scholarly journals Development and Validation of a Goal Characteristics Questionnaire

2021 ◽  
Author(s):  
Gabriela Yukari Iwama ◽  
Felix Weber ◽  
Mike Prentice ◽  
Falk Lieder
Keyword(s):  
Empirical Studies ◽  
Well Being ◽  
Goal Commitment ◽  
Self Report ◽  
Research Fields ◽  
Personal Project ◽  
Development And Validation ◽  
Goal Characteristics ◽  
Structure Measurement ◽  
Practical Recommendations

How motivated a person is to pursue a goal may depend on many different properties of the goal, such as how specific it is, how important it is to the person, and how actionable it is. Rigorously measuring all of the relevant goal characteristics is still very difficult. Existing measures are scattered across multiple research fields. Some goal characteristics are not yet covered, while others have been measured under ambiguous terminology. Other conceptually related characteristics have yet to be adapted to goals. Last but not least, the validity of most measures of goal characteristics has yet to be assessed. The aim of this study is to: a) integrate, refine, and extend previous measures into a more comprehensive battery of self-report measures, the Goal Characteristics Questionnaire (GCQ; https://osf.io/3gxk5/?view_only=1ff0e62127c64b82862a0fe7d73c4faf), and b) investigate its evidence of validity. In two empirical studies, this paper provides evidence for the validity of the measures regarding their internal structure, measurement invariance, and convergence and divergence with other relevant goal-related measures, such as the motivation, affect, and the dimensions of Personal Project Analysis. The results show that our goal characteristic dimensions have incremental validity for explaining important outcomes, such as goal commitment and well-being. It concludes with practical recommendations for using the GCQ in research on goal-setting and goal-pursuit, and a discussion about directions for future studies

Initial Development and Validation of the Youth Internalizing Problems Screener

2016 ◽  
Vol 36 (4) ◽  
pp. 366-378 ◽  
Author(s):  
Tyler L. Renshaw ◽  
Clayton R. Cook
Keyword(s):  
Internalizing Problems ◽  
Rating Scale ◽  
Well Being ◽  
Self Report ◽  
Latent Structure ◽  
Future Research ◽  
Depression And Anxiety ◽  
Internal Reliability ◽  
Initial Development ◽  
Development And Validation

The present studies report on the initial development and validation of the Youth Internalizing Problems Screener (YIPS), which is a 10-item self-report rating scale for assessing general internalizing problems and identifying depression and anxiety caseness within the context of school mental health screening. Results from Study 1 ( N = 177) demonstrated that responses to the YIPS yielded a single-factor latent structure, that scores derived from the scale had concurrent validity with scores from measures of student subjective well-being and problem behavior, and showed that scores derived from the YIPS demonstrated incremental validity in comparison with scores from another common internalizing problems screener for predicting self-reports of broad student functioning. Findings from Study 2 ( N = 219) confirmed the latent structure and internal reliability of responses to the YIPS, demonstrated that scores derived from this scale had strong associations with scores from criterion measures of depression and anxiety, and showed that YIPS scores had good-to-excellent power for accurately discriminating between youth scoring at or above the clinical caseness thresholds on criterion measures of depression and anxiety. Taken together, results suggest the YIPS shows promise as a technically adequate instrument for measuring general internalizing problems and identifying depression and anxiety caseness among secondary students. Implications for future research and practice are discussed.

scholarly journals The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS)

2020 ◽  
pp. 1-11
Author(s):  
David W. Putwain ◽  
Nathaniel P. von der Embse ◽  
Emma C. Rainbird ◽  
Geoffrey West
Keyword(s):  
Test Anxiety ◽  
Mental Health Problems ◽  
Empirical Studies ◽  
Well Being ◽  
Elevated Risk ◽  
Cognitive Interference ◽  
Physiological Indicators ◽  
New Instrument ◽  
Correlated Factors ◽  
Development And Validation

