scholarly journals Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
José Luis Gálvez-Nieto ◽  
Karina Polanco-Levican ◽  
Juan Carlos Beltrán-Véliz
Keyword(s):  
School Climate ◽  
Reliability And Validity ◽  
External Criterion ◽  
School Identification ◽  
Institutional Authority ◽  
School Variables ◽  
Sex Type ◽  
Scale Measure ◽  
Order Factor ◽  
Time Limitations

School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to examine the psychometric properties of reliability and validity of the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness.

scholarly journals Adaptation and Validation of the Authoritative School Climate Survey in a Sample of Chilean Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
José Luis Gálvez-Nieto ◽  
Francisco Paredes ◽  
Italo Trizano-Hermosilla ◽  
Karina Polanco-Levican ◽  
Julio Tereucán-Angulo
Keyword(s):  
School Climate ◽  
Reliability And Validity ◽  
Cross Sectional Study ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Cross Sectional ◽  
Institutional Authority ◽  
Significant Relationships ◽  
Psychometric Quality ◽  
Correlated Factors

Authoritative school climate is a relevant and novel construct that improves the academic performance and social-emotional development of students. This study aimed to evaluate the psychometric properties of reliability and validity of the Authoritative School Climate Survey (ASCS) in a sample of Chilean adolescents. A cross-sectional study was carried out, in which 808 students from 12 schools in Chile participated (55.1% men and 44.9% women), with a mean age of 15.94 (SD = 1.32). The results obtained through exploratory and confirmatory factor analyzes ratified the hypothesized structure of two correlated factors. As expected, evidence of criterion validity showed significant relationships between the measures of authoritative school climate and attitude toward institutional authority. This study provides evidence regarding the psychometric quality of the scale to assess authoritative school climate, allowing its use in the Chilean context.

scholarly journals Reliability and validity of an adapted hip abductor strength measure as a potential new fall risk assessment for older persons: a study protocol

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Simone Chantal Gafner ◽  
Caroline Henrice Germaine Bastiaenen ◽  
Emmanuel Biver ◽  
Serge Ferrari ◽  
Lara Allet
Keyword(s):  
Fall Risk ◽  
Reliability And Validity ◽  
Criterion Validity ◽  
Risk Assessments ◽  
Index Test ◽  
Timed Up And Go ◽  
External Criterion ◽  
Closed Chain ◽  
Hip Abductor ◽  
Abductor Strength

Abstract Background Persons aged ≥ 65 years are currently the world’s fastest growing age group. An important complication of age is the increasing risk of falls. Falls have multifactorial etiology and modifiable risk factors open for interventions in prevention and rehabilitation, are of high interest. In this context, strong hip abductors seem to be important to prevent falls. A newly adapted measurement device to measure hip abductor strength (HAS) in a closed chain position was developed. We aim to assess feasibility, intra- and inter-tester reliability and construct and criterion validity of the new measure. Methods In two subsequent parts a feasibility, reliability and validity study with an adapted measurement instrument for the assessment of HAS (index test) in a closed chain position in persons aged ≥ 65 years will be conducted. Part I investigates feasibility of the measure in clinical settings as well as reliability of the new HAS test (n = 26). Part II evaluates construct and criterion validity (n = 169). Construct validity will be assessed cross-sectional, criterion validity by comparison with prospectively followed up fall history for 12 months (external criterion) and other functional fall risk assessments (Short Physical Performance Battery, Timed Up and Go test, usual gait speed and hand grip strength). Discussion Results of feasibility, will give insight in its applicability in daily clinical life and clinimetric properties will show if measurements of HAS in a closed chain position should be encouraged to include in fall risk assessments in older adults.

ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY

2021 ◽  
pp. 1-30
Author(s):  
Shu-Ling Wu ◽  
Yee Pin Tio ◽  
Lourdes Ortega
Keyword(s):  
High Reliability ◽  
Reliability And Validity ◽  
Research Community ◽  
Oral Narrative ◽  
L2 Proficiency ◽  
Elicited Imitation ◽  
External Criterion ◽  
Proficiency Levels ◽  
The Third ◽  
Communicative Abilities

