scholarly journals A Parental Competence Scale: Dimensions and Their Association With Adolescent Outcomes

2021 ◽  
Vol 12 ◽  
Author(s):  
Charo Reparaz ◽  
Sonia Rivas ◽  
Alfonso Osorio ◽  
Gabriela Garcia-Zavala
Keyword(s):  
High School Students ◽  
Parenting Styles ◽  
Fit Indices ◽  
Regression Analyses ◽  
Factor Analyses ◽  
Parental Competence ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Adolescent Outcomes ◽  
Parenting Dimensions

Positive family functioning during adolescence is usually studied analyzing parents' competences and children's relationship abilities. We present an instrument for the assessment of parental competence, which encompasses both educational style and transmission of values. The objective of the study was to analyze its factor structure and to assess its value in predicting adolescent outcomes. We recruited 2,459 high school students, aged 12–15, in 40 schools from Spain, Peru, Mexico, and Chile. They responded to the instrument and to other questions regarding lifestyles. Exploratory and confirmatory factor analyses were carried out in order to assess the internal structure of the instrument, and internal consistency of the resulting dimensions was calculated. Finally, regression analyses were performed to establish associations between the parenting dimensions and adolescent outcomes. Factor analyses showed a consistent structure, with good fit indices in the four countries. The final four factors include parenting styles (Warmth and Demandingness) and education in values (Fortitude and Privacy). Regression analyses showed associations with adolescent outcomes. For example, adolescents' life satisfaction was best predicted by Warmth and Education in fortitude. Practical implications are suggested.

Confirmatory Factor Analyses of the Difficulties in Emotion Regulation Scale (DERS) in a Turkish Adolescent Sample

2015 ◽  
Vol 31 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Dilek Sarıtaş-Atalar ◽  
Tülin Gençöz ◽  
Ayça Özen
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Concurrent Validity ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Difficulties In Emotion Regulation ◽  
Confirmatory Factor ◽  
Adolescent Sample ◽  
Age Appropriate

The aim of the present study was to explore the psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) among Turkish adolescents. A total of 595 high school students (300 females and 295 males) whose ages ranged between 14 and 17 years participated in the study, and were administered the DERS, the Positive and Negative Affect Schedule (PANAS), and the Childhood Depression Inventory (CDI). Confirmatory factor analyses supported the six-factor structure of the DERS among adolescents. In addition, results indicated sound internal consistency as well as concurrent validity. It is concluded that the DERS is a valid age-appropriate measure for investigating emotion regulation difficulties in adolescents.

Sport Motivation Orientations: Beware of Jingle-Jangle Fallacies

1994 ◽  
Vol 16 (4) ◽  
pp. 365-380 ◽  
Author(s):  
Herbert W. Marsh
Keyword(s):  
High School ◽  
High School Students ◽  
Task Orientation ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Sport Motivation ◽  
Confirmatory Factor ◽  
Validity Studies ◽  
Highly Correlated

The similarity of the constructs measured by the Perceptions of Success Questionnaire (POS; Roberts, 1993) and the Sports Orientation Questionnaire (SOQ; Gill, 1993) were evaluated using (a) confirmatory factor analyses of responses by 395 high school students (217 males, 178 females, ages 12 to 18) to items adapted from the two instruments and (b) relations to external criteria. Although the POS Mastery and SOQ Goal scales were highly related and reflected task orientation, the SOQ Competitiveness scale was more highly correlated with the POS Mastery and SOQ Goal scales than with the POS Competitiveness scale. Apparently, competitiveness assessed by the SOQ reflects a task orientation, whereas the POS Competitiveness scale reflects primarily an ego orientation. Sport psychologists need to beware of jingle (scales with the same label reflect the same construct) and jangle (scales with different labels measure different construct) fallacies, and pursue construct validity studies more vigorously to test the interpretations of measures.

