scholarly journals Assessing the Functions of Non-Suicidal Self-Injury: Factor Analysis of Functional Assessment of Self-Mutilation among Adolescents

2019 ◽  
Author(s):  
Maryam Izadi-Mazidi ◽  
Hamid Yaghubi ◽  
Pavaneh Mohammadkhani ◽  
Hamidreza Hassanabadi
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Functional Assessment ◽  
Age Of Onset ◽  
Cluster Sampling ◽  
School Students ◽  
Self Injury ◽  
Self Mutilation ◽  
Confirmatory Factor ◽  
The Mean

Objective: The aim of this cross sectional study was to assess the factor analysis of Functional Assessment of Self-Mutilation (FASM) among Iranian adolescents with non-suicidal self-injury. Method: In this study, 646 high school students, with the mean age of 16.55 ± 0.7, were selected using a multistage cluster sampling method; they completed FASM and the demographic form. Data were analyzed using the descriptive statistics, chi-square (χ2), independent sample t test, MANOVA, and confirmatory factor analyses (CFA). Results: Of the participants, 178 reported at least 1 episode of NSSI during the previous year. The mean age of the participants when they first harmed themselves was 14.64 (±1.71). Most of them reported to engage in NSSI impulsively (39.32%) and experienced little (31.5%) or moderate physical pain (31.5%) There were no significant differences between males and females in severity of NSSI, frequency of NSSI, thinking about NSSI prior to engaging in the act, and age of onset. The results of the confirmatory factor analysis supported the 4-factor model of NSSI functions suggested by Nock and Prinstine [Χ2/df = 1.84; RMSEA = 0.07; GFI = 0.82; AGFI = 0.77]. The most frequent function for engaging in NSSI was Automatic Negative Reinforcement. Conclusion: Findings of this study supported the structural validity of the FASM; thus, this tool can be useful in treatment and research contexts as a measure of NSSI functions. Moreover, this study found that adolescents engage in non-suicidal self-injury because of 4 distinct reinforcement processes. The study findings have important implications for the assessment and treatment of NSSI.

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 The Role of Psychological Factors in Non-Suicidal Self-injury of Female Adolescents

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mahboubeh Abbasian ◽  
Abbas Pourshahbaz ◽  
Farhad Taremian ◽  
Hamid Poursharifi
Keyword(s):  
Child Abuse ◽  
High School Students ◽  
Protective Factor ◽  
Self Report ◽  
Female Adolescents ◽  
Cluster Sampling ◽  
School Students ◽  
Emotional Involvement ◽  
Emotion Reactivity ◽  
Self Injury

Background: Non-suicidal self-injury (NSSI) is defined as inflicting damage to one’s own body. It begins in adolescence and tends to become chronic. Objectives: Considering the high prevalence and chronicity of NSSI among girls, the present study aimed to investigate the factors affecting the prevalence of NSSI in female adolescents from their perspective. Methods: The participants consisted of 604 female high-school students in Saveh, aged 14 - 17 years (14.29 ± 1.11), who were selected via random cluster sampling from November 2018 to January 2019. They answered six questionnaires, including the Inventory of Statements About Self-injury (ISAS), Ways of Coping questionnaire (WCQ), Child Abuse Self-report scale (CASRS), Family Emotional Involvement and Criticism scale (FEICS), Emotion Reactivity scale (ERS), and Aggression questionnaire (AQ). Data were analyzed using logistic regression analysis. Results: The predictor variables of child abuse, emotion reactivity, perceived parental criticism, family emotional involvement, and problem- and emotion-focused coping styles could successfully distinguish NSSI individuals from those without NSSI (P < 0.05). There were no significant differences between minor and moderate groups. Conclusions: Family emotional support is a protective factor, while criticism, child abuse, and emotion-focused coping style are risk factors for NSSI.

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>

Motivation and Engagement in Jamaica: Testing a Multidimensional Framework Among Students in an Emerging Regional Context

2016 ◽  
Vol 36 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Andrew J. Martin ◽  
Tamica G. Martin ◽  
Paul Evans
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Older Students ◽  
School Students ◽  
Data Set ◽  
Regional Context ◽  
Confirmatory Factor ◽  
Motivation And Engagement ◽  
Males And Females ◽  
Archive Data

This study explored motivation and engagement among 585 Jamaican middle and high school students. Motivation and engagement were assessed via students’ responses to the Motivation and Engagement Scale. Confirmatory factor analysis (CFA) found satisfactory fit, and by most measures, multigroup CFA demonstrated comparable factor structure for males and females, younger and older students, lower and higher socio-economic groups, and Jamaican students compared with a randomly selected sample of 585 Australian students from a normative archive data set. Correlations with a set of validational factors (e.g., engagement, achievement) were also in line with previous research. Taken together, findings suggest that motivation and engagement instrumentation that has received psychometric support in other national and regional contexts also generalizes to students in an emerging regional context (Jamaica).

