scholarly journals STUDENTS’ DESCRIPTIVE WRITING PERFORMANCE: THE ANALYTIC SCORING ASSESSMENT USAGE

2018 ◽  
Author(s):  
Didik Rinan Sumekto ◽  
Heny Setyawati
Keyword(s):  
Factor Analysis ◽  
Negative Affect ◽  
Positive Affect ◽  
English Education ◽  
Principal Component ◽  
Writing Performance ◽  
Analytic Scoring ◽  
Principal Component Analyses ◽  
Descriptive Writing ◽  
Performance Scale

This study explores students’ performance in descriptive writing. Forty-five English Education sophomore students participated to be the respondents. The data were collected from students’ descriptive writing performance using a 5-Likert scale and they were quantitatively analyzed through the descriptive and factor analysis tests. Students’ descriptive writing were measured through the components of grammar (M = 3.00; SD = .476), punctuation (M = 3.93; SD = .495), coherence (M = 3.60; SD = .539), cohesion (M = 3.22; SD = .517), and content (M = 3.51; SD = .894). Other substantial findings corresponded with the principal component analyses that determined the presence of 5 components with the eigenvalue outreaching 1, positioning 31%, 27.3%, 19.7%, 12.6%, and 9.4% of the variances accordingly. This referred to the factorial analysis that claimed 2 extracted components with a total of 58.32% of the variance. The component 1 was 31.00% and component 2 was 27.32%. The interpretation of these components is coherent with the pilot results on the descriptive writing performance scale, in which the component 1 shows the positive affect items and the component 2 partially indicates the negative affect items.

scholarly journals STUDENTS’ DESCRIPTIVE WRITING PERFORMANCE: THE ANALYTIC SCORING ASSESSMENT USAGE

2018 ◽  
Vol 37 (3) ◽  
Author(s):  
Didik Rinan Sumekto ◽  
Heny Setyawati
Keyword(s):  
Factor Analysis ◽  
Negative Affect ◽  
Positive Affect ◽  
English Education ◽  
Principal Component ◽  
Writing Performance ◽  
Analytic Scoring ◽  
Principal Component Analyses ◽  
Descriptive Writing ◽  
Performance Scale

Abstract: This study explores students’ performance in descriptive writing. Forty-five English Education sophomore students participated to be the respondents. The data were collected from students’ descriptive writing performance using a 5-Likert scale and they were quantitatively analyzed through the descriptive and factor analysis tests. Students’ descriptive writing were measured through the means of components of grammar, punctuation, coherence, cohesion, and content. Other substantial findings corresponded with the principal component analyses that determined the presence of 5 components with the eigenvalue outreaching 1, positioning 31%, 27.3%, 19.7%, 12.6%, and 9.4% of the variances accordingly. This referred to the factorial analysis that claimed 2 extracted components with a total of 58.32% of the variance. The component 1 was 31.00% and component 2 was 27.32%. The interpretation of these components is coherent with the pilot results on the descriptive writing performance scale, in which the component 1 shows the positive affect items and the component 2 partially indicates the negative affect items.  Keywords: Analytic scoring, descriptive writing, factor analysisPENINGKATAN MENULIS DESKRIPTIF MAHASISWA:  PENERAPAN ASESMEN PENSKORAN ANALITIK Abstrak: Penelitian ini mengeksplorasi capaian peningkatan mahasiswa dalam menulis esai deskriptif. Empatpuluh lima mahasiswa pendidikan Bahasa Inggris berpartisipasi sebagai responden. Pengumpulan data diambil melalui hasil esai deskriptif mahasiswa dengan menggunakan 5 skala Likert dan analisis data dilakukan secara kuantitatif melalui uji deskriptif dan analisis faktor. Esai deskriptif mahasiswa diraih melalui rata-rata hitung komponen gramatika, tanda baca, koherensi, kohesi, dan konten. Temuan substansi lainnya terkait dengan analisis komponen utama yang menetapkan 5 komponen dengan raihan 1 nilai eigen yang menempatkan 31%, 27,3%, 19,7%, 12,6%, dan 9,4% varian. Temuan ini merujuk pada analisis faktor dengan 2 komponen yang diraih sebesar 58,32% dari keseluruhan varian, di mana komponen 1 sebesar 31,00% dan komponen 2 sebesar 27,32%. Tafsiran atas dua komponen ini koheren dengan hasil awal skala capaian peningkatan esai deskriptif, di mana komponen 1 menunjukkan butir positif dan komponen 2 menunjukkan sebagian butir negatif.   Kata Kunci: Penskoran analitik, esai deskriptif, analisis faktor

scholarly journals STUDENTS’ DESCRIPTIVE WRITING PERFORMANCE: THE ANALYTIC SCORING ASSESSMENT USAGE

2018 ◽  
Author(s):  
Didik Rinan Sumekto ◽  
Heny Setyawati
Keyword(s):  
Factor Analysis ◽  
Negative Affect ◽  
Positive Affect ◽  
English Education ◽  
Principal Component ◽  
Writing Performance ◽  
Analytic Scoring ◽  
Principal Component Analyses ◽  
Descriptive Writing ◽  
Performance Scale

This study explores students’ performance in descriptive writing. Forty-five English Education sophomore students participated to be the respondents. The data were collected from students’ descriptive writing performance using a 5-Likert scale and they were quantitatively analyzed through the descriptive and factor analysis tests. Students’ descriptive writing were measured through the components of grammar (M = 3.00; SD = .476), punctuation (M = 3.93; SD = .495), coherence (M = 3.60; SD = .539), cohesion (M = 3.22; SD = .517), and content (M = 3.51; SD = .894). Other substantial findings corresponded with the principal component analyses that determined the presence of 5 components with the eigenvalue outreaching 1, positioning 31%, 27.3%, 19.7%, 12.6%, and 9.4% of the variances accordingly. This referred to the factorial analysis that claimed 2 extracted components with a total of 58.32% of the variance. The component 1 was 31.00% and component 2 was 27.32%. The interpretation of these components is coherent with the pilot results on the descriptive writing performance scale, in which the component 1 shows the positive affect items and the component 2 partially indicates the negative affect items.

