecision and indecisiveness. Although it must be differentiated from specific types of indecision, such as career indecision, indecisiveness turned out to be a correlate of the specific indecisions - one that can explain the intercorrelations between different kinds of more specific indecision.

scholarly journals Student Burnout in Higher Education: A Demand-Resource Model Approach

2022 ◽  
Author(s):  
Balázs Jagodics ◽  
Éva Szabó
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Structural Equation Modeling ◽  
Confirmatory Factor Analysis ◽  
Correlation Analysis ◽  
Structural Equation ◽  
Equation Modeling ◽  
Resource Model ◽  
Confirmatory Factor ◽  
Student Burnout

AbstractStudent burnout is a serious problem in higher education. It is associated with harmful consequences, such as decreased engagement, performance, and motivation, which can lead to dropout. The job demand-resource model of burnout is a comprehensive framework to grasp the factors related to the emergence of burnout. Although numerous studies claim its suitability in explaining burnout in work environments, its applicability in the educational context is less explored. The study aimed to analyze the structure and reliability of the newly developed University Demand-Resource Questionnaire (UDRQ) and to explore the links between its subscales and symptoms of student burnout. Using the online survey method, 743 Hungarian undergraduate students participated in the data collection. The student version of the Maslach Burnout Inventory was used in addition to the UDRQ. In the data analysis procedure, confirmatory factor analysis, correlation analysis, and structural equation modeling were utilized. The confirmatory factor analysis identified a five-factor structure related to both demands and resources. Correlation analysis revealed burnout to be associated positively to the subscales of demands and negatively to resources. Structural equation modeling analysis indicated that all five demands and two resources subscales can be used to build a model that predicts a significant proportion of the variance of student burnout scores. The findings suggest the demand-resource theory is an appropriate framework to predict burnout in higher education. The newly developed UDRQ has stable structure and good reliability and can be a useful tool in subsequent research related to student burnout.

scholarly journals Expected Learning Outcomes: A Confirmatory Factor Analysis of Higher Education in Interior Architecture and Interior Design for the Thailand Development

2019 ◽  
Vol 10 (4) ◽  
pp. 11-19
Author(s):  
Pornthep Jewpairojkit ◽  
Thanin Rattanolarn ◽  
Songwut Ekwuttiwongsa
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Learning Outcomes ◽  
Interior Design ◽  
Professional Education ◽  
Interpersonal Relationship ◽  
Measurement Model ◽  
Interior Architecture ◽  
Confirmatory Factor

Abstract Nowadays, the standard of professional education, interior architecture and interior design at higher education in Thailand must meet the certification criteria from the Professional Council. However, the expected learning outcomes results in the past studies has not studied the components of expected learning outcomes that are explicit and consistent with the 20-Year National Strategy. The researchers therefore aim to study such components to lead to the development of a standard measurement model to further expected learning outcomes. The researchers synthesized the initial components through the document to create and develop a questionnaire to evaluate the level of performance by estimating 5 levels and collect data with the senior students in the curriculum that has been approved by the Professional Council. Divided into 362 samples in the analysis of survey elements and 364 samples in Confirmatory Factor Analysis by Cluster Random Sampling from state and private universities. The survey component analysis resulted in 6 components along with confirmatory factor analysis of empirical component. The results of the sequence analysis of weight components from descending order as follows: Cognitive for profession skill (CP)=.96 Interpersonal relationship and responsibility skill (IR)=.89 In numerical communication and information technology skill(NC)=.87 Profession future of Thailand skill (PF)=.85 Knowledge for Professional practice skill (KPP)=.73 Moral and ethical skill (ME) =.67.

Collaboration Between Relatives of Older Patients and Nurses in Acute Medical Wards: Confirmatory Factor Analysis of the Revised Family Collaboration Scale

2018 ◽  
Vol 26 (2) ◽  
pp. 311-340 ◽  
Author(s):  
Tove Lindhardt ◽  
Ditte Maria Sivertsen ◽  
Louise Lawson Smith ◽  
Tobias Wirenfeldt Klausen ◽  
Ove Andersen
Keyword(s):  
Decision Making ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Construct Validity ◽  
Older People ◽  
Hospital Admission ◽  
Older Patients ◽  
Confirmatory Factor ◽  
The Family ◽  
Medical Wards

Background:Relatives of older people are often involved in their care prior to hospital admission, and may hold valuable knowledge which, if involved, could improve decision-making related to care. Hence, collaboration is required and to monitor this, valid and feasible instruments are needed. The Family Collaboration Scale (FCS) was developed for this purpose, and has been found valid and reliable. Our study tested a shorter version, while assessing collaboration between nurses and 388 relatives.Results:The study provided support for reliability and construct validity of the revised scale. Its feasibility may benefit from adjustments, as older relatives, those with less education and those delivering extensive help, were less likely to complete the scale. Collaboration was rated as poor to average. Poor collaboration was significantly more often reported by women and relatives reporting guilt and powerlessness.

Research Burnout: A Refined Multidimensional Scale

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1253-1263 ◽  
Author(s):  
Surendra N. Singh ◽  
Nikunj Dalal ◽  
Sanjay Mishra
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Intrinsic Motivation ◽  
Factorial Validity ◽  
High Expectations ◽  
Confirmatory Factor ◽  
Definition Of ◽  
Unidimensional Scale ◽  
Nomological Validity

In a prevailing academic climate where there are high expectations for faculty to publish and generate grants, the exploration of Research Burnout among higher education faculty has become increasingly important. Unfortunately, it is a topic that has not been well researched empirically. In 1997 Singh and Bush developed a unidimensional scale to measure Research Burnout. A closer inspection of the definition of this construct and the composition of its items suggests, however, that the construct may be multidimensional and analogous to Maslach's Psychological Burnout Scale. In this paper, we propose a refined, multidimensional Research Burnout scale and test its factorial validity using confirmatory factor analysis. The nomological validity of this refined scale is established by examining hypothesized relationships between Research Burnout and other constructs such as Intrinsic Motivation for doing research, Extrinsic Pressures to do research, and Knowledge Obsolescence.

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