Understanding Urban High School Students of Color Motivation to Teach: Validating the FIT-Choice Scale

2015 ◽  
Vol 54 (7) ◽  
pp. 957-983 ◽  
Author(s):  
Nancy L. Leech ◽  
Carolyn A. Haug ◽  
Margarita Bianco
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Predominantly White ◽  
Students Of Color ◽  
White Female ◽  
Good Teacher ◽  
School Students ◽  
Factors Influencing ◽  
Confirmatory Factor

The Factors Influencing Teaching Choice (FIT-Choice) scale was completed by 86 high school students of color prior to beginning a class focusing on motivating students to become interested in teaching. Findings based on confirmatory factor analysis support the underlying FIT-Choice scale factor structure reported in previous studies. Students’ perceptions about teaching and motivations to teach were significantly lower compared with predominantly White female pre-service and in-service teachers for the majority of factors. The high school students of color were most drawn to teaching by their respect for the proficiency required of a good teacher.

scholarly journals Heat and temperature metacognition awareness inventory: A confirmatory factor analysis

2021 ◽  
Vol 10 (2) ◽  
pp. 389
Author(s):  
Moh. Irma Sukarelawan ◽  
Dwi Sulisworo ◽  
Jumadi Jumadi ◽  
Heru Kuswanto ◽  
Siti Anisatur Rofiqah
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Discriminant Validity ◽  
Sampling Technique ◽  
Factor Loading ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Confirmatory Factor

<span lang="EN-US">This cross-sectional study aimed to validate students' metacognition awareness inventory in Heat and Temperature material. A total of 167 public senior high school students in Yogyakarta, Indonesia were selected through convenience sampling technique. The heat and temperature metacognition awareness inventory (HeTMAI) inventory consists of six factors, namely: 1) Knowledge of cognition; 2) Planning; 3) Monitoring; 4) Evaluation; 5) Debugging; and 6) Information management. HeTMAI used a 5-point Likert scale. The data was analyzed using the confirmatory factor analysis (CFA) method through the Maximum Likelihood approach. All statistics were found to meet acceptance values. The four GOF indices (χ2/df=2.36, CFI=0.97, TLI=0.97, and SRMR=0.06) have supported the fit of the six-factor HeTMAI model. Standardized factor loading (SFL), construct reliability (CR), average variance extracted (AVE) and discriminant values provide evidence that HeTMAI has sufficient convergent and discriminant validity. Cronbach's alpha value of 0.96 indicated HeTMAI has very adequate evidence of reliability.</span>

scholarly journals The Development of School Resilience to Reduce Bullying in Schools: A Confirmatory Factor Analysis

2020 ◽  
Vol 55 (4) ◽  
Author(s):  
Siti Irene Astuti Dwiningrum ◽  
Ariefa Efianingrum ◽  
Nopita Sitompul ◽  
Riana Nurhayati ◽  
Haryanto ◽  
...  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
High Schools ◽  
Confirmatory Factor Analysis ◽  
School Students ◽  
Effective School ◽  
Confirmatory Factor ◽  
The Status ◽  
The Relationship ◽  
Structured Questionnaire

This article presents the school resilience profile for seven high schools in Makassar, Indonesia and explains the relationship between school resilience and bullying behavior at the schools. Confirmatory factor analysis (CFA) was conducted to assess the status of school resilience, the dynamics of the bullying phenomenon in the schools, and the relationship between school resilience and bullying. The data were obtained using a structured questionnaire administered to 490 high school students (Grade 11, aged 15-17). The results of the analysis suggest that the six main aspects of school resilience have been implemented in the studied high schools. Further, the results indicate that increasing school resilience could reduce the occurrence of bullying cases. The measures the schools have implemented to improve school resilience are expected to continue to lower the occurrence of bullying cases. The results of this study provide valuable data for the development of effective school resilience-based anti-bullying policies.

Sign in / Sign up

Export Citation Format

Share Document