The Irrational Beliefs Inventory: Psychometric Properties and Cross-Cultural Validation of its Arabic Version

2012 ◽  
Vol 111 (1) ◽  
pp. 47-63 ◽  
Author(s):  
Khalaf N. M. AL-Heeti ◽  
Abdalla A.R.M. Hamid ◽  
Mohammad A. Alghorani
Keyword(s):  
Psychometric Properties ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Irrational Beliefs ◽  
General Health Questionnaire ◽  
Dutch Study ◽  
Two Samples ◽  
United Arab Emirates University ◽  
Oblimin Rotation ◽  
Components Analysis

The purpose of this study was to examine the psychometric properties of the adapted Irrational Beliefs Inventory (IBI–34) and thus begin the process of assessing its adequacy for use in an Arab culture. The scale was translated and then administered to two samples of undergraduate students from the United Arab Emirates University. Data from 384 students were used in the main analysis, and data from 251 students were used for cross-validation. Principal components analysis (PCA) with varimax rotation followed by PCA with oblimin rotation yielded the same five components in both the main sample and the validation sample, thus consistent with the original Dutch study. Only 34 of the original 50 items were adequate to represent the five constructs. Cronbach's alpha coefficient for the overall scale was .76 and for the subscales ranged between .71 and .76, except for the Rigidity subscale, which was .54. The adapted IBI–34 correlated significantly and negatively with the General Health Questionnaire and Beck Depression Inventory, providing support for concurrent validity. Due to the non-significant differences between male and female participants on the total score of the IBI–34, the scale can be used for both sexes by summing across all items to give a total score that can be used as a general indicator of the irrational thinking.

Competition and Collaboration in Translation Education

2015 ◽  
pp. 1-26
Author(s):  
Tarek Shamma
Keyword(s):  
Pilot Study ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Group Work ◽  
University Student ◽  
The Other ◽  
Negative Effects ◽  
United Arab Emirates University ◽  
Translator Education

This chapter discusses the results of a pilot study that explored the use of contests in translation pedagogy, proposing methods for designing classroom and extracurricular contests. Three translation contests (two in-class and one extracurricular) were conducted for undergraduate students at United Arab Emirates University. Student questionnaires were used to examine the potential role of contests in translator education and, in particular, the positive and negative effects of competition on students' motivation. The use of group work was also examined as a method of minimizing the potential negative effects of competition, as described in the literature. The study indicates that contests can be useful in stimulating student motivation, especially on the basic levels of education. On the other hand, it is suggested that, while group work is seen as effective and desirable by most students, there are caveats to be considered when planning and implementing this type of activity.

Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting

2019 ◽  
Vol 27 (4) ◽  
pp. 446-464
Author(s):  
D.A. Yousef
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Educational Settings ◽  
Content Type ◽  
Short Period ◽  
Two Samples

Purpose This study aims to examine the reliability and validity of the learning style construct conceptualized by Honey and Mumford (1986) in educational settings in the United Arab Emirates. Design/methodology/approach Two independent samples from the UAE were used: one comprised 1,463 undergraduate students at the UAE University, and the other comprised 152 undergraduate students at the American University of Ras Al Khaimah. The data were analyzed using Cronbach’s alpha, inter-correlations and confirmatory factor analysis (CFA). Findings Measured by alpha coefficients, the outcomes suggest that the learning styles questionnaire (LSQ) had moderate internal consistency in both samples. The inter-correlations reveal positive (weak to modest) correlations among the four learning styles for both samples, implying a lack of support for the two bipolar dimensions proposed by Kolb. CFA failed to support the four learning styles described by Honey and Mumford. Research limitations/implications This study used only two samples to test the reliability and validity of the instrument. Second, other statistical tools (e.g. test-retest, item analysis) usually used to determine the reliability and validity of instruments were not used. Furthermore, the study was conducted over a short period; nonetheless, it has various implications for researchers, educators and managers. Originality/value This investigation represents the first attempt to assess the LSQ’s reliability and validity in educational settings in the UAE. The findings contribute to the study of learning styles and instruments testing.

ACADEMIC SATISFACTION AND APPROACHES TO LEARNING AMONG UNITED ARAB EMIRATES UNIVERSITY STUDENTS

2002 ◽  
Vol 30 (5) ◽  
pp. 443-451 ◽  
Author(s):  
Mohammed M. Hassan
Keyword(s):  
United Arab Emirates ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Academic Satisfaction ◽  
Structural Equation Analysis ◽  
Equation Analysis ◽  
United Arab Emirates University ◽  
The Relationship

This study examined the relationship between students' academic satisfaction and approaches to learning. A total of 351 undergraduate students participated in this study. Study requirements and instructor treatment as two constructs of satisfaction predicted surface approach, instructor treatment and attitudes towards study predicted deep approach, and attitudes towards study predicted achieving approach. In general, academic satisfaction directly affected students' approaches to learning as examined by structural equation analysis, particularly for deep approach.

Evaluating Psychometric Properties of Farsi Version of the Positive and Negative Perfectionism Scale

2005 ◽  
Vol 97 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Mohammad Ali Besharat
Keyword(s):  
Psychometric Properties ◽  
Undergraduate Students ◽  
Concurrent Validity ◽  
Two Dimensions ◽  
Consistency Test ◽  
Two Samples ◽  
Positive Correlations ◽  
Test Retest Reliability ◽  
The University ◽  
Farsi Version

This study examined the psychometric properties of the Farsi version of the Positive and Negative Perfectionism Scale. Two samples of 97 (56 women, 41 men) and 115 (67 women, 48 men) undergraduate students at the University of Tehran participated. Findings supported the internal consistency, test-retest reliability, concurrent validity, and factor structure of the Farsi version. Factor analysis provided evidence for two dimensions of perfectionism, Positive and Negative perfectionism. The two dimensions had significant negative and positive correlations, respectively, with measures of psychological distress and health, respectively. The Farsi version of the Positive and Negative Perfectionism Scale presented good psychometric properties for use in research.