Abstract Elicited imitation (EI), a short-cut measure of global proficiency in second language (L2) research, requires participants to listen to sentences and repeat them as closely as possible. To support instrument sharing and assessment of L2 proficiency for longitudinal and crosslinguistic research, we created a parallel form of an EI task (EIT) for L2 English originally developed by the third author and colleagues and investigated the reliability and validity of the original and new forms. Eighty-two participants completed the two EITs, an oral narrative task, and a self-diagnostic survey. Both forms exhibited high reliability and good alignment with external criterion measures. Both distinguished well among four proficiency levels in the sample. Further, participants’ perception of EI difficulty aligned well with their EI scores. We suggest some improvements to boost forms equivalence and discuss new insights about the nature of EI as reconstructive, integrative, modality independent, and with indirect links to communicative abilities. Our study seeks to make this English EIT instrument widely useful to the L2 research community.

scholarly journals Child-to-Parent Violence: Attitude towards Authority, Social Reputation and School Climate

2019 ◽  
Vol 16 (13) ◽  
pp. 2384 ◽  
Author(s):  
Gonzalo Del Moral ◽  
Cristian Suárez-Relinque ◽  
Juan E. Callejas ◽  
Gonzalo Musitu
Keyword(s):  
School Climate ◽  
Positive Attitude ◽  
School Adjustment ◽  
School Context ◽  
Age Group ◽  
Independent Variables ◽  
Institutional Authority ◽  
Social Reputation ◽  
Family Variables ◽  
Practical Implications

Research into child-to-parent violence (CPV) has focused mainly on the description of individual and family variables of adolescents. It is observed that the school context has received little attention despite being a context of development of great importance. In order to deepen the understanding in this field, the objective of this study was to analyze the relationships between child-to-parent violence (CPV) and the attitude towards authority, social reputation and school climate. A total of 2101 Spanish adolescents (50.1% males and 49.9% females) from 13 to 18 years participated. A multivariate factorial design (MANOVA, 3 × 3) was carried out using as independent variables CPV level and age. It was found that adolescents with high CPV presented lower values of positive attitude towards institutional authority (PATIA) and school climate (involvement, friendships and teacher’s help), and higher values of positive attitude towards the transgression of social norms (PATTSN) and of perceived and ideal non-conformist social reputation (PNCSR and INCSR, respectively). Younger participants obtained the highest PATIA scores and lowest of PNCSR and the 15–16 years age group obtained the highest scores in PATTSN and INCSR. Adolescents aged 17–18 years show the highest scores in involvement and teacher’s help. Also, three interaction effects were found and indicated that there is an improvement in attitudinal and school adjustment indicators according to the age, except in ideal non-conformist social reputation, which has important practical implications.

scholarly journals Cyberbullying among Adolescents: Psychometric Properties of the CYB-AGS Cyber-Aggressor Scale

2020 ◽  
Vol 17 (9) ◽  
pp. 3090 ◽  
Author(s):  
Sofia Buelga ◽  
Javier Postigo ◽  
Belén Martínez-Ferrer ◽  
María-Jesús Cava ◽  
Jessica Ortega-Barón
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Anger Expression ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Cyber Aggression ◽  
Institutional Authority ◽  
Positive Correlations

The present study aims to analyze the psychometric properties of the revised version of the Adolescent Cyber-Aggressor scale (CYB-AGS). This scale is composed of 18 items that measure direct and indirect cyberbullying. A cross-sectional study was conducted using two independent samples of adolescents. The first sample included 1318 adolescents (52.6% girls) from 12 to 16 years old (M = 13.89, SD = 1.32). The second sample included 1188 adolescents (48.5% boys) from 12 to 16 years old (M = 14.19, SD = 1.80). First, to study the psychometric properties of the CYB-AGS, exploratory factor analysis was performed on Sample 1. Results indicated a two-factor structure: direct cyber-aggression and indirect cyber-aggression. Second, to verify the structure of the CYB-AGS, we selected Sample 2 to conduct confirmatory factor analysis and test the scale’s convergent validity with theoretically-related measures. Results confirmed the reliability and validity of the two-dimensional model. Moreover, measurement invariance was established. Finally, regarding convergent validity, positive correlations were obtained between cyberbullying and aggressive behaviors in school, anger expression, negative attitudes towards school, and transgression of norms. Furthermore, negative correlations were found between cyberbullying and attitudes towards institutional authority.