Factor Analysis of Data on the Barrett-Lennard Relationship Inventory from Married Couples

1980 ◽  
Vol 47 (2) ◽  
pp. 619-626 ◽  
Author(s):  
Theodore Jacob ◽  
Candice Feiring ◽  
Carol Anderson
Keyword(s):  
Factor Analysis ◽  
Negative Affect ◽  
Positive Affect ◽  
Married Couples ◽  
Total Sample ◽  
The Other ◽  
Empathic Understanding

The Barrett-Lennard Relationship Inventory was administered to 264 husbands and 259 wives and the data were factor analyzed separately for males, females, and total sample. The inventory's five subscales (Level of Regard, Empathic Understanding, Congruence, Unconditionality of Regard, and Willingness To Be Known) did not emerge as factors. Instead, two general factors were identified, one related to positive affect and attitudes and the other to negative affect and indifference. Findings were briefly discussed in terms of the work of Bradburn and others.

scholarly journals Psychometric Properties of the Persian Version of the Overall Anxiety Severity and Impairment Scale (OASIS)

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Hassan Farrahi ◽  
Banafsheh Gharraee ◽  
Mohammad Ali Oghabian ◽  
Mohammad Reza Pirmoradi ◽  
Seyyed Morteza Najibi ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Negative Affect ◽  
Positive Affect ◽  
Psychometric Properties ◽  
Factor Model ◽  
Functional Impairments ◽  
Single Factor ◽  
Clinical Practices ◽  
Adequate Model ◽  
Persian Version

Objectives: This study was conducted to assess the psychometric properties of the Persian version of the overall anxiety severity and impairment scale (OASIS), a measure designed to evaluate the severity and functional impairments associated with clinical and subsyndromal anxiety. Methods: Using a descriptive-analytic framework, first, the OASIS was translated into Persian according to the forward-backward translation guidelines. Then, a total of 463 students of Guilan University of Medical Sciences in the academic year 2017 - 18 were selected using the convenience sampling method. Participants completed seven measures (i.e., OASIS, anxiety and stress subscales of depression anxiety stress scales-21, Beck anxiety inventory, openness subscale of NEO five-factor inventory, positive affect and negative affect scales, Connor-Davidson resilience scale, and state subscale of state-trait anxiety inventory), and the data were analyzed by SPSS V. 20.0 for windows and Lisrel V. 8.80. Results: Internal consistency reliability of the OASIS was acceptable (Cronbach’s α = 0.877). The exploratory factor analysis indicated that all items were loaded on a single factor (loadings = 0.799 - 0.849). The confirmatory factor analysis revealed that the single-factor model has resulted in an adequate model fit. The OASIS was positively correlated with the anxiety- and negative affect-related scales, whereas it was negatively correlated with the resilience- and positive affect-related scales. Correlations with the openness subscale were not significant. Conclusions: In line with previous studies, the findings showed that the psychometric properties of the Persian version of the OASIS are acceptable. Therefore, it seems that the measure can be used in clinical practices and research studies in Iran.

scholarly journals Reliability and Validity of the Center for Epidemiologic Studies Depression (Ces-D) Scale for Adolescents in Lao Pdr

2020 ◽  
Author(s):  
Sachi Tomokawa ◽  
Takashi Asakura ◽  
Ngouay Keosada ◽  
Vannasouk Bouasangthong ◽  
Vanthala Souvanhxay ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Negative Affect ◽  
Positive Affect ◽  
Factor Model ◽  
Age Groups ◽  
Lao Pdr ◽  
Depression Scale ◽  
Reliability And Validity ◽  
Epidemiologic Studies ◽  
Least Square

This study aimed to develop a Laotian adolescent version of the Center for Epidemiologic Studies Depression Scale (CES-D), determine its reliability and validity, and examine its factorial properties. The study targeted at 7,554 students in lower secondary schools and teacher training colleges in Lao PDR. Self-administered questionnaires were collected from 2012 to 2014. Exploratory factor analysis performed in three age groups using the weighted least square mean and variance adjusted estimation with robust maximum likelihood methods. The factor structure for each age group was the same; therefore, data from the full sample were analyzed further. The model was then tested by confirmatory factor analysis. A 2-factor model was determined as a common model among the age groups by using paralleled analysis. We determined a best-fitting structure comprising two factors: “Negative affect” and “Positive affect.” The Cronbach’s alpha was .81. “Effort” items loaded on the “Somatic and retarded activity” factor in the original model but loaded on the “Positive affect” factor in the adolescent model. “Depressed affect,” “Somatic and retarded activity,” and “Interpersonal” items were combined into the “Negative affect” factor in the adolescent model.

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