Psychometric Properties of the California Critical Thinking Tests

2001 ◽  
Vol 9 (3) ◽  
pp. 309-328 ◽  
Author(s):  
Kathleen N. Bondy ◽  
Lauretta A. Koenigseder ◽  
Jimmy H. Ishee ◽  
Barbara G. Williams
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Psychometric Properties ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Good Reliability ◽  
Critical Thinking Dispositions ◽  
Reliability Estimates ◽  
Two Samples

The evaluation of critical thinking, as with any other measure, must employ instruments that meet appropriate psychometric standards. Therefore, the purpose of this study was to investigate the psychometricproperties of the two California Critical Thinking Tests. Two samples of undergraduate students enrolled in a southern comprehensive university took the California Critical Thinking Skills Test (TST) and the California Critical Thinking Dispositions Inventory (TDI). A portion of the participants, who were nursing students, were retested on the TST and TDI two weeks after the initial testing. Some participants also completed the Watson-Glaser Critical Thinking Appraisal (WGCTA). In both samples the TST had neither sufficient psychometric properties to assess individual abilities nor sufficient stability reliability. In particular, the analysis subscale of the TST demonstrated exceptional weakness in all administrations. In contrast, the TDI demonstrated very good reliability estimates in all administrations of the test. The data did not conform to the subscale structure during factor analysis. Whereas the TST needs further refinement, the TDI demonstrated sufficient reliability for use in attitudinal research.

Reliability and Factorial Structure of an Arabic Translation of the Self-Consciousness Scale

1997 ◽  
Vol 81 (3_suppl) ◽  
pp. 1091-1101 ◽  
Author(s):  
Ahmed Bendania ◽  
Adnan S. Abed
Keyword(s):  
United Arab Emirates ◽  
Undergraduate Students ◽  
Cross Cultural ◽  
The Self ◽  
Arabic Version ◽  
Factorial Structure ◽  
Men And Women ◽  
Arabic Translation ◽  
United Arab Emirates University ◽  
University Undergraduate Students

An Arabic translation of Fenigstein, Scheier, and Buss's 1975 Self-consciousness scale was administered to 254 United Arab Emirates University undergraduate students, 99 men and 155 women with a mean age of 24 years. A factor analysis of the intercorrelations indicated the same general factors as in the original and other replicating studies. This study, however, differed from them in item loadings and distribution of items within the three factors of the scale. Other factor solutions were also tried and reported. Differences between men and women were also noted. In contrast with previous studies, the Arabic version showed differences in the magnitude of correlations among subscales. These differences were discussed in the light of cross-cultural and Arabic studies showing the influence of culture.

ATTITUDES TOWARDS SEEKING PROFESSIONAL PSYCHOLOGICAL HELP:WHAT REALLY COUNTS FOR UNITED ARAB EMIRATES UNIVERSITY STUDENTS?

2003 ◽  
Vol 31 (5) ◽  
pp. 497-508 ◽  
Author(s):  
Fatima R. Al-Darmaki
Keyword(s):  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Demographic Variables ◽  
Psychological Help ◽  
Major Focus ◽  
Professional Help ◽  
Professional Psychological Help ◽  
United Arab Emirates University ◽  
Interpersonal Openness

The major focus of this study was to examine attitudes toward seeking professional psychological help in relation to some demographic variables, self-esteem, and depression. Three hundred and fifty undergraduate students enrolled at UAE University completed measures of attitudes toward seeking professional help (ASPPH), self-esteem, and depression. Demographic information was also obtained. Factor analysis of the ASPPH scale revealed three moderately internally consistent factors: 1) Confidence in Professional Help Providers, 2) Stigma Tolerance, and 3) Interpersonal Openness. Participants who were in senior years and in art-related majors showed more tolerance to stigma and more confidence in psychological help providers. High self-esteem and low depression correlated significantly with confidence in psychological help providers and stigma tolerance. Findings are discussed in the light of previous studies and the UAE culture.

Using the Rating Scale Model to Examine the Psychometric Properties of the Self-Efficacy Scale for Driver Competence

2011 ◽  
Vol 27 (3) ◽  
pp. 164-170 ◽  
Author(s):  
Anna Sundström
Keyword(s):  
Psychometric Properties ◽  
Self Efficacy ◽  
Rating Scale ◽  
Measurement Precision ◽  
The Self ◽  
Test Theory ◽  
Self Report ◽  
Scale Model ◽  
Validity And Reliability ◽  
Two Samples

This study evaluated the psychometric properties of a self-report scale for assessing perceived driver competence, labeled the Self-Efficacy Scale for Driver Competence (SSDC), using item response theory analyses. Two samples of Swedish driving-license examinees (n = 795; n = 714) completed two versions of the SSDC that were parallel in content. Prior work, using classical test theory analyses, has provided support for the validity and reliability of scores from the SSDC. This study investigated the measurement precision, item hierarchy, and differential functioning for males and females of the items in the SSDC as well as how the rating scale functions. The results confirmed the previous findings; that the SSDC demonstrates sound psychometric properties. In addition, the findings showed that measurement precision could be increased by adding items that tap higher self-efficacy levels. Moreover, the rating scale can be improved by reducing the number of categories or by providing each category with a label.

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