Thai secondary school student’s disciplined minds, life skills, self-concepts, and teacher classroom management influence: A confirmatory factor analysis

The Behavior and Instructional Management Scale (BIMS) was developed to assess the bidimensional construct of classroom management. The purpose of this study was to evaluate the factor structure and psychometric properties of the BIMS using Serbian teachers. Confirmatory factor analysis was conducted on the data collected from a sample of 660 teachers, with results supporting a two-factor model of the BIMS. Both subscales of the BIMS demonstrated adequate internal consistency. Furthermore, results indicated that the two-factor model of the scale has good convergent validity. In conclusion, the BIMS can be recommended to researchers interested in measuring teacher classroom management in Serbia.

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The Confirmatory Factor Analysis of Secondary School Teachers’ Contextual Performance Structure in Mainland China

Psychology ◽

10.4236/psych.2015.69105 ◽

2015 ◽

Vol 06 (09) ◽

pp. 1077-1085

Author(s):

Zhongfeng Hu ◽

Yihuan Jiang ◽

Qimei Li

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Secondary School ◽

Secondary School Teachers ◽

Mainland China ◽

Contextual Performance ◽

School Teachers ◽

Confirmatory Factor ◽

Performance Structure

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An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence

Mathematics ◽

10.3390/math8112089 ◽

2020 ◽

Vol 8 (11) ◽

pp. 2089

Author(s):

Ching Sing Chai ◽

Xingwei Wang ◽

Chang Xu

Keyword(s):

Artificial Intelligence ◽

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Secondary School ◽

Secondary School Students ◽

Behavioral Control ◽

Perceived Behavioral Control ◽

School Students ◽

Confirmatory Factor ◽

Chinese Secondary School Students

Artificial Intelligence (AI) is currently changing how people live and work. Its importance has prompted educators to begin teaching AI in secondary schools. This study examined how Chinese secondary school students’ intention to learn AI were associated with eight other relevant psychological factors. Five hundred and forty-five secondary school students who have completed at least one cycle of AI course were recruited to participate in this study. Based on the theory of planned behavior, the students’ AI literacy, subjective norms, and anxiety were identified as background factors. These background factors were hypothesized to influence the students’ attitudes towards AI, their perceived behavioral control, and their intention to learn AI. To provide more nuanced understanding, the students’ attitude towards AI was further delineated as constituted by their perception of the usefulness of AI, the potential of AI technology to promote social good, and their attitude towards using AI technology. Similarly, the perceived behavioral control was operationalized as students’ confidence towards learning AI knowledge and optimistic outlook of an AI infused world. Relationships between the factors were theoretically illustrated as a model that depicts how students’ intention to learn AI was constituted. Two research questions were then formulated. Confirmatory factor analysis was employed to validate that multi-factor survey, followed by structural equational modelling to ascertain the significant associations between the factors. The confirmatory factor analysis supports the construct validity of the questionnaire. Twenty-five out of the thirty-three hypotheses were supported through structural equation modelling. The model helps researchers and educators to understand the factors that shape students’ intention to learn AI. These factors should be considered for the design of AI curriculum.

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WEB 2.0 TOOLS AWARENESS SCALE DEVELOPMENT STUDY

Ulakbilge Dergisi ◽

10.7816/ulakbilge-08-60-03 ◽

2021 ◽

Vol 9 (60) ◽

Keyword(s):

Factor Analysis ◽

Middle School Students ◽

Confirmatory Factor Analysis ◽

Literature Review ◽

Secondary School ◽

Web 2.0 ◽

Secondary School Students ◽

School Students ◽

Web 2.0 Tools ◽

Confirmatory Factor

In this study, it was aimed to develop a valid and reliable "Awareness Scale for Web 2.0 Tools". The research sample consists of 310 secondary school students studying in the 2020-2021 academic year. An in-depth literature review was carried out for the scale aimed to be developed. As a result of the literature review, a draft scale form consisting of 70 statements was prepared. The draft form created was presented to the opinions of field experts and reduced to 54 statements in line with their opinions. The draft scale form, which was controlled by teachers and language experts, was piloted and finalized, and then applied. The analysis of the obtained data was carried out by using SPSS and Lisrel statistics programs. With the construct validity of the scale, exploratory factor analysis and confirmatory factor analysis; Its reliability was demonstrated by analysis based on Cronbach alpha internal consistency coefficient. As a result of the exploratory factor analyzes, the scale, which has a structure of 27 items in total with 3 factors, was examined as a result of the confirmatory factor analysis, and the 3-factor structure was verified. The Cronbach alpha internal consistency coefficient of the scale was found to be 0.929 and it was found to be highly reliable. Within the framework of the research, a 5-point Likert-type "Awareness Scale for Web 2.0 Tools" consisting of 27 items with 3 factors has been introduced for middle school students. As a result, it has been determined that the Awareness Scale for Web 2.0 Tools, which has been developed, is a scale with proven validity and reliability that can be applied to middle school students. Keywords: Web 2.0 tools, awareness,scale development, secondary school students

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“Areas of Worklife scale” (AWS) short version (Spanish): a confirmatory factor analysis based on a secondary school teacher sample

Journal of Occupational Medicine and Toxicology ◽

10.1186/s12995-018-0202-0 ◽

2018 ◽

Vol 13 (1) ◽

Author(s):

B. Masluk ◽

S. Gascón Santos ◽

A. Albesa Cartagena ◽

A. Asensio Martinez ◽

E. Peck ◽

...

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Secondary School ◽

School Teacher ◽

Short Version ◽

Secondary School Teacher ◽

Confirmatory Factor ◽

Areas Of Worklife

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A Confirmatory Factor Analysis of Interpersonal Teacher Behaviour Scale: Validation of the Urdu Translation of Secondary School Students’ Perspectives

Review of Economics and Development Studies ◽

10.47067/reads.v6i3.258 ◽

2020 ◽

Vol 6 (3) ◽

pp. 715-725

Author(s):

Rabia Bahoo ◽

Ismat Nasim ◽

Ruqia Shaheen ◽

Muhammad Latif Javed

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Secondary School ◽

Secondary School Students ◽

Structural Model ◽

Classroom Interaction ◽

Teacher Behavior ◽

School Students ◽

Teacher Behaviour ◽

Confirmatory Factor

The interpersonal teacher behavior’ model has been used in various countries. The validity of this instrument has been shown in different languages except in Pakistan. Therefore, this study aimed to validate students’ perceptions of teachers’ classroom interaction (QTI) in the Urdu version. To attain the purpose of the current investigation the secondary school students in Pakistan were taken as a sample, out of which 52% were boys and 48% girls. The Urdu translation of the QTI was used to accumulate the data. The Confirmatory factor analysis has been run to calculate the accuracy of the QTI structural model. Results confirm the fitness of the QTI structural model and support that Urdu translation of the QTI also applies to Pakistani secondary school students.

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