Further Validation of the Iowa Sleep Disturbances Inventory

2011 ◽  
Author(s):  
Erin Koffel
Keyword(s):  
Strong Evidence ◽  
Sleep Disturbances ◽  
Discriminant Validity ◽  
Psychiatric Patients ◽  
Reliability And Validity ◽  
Higher Order ◽  
Sleep Paralysis ◽  
Convergent And Discriminant Validity ◽  
Clinician Rating ◽  
Order Factor

This study examined the reliability and validity of an expanded version of the Iowa Sleep Disturbances Inventory (ISDI; Koffel & Watson, 2010) in 2 samples (219 college students and 200 psychiatric patients). The expanded ISDI includes the scales of Sleep Paralysis and Sleep Hallucinations. These scales, along with the Nightmares scale, help define a higher order factor entitled Unusual Sleep Experiences. This factor was distinct from the factors of Insomnia and Lassitude that were reported previously. The expanded ISDI showed strong evidence of convergent and discriminant validity with the corresponding interview ratings on a clinician rating version of the ISDI. Mean convergent correlations were .68 in students and .70 in patients. Convergent correlations were significantly higher than discriminant correlations in 99.8% of the 624 comparisons. This study also reports the associations of higher order sleep factors with questionnaire and interview measures of pathological symptoms (e.g., depression, anxiety, dissociation, and schizotypy). The Lassitude factor was specific to dysphoria, whereas the Unusual Sleep Experiences factor was specific to posttraumatic stress disorder (PTSD) and dissociation. Finally, several ISDI scales showed strong evidence of specificity in relation to pathological symptoms; in particular, there were strong associations between (a) ISDI Fatigue and measures of dysphoria, (b) ISDI Nightmares and measures of PTSD, and (c) ISDI Sleep Hallucinations and measures of dissociation.

Development of a dual school climate and school identification measure–student (SCASIM-St)

2017 ◽  
Vol 49 ◽  
pp. 91-106 ◽  
Author(s):  
Eunro Lee ◽  
Katherine J. Reynolds ◽  
Emina Subasic ◽  
Dave Bromhead ◽  
Hanzhang Lin ◽  
...  
Keyword(s):  
School Climate ◽  
School Identification

Consumers’ decision-making self-efficacy for service purchases: construct conceptualization and scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dena Hale ◽  
Ramendra Thakur ◽  
John Riggs ◽  
Suzanne Altobello
Keyword(s):  
Decision Making ◽  
Self Efficacy ◽  
Design Methodology ◽  
Service Providers ◽  
Reliability And Validity ◽  
Order Structure ◽  
Content Type ◽  
Study Approach ◽  
Order Construct ◽  
Scale Measure

Purpose The purpose of this study is to develop and validate a scale to determine the consumer’s level of decision-making self-efficacy for a high-involved service purchase, specifically the purchase of medical insurance. One question to ask is how service providers can help consumers purchase the services that best meet their needs? Before interventions can occur, it is necessary to benchmark consumers’ perceptions of their own decision-making control and abilities. Design/methodology/approach A scale that measures consumers’ service decision-making self-efficacy was developed using the principles established for scale development validation. A four-study approach was used to reach the research objective. Findings The research consisted of four studies designed to: generate items to measure consumer service decision-making self-efficacy (CSDMSE); purify the scale and assess its dimensionality (second-order structure); establish the reliability and validity of the scale; and establish norms to provide details on its usefulness for aiding consumers with service purchases. The scale was found to be a higher-order construct, comprising three lower-order constructs. Originality/value Research suggests that consumer self-efficacy may affect their decision-making. The greater the consumer’s self-efficacy for decision-making tasks, the more efficient the decision-making process strategies are expected to be. This is the purpose for which the CSDMSE scale measure was created: to understand how, where and when service professionals can assist consumers with making appropriate service-related decisions and purchases.

How does school climate impact academic achievement? An examination of social identity processes

2017 ◽  
Vol 38 (1) ◽  
pp. 78-97 ◽  
Author(s):  
Katherine J. Reynolds ◽  
Eunro Lee ◽  
Isobel Turner ◽  
David Bromhead ◽  
Emina Subasic
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
School Climate ◽  
Social Identity ◽  
Parental Education ◽  
Standardized Test ◽  
Climate Impact ◽  
Social Identification ◽  
School Identification ◽  
Identity Processes

In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study ( N = 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socio-economic status, and school identification. In line with predictions, school identification fully mediated the relationship between school climate and academic achievement in numeracy and writing, but not reading. The research highlights the importance of feeling psychologically connected to the school as a group for academic success.

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