Abstract. Although test anxiety has a long history in the educational and psychological literature there is a lack of census over its dimensionality. The aim of the present study was to clarify the dimensionality of test anxiety and develop a new instrument to reflect this dimensionality. Across two empirical studies we tested and refined a new multidimensional instrument comprising of two cognitive dimensions (Worry and Cognitive Interference) and two affective-physiological dimensions (Tension and Physiological Indicators). In both studies, four-correlated-factors and higher order models showed a good fit to the data. Test anxiety was positively related to an existing test anxiety measure (the Test Anxiety Inventory) and an elevated risk of mental health problems, and negatively related to school well-being and examination performance. This new instrument will prove a welcome addition for practitioners, to assist in the identification of highly test anxious students who may require support or intervention, and test anxiety researchers.

scholarly journals Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships

2021 ◽  
Vol 6 ◽  
Author(s):  
Jenna Whitehead ◽  
Kimberly A. Schonert-Reichl ◽  
Eva Oberle ◽  
Lara Boyd
Keyword(s):  
Academic Success ◽  
Student Teacher ◽  
Early Adolescents ◽  
Well Being ◽  
Self Report ◽  
School Functioning ◽  
Teacher Relationships ◽  
Two Factors ◽  
Development And Validation ◽  
Student Teacher Relationships

There is accruing evidence documenting the importance of caring student-teacher relationships in fostering students’ social and emotional competence (SEC), well-being, and school success, particularly during early adolescence. However, few studies have investigated dimensions of caring student-teacher relationships from the perspective of early adolescents. This study describes the development and validation of the Caring Student-Teacher Relationship (CSTR) scale. Participants included 222 sixth and seventh grade middle school students who completed the CSTR and self-report measures of classroom supportiveness, prosociality, well-being, and school functioning. Students also assessed their teachers’ SEC. Classroom teachers (n = 14) completed self-report measures of mindfulness in teaching and burnout, reported on closeness and conflict in their relationships with students, and rated students’ SECs and academic success. Results from an Exploratory Factory Analysis (EFA) indicated high internal consistency of the CSTR and a two-factor solution: Teacher Support and Attunement and Caring Teacher Qualities. Further analyses revealed that the two factors of the CSTR were related in expected directions to measures of teacher support (e.g., academic and personal) and SEC, and to students’ reports of classroom supportiveness, prosociality, well-being, and school functioning. Positive associations of the two CSTR factors to teacher reports of students’ SEC and academic success were also found. The two factors of the CSTR were positively associated with teachers’ reports of mindfulness in teaching and negatively associated with teachers’ burnout. These findings have implications for understanding the role that students’ perceptions of student-teacher relationships may play in promoting their positive adaptation and success in school.

Development and Initial Validation of a Multidimensional Scale Assessing Subjective Well-Being: The Well-Being Scale (WeBS)

2017 ◽  
Vol 121 (1) ◽  
pp. 135-160 ◽  
Author(s):  
P. Priscilla Lui ◽  
Gaithri A. Fernando
Keyword(s):  
Structural Equation ◽  
Empirical Studies ◽  
Well Being ◽  
Internal Consistency Reliability ◽  
Equation Model ◽  
Self Report ◽  
Subjective Well Being ◽  
Confirmatory Factor Analyses ◽  
Mean Differences ◽  
The Impact

Numerous scales currently exist that assess well-being, but research on measures of well-being is still advancing. Conceptualization and measurement of subjective well-being have emphasized intrapsychic over psychosocial domains of optimal functioning, and disparate research on hedonic, eudaimonic, and psychological well-being lacks a unifying theoretical model. Lack of systematic investigations on the impact of culture on subjective well-being has also limited advancement of this field. The goals of this investigation were to (1) develop and validate a self-report measure, the Well-Being Scale (WeBS), that simultaneously assesses overall well-being and physical, financial, social, hedonic, and eudaimonic domains of this construct; (2) evaluate factor structures that underlie subjective well-being; and (3) examine the measure’s psychometric properties. Three empirical studies were conducted to develop and validate the 29-item scale. The WeBS demonstrated an adequate five-factor structure in an exploratory structural equation model in Study 1. Confirmatory factor analyses showed that a bifactor structure best fit the WeBS data in Study 2 and Study 3. Overall WeBS scores and five domain-specific subscale scores demonstrated adequate to excellent internal consistency reliability and construct validity. Mean differences in overall well-being and its five subdomains are presented for different ethnic groups. The WeBS is a reliable and valid measure of multiple aspects of well-being that are considered important to different ethnocultural groups.

