scholarly journals Development and validation of the Digital Addiction Scale for Teenagers (DAST)

2021 ◽  
Author(s):  
Riin Seema ◽  
Mati Heidmets ◽  
Kenn Konstabel ◽  
Ene Varik-Maasik
Keyword(s):  
School Engagement ◽  
Learning Difficulties ◽  
Psychoeducational Assessment ◽  
Main Study ◽  
Digital Devices ◽  
Health Related ◽  
Digital Addiction ◽  
School Burnout ◽  
Positive Correlations ◽  
Development And Validation

<p>We present development and validation of the Digital Addiction Scale for Teenagers (DAST), describing the pilot study (N = 40 students) and main study (N = 4493) with Estonian students aged 11–19, in spring 2020. Our aim was to create a scale suitable for psychoeducational assessment of teenagers’ behaviour and feelings towards digital devices. We used the mixed research framework (Onwuegbuzie, Bustamante, & Nelson, 2010). Half of the study sample was collected before the coronavirus crisis (Sample 1: 1972 students) and the rest of it during a distance learning period (Sample 2: 2521 students). We found that factor structure in both subsamples were similar. The DAST shows a negative relation with emotional school engagement and life satisfaction and positive correlations with school burnout, learning difficulties and screen time. We discuss potential uses of the scale for assessing health related digital competences. </p>

scholarly journals Development and validation of the Digital Addiction Scale for Teenagers (DAST)

2021 ◽  
Author(s):  
Riin Seema ◽  
Mati Heidmets ◽  
Kenn Konstabel ◽  
Ene Varik-Maasik
Keyword(s):  
School Engagement ◽  
Learning Difficulties ◽  
Psychoeducational Assessment ◽  
Main Study ◽  
Digital Devices ◽  
Health Related ◽  
Digital Addiction ◽  
School Burnout ◽  
Positive Correlations ◽  
Development And Validation

<p>We present development and validation of the Digital Addiction Scale for Teenagers (DAST), describing the pilot study (N = 40 students) and main study (N = 4493) with Estonian students aged 11–19, in spring 2020. Our aim was to create a scale suitable for psychoeducational assessment of teenagers’ behaviour and feelings towards digital devices. We used the mixed research framework (Onwuegbuzie, Bustamante, & Nelson, 2010). Half of the study sample was collected before the coronavirus crisis (Sample 1: 1972 students) and the rest of it during a distance learning period (Sample 2: 2521 students). We found that factor structure in both subsamples were similar. The DAST shows a negative relation with emotional school engagement and life satisfaction and positive correlations with school burnout, learning difficulties and screen time. We discuss potential uses of the scale for assessing health related digital competences. </p>

Development and Validation of the Digital Addiction Scale for Teenagers (DAST)

2021 ◽  
pp. 073428292110563
Author(s):  
Riin Seema ◽  
Mati Heidmets ◽  
Kenn Konstabel ◽  
Ene Varik-Maasik
Keyword(s):  
School Engagement ◽  
Learning Difficulties ◽  
Negative Relationship ◽  
Psychoeducational Assessment ◽  
Main Study ◽  
Digital Devices ◽  
Health Related ◽  
Digital Addiction ◽  
Positive Correlations ◽  
Development And Validation

We present the development and validation of the Digital Addiction Scale for Teenagers (DAST), describing the pilot study ( N = 40 students) and main study ( N = 4493) with Estonian students aged 11–19, in spring 2020. Our aim was to create a scale suitable for psychoeducational assessment of teenagers’ behaviour and feelings towards digital devices. We used the mixed research framework . Half of the study sample was collected before the coronavirus crisis (Sample I: 1972 students) and the rest during a distance-learning period (Sample II: 2521 students). We found that factor structure in both subsamples were similar. The DAST shows a negative relationship with emotional school engagement and life satisfaction and positive correlations with school burnout, learning difficulties and screen time. We discuss potential uses of the scale for assessing health-related digital competences.