Development and validation of a new ability-based measure of emotional intelligence: Cluj Emotional Intelligence Scale CEIS

2020 ◽  
Vol 24 (4) ◽  
pp. 335-363
Author(s):  
Mirela Simona Călinici ◽  
Tudor Călinici ◽  
Robert Balaszi ◽  
Mircea Miclea
Keyword(s):  
Emotional Intelligence ◽  
Discriminant Validity ◽  
Item Analysis ◽  
Theoretical Models ◽  
Well Being ◽  
Self Report ◽  
Factorial Structure ◽  
Intelligence Scale ◽  
New Instrument ◽  
Development And Validation

Theoretical models of ability-based emotional intelligence (EI) present the ability to regulate other’s emotion as part of the emotion regulation facet, but in existing ability-based self-report EI measures, this ability is often not evaluated (e.g., Wong and Law Emotional Intelligence Scale, WLEIS, 2004) or is evaluated as a separate facet, in the work context (e.g., Workgroup Emotional Intelligence Profile WEIP-3, 2002). This consideration led to the development of a new self-report EI measure to assess EI abilities (Cluj Emotional Intelligence Scale, CEIS); the process of development and validation is presented in the current paper, across four different studies. Study 1 (n = 218) used item- analysis and exploratory factor analysis to select relevant items. Study 2 (n = 215) tested the factorial structure, convergent and discriminant validity and test-retest reliability (in sub-sample n = 75). Study 3 (n = 164) cross-validates the factorial structure and assesses concurrent validity of new instrument with well-being. Study 4 (n= 136) presents the translation of the new instrument from its original Romanian language into English and the evaluation of its psychometric properties.

The Development and Validation of the Planning to Make Meals Performance Measure

2021 ◽  
pp. 153944922110631
Author(s):  
Laura Schmelzer ◽  
Hannah Stanger ◽  
Rebecca Hughes
Keyword(s):  
Well Being ◽  
Cross Sectional Study ◽  
Performance Measure ◽  
Self Report ◽  
Management Skills ◽  
Confidence Measure ◽  
Cross Sectional ◽  
Cooking Skills ◽  
Development And Validation ◽  
Health And Well Being

The Planning to Make Meals Performance Measure (PMMPM) was initially created as an outcome measure for an occupation-based program dedicated to helping individuals living in poverty maximize their food resources. This article briefly describes the PMMPM and the results of a cross-sectional study examining construct validity. Forty-two participants completed the PMMPM, Food Skills Confidence Measure (FSCM), and Cooking Skills Confidence Measure (CSCM). Analysis using Spearman’s correlations revealed that one or more PMMPM score significantly correlated with the FSCM ( r = .37–.50, p ≤ .05) and the CSCM ( r = .44–.49, p = .01). These findings add to the psychometric properties of the PMMPM, promoting its usefulness as an alternative to self-report measures for programs seeking to enhance food, cooking, or resource management skills. Creating authentic and direct performance measures that assess complex constructs or skills is another way occupational therapy can contribute to health and well-being.