Measuring Electronic Health Literacy: Development, Validation, and Test of Measurement Invariance of the 3-factor eHealth literacy inventory (3F-EHLI) (Preprint)

2021 ◽  
Author(s):  
Matthias Marsall ◽  
Gerrit Engelmann ◽  
Eva-Maria Skoda ◽  
Martin Teufel ◽  
Alexander Bäuerle
Keyword(s):  
Health Literacy ◽  
Measurement Invariance ◽  
Educational Level ◽  
Information Seeking ◽  
Criterion Validity ◽  
Information Evaluation ◽  
Ehealth Literacy ◽  
Health Related ◽  
Positive Correlations ◽  
Development And Validation

BACKGROUND The World Wide Web has become an essential source of health information. Especially the COVID-19 pandemic has shown that the amount and the quality of information provided can lead to an information overload. Therefore, people do need certain skills to search, identify and evaluate information from the internet. In the context of health information, these competences are described as eHealth literacy, which could be confirmed as predictor of various health-related outcomes. Existing instruments assessing eHealth literacy reveal limitation of methodological standards of test development and validation. Furthermore, existing scales do not cover the entire cognitive processes, which are proposed within the construct of eHealth literacy. OBJECTIVE The objective of this study is the development and validation of an extended eHealth literacy scale to provide an economic and empirically confirmed measurement of eHealth literacy in German language. METHODS For development, items from 2 international, validated instruments were merged to cover a wide bandwidth of the construct of eHealth literacy. Translation into German followed scientific guidelines and recommendations ensuring content validity. A convenience sample of N=470 German-speaking people was collected from October to November 2020. Validation was carried out by confirmatory factor analysis. Correlations were performed to examine for convergent, discriminant, and criterion validity. Additionally, analyses of measurement invariance of gender, age, and educational level were conducted. RESULTS Analyses revealed a 3-factorial model of eHealth literacy. By item-reduction, the 3 factors information seeking, information identification, and information evaluation were measured with 11 items reaching good model fits (CFI: 0.959 ; TLI: 0.945; RMSEA: 0 .068; SRMR: 0.045). Convergent validity was confirmed by positive correlations of information seeking, information identification, and information evaluation with health literacy (r=0.43, P<.001; r= 0.53, P<.001; r= 0.55, P<.001, respectively). No significant correlations with impulsivity (r=-0.06, P=.16; r=-0.08, P=.08; r=-0.08, P=.10, respectively) confirmed discriminant validity. Criterion validity was supported by positive correlations of information identification and information evaluation with mental health (r=0.29, P<.001; r= 0.21, P<.001, respectively). Analyses with further variables confirmed convergent, discriminant and criterion validity. Strict measurement invariance of gender (CFI: 0.941; TLI: 0.941 ; RMSEA: 0.073; SRMR: 0.059), age (CFI: 0.943; TLI: 0.943 ; RMSEA: 0.070; SRMR: 0 .053), and educational level (CFI: 0.956; TLI: 0.959 ; RMSEA: 0.059; SRMR: 0.060) was confirmed. CONCLUSIONS Following scientific suggestions for translation and performing analyses confirming 3-factorial structure, we developed the 3-factor eHealth literacy inventory (3F-EHLI) as an economic and valid assessment of eHealth literacy. By verifying measurement invariance of gender, age, and educational level, the 3F-EHLI is an applicable measurement independently of these main sociodemographic variables. The 3F-EHLI represents a valid and economic instrument international further development of the measurement of the important health-related construct of eHealth literacy.

scholarly journals Associations between Perceived Child-Parent Relationships and School Engagement among 9–11 Aged Children

Children ◽  
2021 ◽  
Vol 8 (7) ◽  
pp. 595
Author(s):  
Pirita Markkula ◽  
Anja Rantanen ◽  
Anna-Maija Koivisto ◽  
Katja Joronen
Keyword(s):  
Health Promotion ◽  
Confidence Intervals ◽  
School Engagement ◽  
School Health ◽  
Multivariate Analyses ◽  
Dropping Out ◽  
School Health Promotion ◽  
Parent Relationships ◽  
School Burnout ◽  
Finnish Study

School engagement has been shown to protect students from dropping out of education, depression and school burnout. The aim of this Finnish study was to explore the association between child-parent relationships and how much 99,686 children aged 9–11 years liked school. The data were based on the 2019 School Health Promotion Study, conducted by the Finnish Institute for Health and Welfare. This asked children whether they liked school or not and about their child-parent relationships. Univariate and multivariate analyses were used to examine the data separately for boys and girls and the results are presented as odds ratios (OR) and 95% confidence intervals (CI). According to the results, girls showed more school engagement than boys (81.9% versus 74.0%), and it was more common in children who felt that their parents communicated with them in a supportive way. This association was slightly stronger for girls than boys (OR 2.46 95% CI 2.33–2.59 versus OR 2.10 95% CI 2.02–2.20). It is important that child-parent relationships and communication are considered during school health examinations, so that children who have lower support at home can be identified.