The Relationship Between Hearing Loss Self-Management and Hearing Aid Benefit and Satisfaction

2019 ◽  
Vol 28 (2) ◽  
pp. 274-284 ◽  
Author(s):  
Elizabeth Convery ◽  
Gitte Keidser ◽  
Louise Hickson ◽  
Carly Meyer
Keyword(s):  
Decision Making ◽  
Hearing Loss ◽  
Hearing Aids ◽  
Clinical Decision Making ◽  
Hearing Aid ◽  
Well Being ◽  
Self Report ◽  
Self Management ◽  
Hearing Aid Benefit ◽  
The Relationship

Purpose Hearing loss self-management refers to the knowledge and skills people use to manage the effects of hearing loss on all aspects of their daily lives. The purpose of this study was to investigate the relationship between self-reported hearing loss self-management and hearing aid benefit and satisfaction. Method Thirty-seven adults with hearing loss, all of whom were current users of bilateral hearing aids, participated in this observational study. The participants completed self-report inventories probing their hearing loss self-management and hearing aid benefit and satisfaction. Correlation analysis was used to investigate the relationship between individual domains of hearing loss self-management and hearing aid benefit and satisfaction. Results Participants who reported better self-management of the effects of their hearing loss on their emotional well-being and social participation were more likely to report less aided listening difficulty in noisy and reverberant environments and greater satisfaction with the effect of their hearing aids on their self-image. Participants who reported better self-management in the areas of adhering to treatment, participating in shared decision making, accessing services and resources, attending appointments, and monitoring for changes in their hearing and functional status were more likely to report greater satisfaction with the sound quality and performance of their hearing aids. Conclusion Study findings highlight the potential for using information about a patient's hearing loss self-management in different domains as part of clinical decision making and management planning.

Talk or Walk? Gait Speed over Self-Report in Association with Cognitive Speed in Healthy Older Adults

GeroPsych ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 41-52
Author(s):  
Matthew C. Costello ◽  
Shane J. Sizemore ◽  
Kimberly E. O’Brien ◽  
Lydia K. Manning
Keyword(s):  
Older Adults ◽  
Older Adult ◽  
Gait Speed ◽  
Well Being ◽  
Self Report ◽  
Subjective Report ◽  
Healthy Older Adults ◽  
Relative Value ◽  
Cognitive Speed ◽  
Age Range

Abstract. This study explores the relative value of both subjectively reported cognitive speed and gait speed in association with objectively derived cognitive speed. It also explores how these factors are affected by psychological and physical well-being. A group of 90 cognitively healthy older adults ( M = 73.38, SD = 8.06 years, range = 60–89 years) were tested in a three-task cognitive battery to determine objective cognitive speed as well as measures of gait speed, well-being, and subjective cognitive speed. Analyses indicated that gait speed was associated with objective cognitive speed to a greater degree than was subjective report, the latter being more closely related to well-being than to objective cognitive speed. These results were largely invariant across the 30-year age range of our older adult sample.

Factorial Invariance of Child Self-Report Across English and Spanish Language Groups in a Hispanic Population Utilizing the PedsQL™ 4.0 Generic Core Scales

2010 ◽  
Vol 26 (3) ◽  
pp. 194-202 ◽  
Author(s):  
Daniel A. Newman ◽  
Christine A. Limbers ◽  
James W. Varni
Keyword(s):  
Health Care Services ◽  
Factor Model ◽  
Five Factor Model ◽  
Well Being ◽  
Factorial Invariance ◽  
Spanish Language ◽  
Self Report ◽  
Hispanic Population ◽  
Language Groups ◽  
Related Quality

The measurement of health-related quality of life (HRQOL) in children has witnessed significant international growth over the past decade in an effort to improve pediatric health and well-being, and to determine the value of health-care services. In order to compare international HRQOL research findings across language groups, it is important to demonstrate factorial invariance, i.e., that the items have an equivalent meaning across the language groups studied. This study examined the factorial invariance of child self-reported HRQOL across English- and Spanish-language groups in a Hispanic population of 2,899 children ages 8–18 utilizing the 23-item PedsQL™ 4.0 Generic Core Scales. Multigroup confirmatory factor analysis (CFA) was performed specifying a five-factor model across language groups. The findings support an equivalent 5-factor structure across English- and Spanish-language groups. Based on these data, it can be concluded that children across the two languages studied interpreted the instrument in a similar manner. The multigroup CFA statistical methods utilized in the present study have important implications for cross-cultural assessment research in children in which different language groups are compared.

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