School Burnout Inventory (SBI)

2009 ◽  
Vol 25 (1) ◽  
pp. 48-57 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Noona Kiuru ◽  
Esko Leskinen ◽  
Jari-Erik Nurmi
Keyword(s):  
Academic Achievement ◽  
High Schools ◽  
Depressive Symptoms ◽  
School Engagement ◽  
Three Dimensions ◽  
Vocational Schools ◽  
Validity And Reliability ◽  
Reliability Indices ◽  
Upper Secondary ◽  
School Burnout

This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two-factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported.

scholarly journals Development and Validation of the Health-Friendly Activity Index: An Assessment Tool to Improve Consumers’ Health-Related Outcomes

2020 ◽  
Author(s):  
Young Ho Yun ◽  
Sinae Oh ◽  
Jin Ah Sim ◽  
Sujee Lee ◽  
Eun-Jung Sohn
Keyword(s):  
Assessment Tool ◽  
Activity Index ◽  
Field Testing ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Item Questionnaire ◽  
Three Phase ◽  
Health Related ◽  
D 20 ◽  
Development And Validation

Abstract Objectives We developed the Health-Friendly Activity Index (HFAI) to measure the health-friendly activity of corporations or organizations comprehensively. We validated the developed tool and reported on its use as an assessment tool to improve consumers’ health-related outcomes.Study Design This is a cross-sectional studyPUBH-D-20-02610 Development of the HFAI questionnaire followed a three-phase process: item generation, item construction, and validation with field testing. Using relevance and feasibility criteria, we developed a 105-item questionnaire with six domains (Governance and Infrastructure, Needs Assessment, Planning, Implementation, Monitoring and Feedback, and Outcomes). To assess the sensitivity and validity of the questionnaire, we recruited two different groups. We assessed Group One (31 companies) based on their recent sustainability reports and compared their HFAI scores with the Contribution Assessment Tool for Consumer’s Health (CATCH) scores from 400 people from the general Korean population. For Group Two, we recruited 19 worksites and asked them to complete the HFAI and CATCH.Results Each domain of HFAI exhibited a Cronbach’s α coefficient between 0.382 and 1.000 for Group One and a Cronbach’s α coefficient between 0.676 and 0.938 for Group Two.

scholarly journals Survey on the Progression of Myopia in Children and Adolescents in Chongqing During COVID-19 Pandemic

2021 ◽  
Vol 9 ◽  
Author(s):  
Wujiao Wang ◽  
Lu Zhu ◽  
Shijie Zheng ◽  
Yan Ji ◽  
Yongguo Xiang ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Online Courses ◽  
Online Classes ◽  
Outdoor Activity ◽  
Digital Devices ◽  
Eye Health ◽  
Uncorrected Visual Acuity ◽  
Health Related ◽  
The Mean ◽  
The Impact

Background: The Covid-19 pandemic restricts children and adolescents from doing normal daily activities such as playing outdoors and going to school. The incidence and prevalence of myopia have increased during the COVID-19 pandemic. The aim of this study was to investigate and evaluate the impact of the home confinement during the COVID-19 pandemic on the progression of myopia among children and adolescents in Chongqing, China.Methods: The survey was conducted by using stratified samplings. Samples were randomly selected from the 2019 National Student Physique and Health Survey database, and their visual function and refractive data were compared with those in 2020. Vision-related behavior questionnaire including digital screen exposure was applied to investigate the correlation between eye parameter and eye health-related behavior.Results: A total of 1,733 and 1,728 students were enrolled in 2020 and 2019, respectively. The percentage of myopia students was 55.02% in 2020, which was higher than that in 2019 (44.62%). The mean uncorrected visual acuity (UCVA, LogMAR, 0.35 ± 0.42) in 2020 was higher than that in 2019 (0.27 ± 0.36, P &lt; 0.001). The mean spherical equivalent (SE) refraction (−1.94 ± 2.13 D) in 2020 was lower than that in 2019 (−1.64 ± 5.49 D, P &lt; 0.001). For students who used digital devices for online courses, the mean SE in the television group (−1.10 ± 1.49 D) was better than that in the computer group (−2.03 ± 2.37 D, P = 0.0017) and in the cell phone group (−2.02 ± 2.09 D, P = 0.0028). The average duration of online classes (r = −0.27, P &lt; 0.0001), the number of online classes per day (r = −0.33, P &lt; 0.0001), as well as digital screen exposure time (r = −0.20, P &lt; 0.0001) were negatively correlated with SE, and the average time of outdoor activity (r = 0.20, P &lt; 0.0001) was positively correlated with SE.Conclusions: Increased digital screen exposure contributes to myopic progression in children and adolescents of Chongqing during the COVID-19 pandemic. Suitable digital devices should be provided for online classes and outdoor activity should be advocated to prevent myopic pandemic.

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