Multigroup Confirmatory Component and Factor Analyses of the Italian Version of the Aggression Questionnaire1

2003 ◽  
Vol 19 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Andrea Fossati ◽  
Cesare Maffei ◽  
Elena Acquarini ◽  
Antonella Di Ceglie
Keyword(s):  
High School Students ◽  
Factor Structure ◽  
Factor Analyses ◽  
Italian Version ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Two Samples ◽  
Confirmatory Factor ◽  
Scale Scores ◽  
Aggression Questionnaire

Summary Multisample confirmatory factor analyses were carried out in samples of Italian university and high school students in order to assess the replicability of the factor structure in the Italian version of the Aggression Questionnaire by Buss and Perry. Item-level multiple-group component analysis confirmed Buss and Perry's 4-factor structure of the Aggression Questionnaire items in both samples. The results of multisample maximum likelihood confirmatory factor analysis of scale scores supported the hypothesis of single aggression latent dimension underlying the four Aggression Questionnaire scales, the structure of which was invariant across the two samples.

Parental Responsibility, Blameworthiness, and Bullying: Parenting Style and Adolescents’ Experiences With Traditional Bullying and Cyberbullying

2020 ◽  
pp. 088740342092144
Author(s):  
Ryan Broll ◽  
Dylan Reynolds
Keyword(s):  
High School Students ◽  
Parenting Styles ◽  
Parental Responsibility ◽  
Traditional Bullying ◽  
School Students ◽  
Adolescent Outcomes ◽  
Cyberbullying Victimization ◽  
Rule Setting ◽  
The Relationship ◽  
Indulgent Parenting

Parents are deemed morally—and, increasingly, legally—responsible for their children’s misbehavior, and their parental aptitude is questioned if their children are victimized. Parental responsibility laws and blameworthiness extend to common occurrences like bullying. Literature broadly supports these principles for some offenses through findings that effective parenting styles are associated with improved adolescent outcomes, but evidence about the relationship between parenting styles and bullying is underdeveloped and inconclusive. To study the relationship between parenting styles and traditional bullying and cyberbullying offending and victimization, data were collected from a sample of 435 Canadian middle and high school students. The results suggest that parenting styles are not associated with traditional bullying offending or victimization; however, neglectful parenting was associated with cyberbullying offending and indulgent parenting was associated with cyberbullying victimization. These findings suggest that the demandingness dimension of parenting, which is characterized by rule setting and monitoring, is important for cyberbullying prevention.

Homework Emotion Regulation Scale: Confirming the Factor Structure With High School Students

2016 ◽  
Vol 35 (4) ◽  
pp. 437-441 ◽  
Author(s):  
Jianzhong Xu ◽  
Xitao Fan ◽  
Jianxia Du
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Cognitive Reappraisal ◽  
Emotion Management ◽  
Math Performance ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Tenth Graders ◽  
Confirmatory Factor

The current investigation studied psychometric properties of the Homework Emotion Regulation Scale (HERS) for math homework, with 915 tenth graders from China. Confirmatory factor analyses (CFAs) supported the presence of two separate yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. The latent factor means for both subscales were shown to be invariant across gender. Furthermore, both subscales were positively related to homework purposes and behaviors (effort and completion) in the theoretically expected directions. Meanwhile, math performance was positively related to emotion management, but not cognitive reappraisal.

scholarly journals The Development of an Integrated Scale of Technology Use in Physics

2021 ◽  
Vol 29 ◽  
Author(s):  
Fikret Korur ◽  
Sevda Yerdelen-Damar ◽  
Havva Sağlam
Keyword(s):  
High School Students ◽  
Technology Use ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Physics Courses ◽  
Confirmatory Factor ◽  
Technological Tools ◽  
Positive Effect ◽  
Reliable Scale

In this study, the Integrated Scale of Technology Use in Physics (ISTUP) was developed to determine students’ frequency of technology use, their perceptions about the effects of technology use on physics interest and achievement, and their preferences of technological tools and applications in learning physics. The scale was administered two different times to 670 high school students in total who took physics courses. Exploratory and confirmatory factor analyses were conducted to validate the scale. The results of the study suggest that the ISTUP is a valid and reliable scale. Students’ frequency of technology use in learning physics corresponded to ‘sometimes’. Students perceived that technology use had slightly positive effect on their interest and achievement. Findings regarding the interrelations between students’ preference for technological tools and applications were also discussed.

scholarly journals Assessing High School Student’s STEM Career Interests Using a Social Cognitive Framework

2019 ◽  
Vol 9 (2) ◽  
pp. 151 ◽  
Author(s):  
Wei-Cheng Mau ◽  
Shr-Jya Chen ◽  
Chi-Chau Lin
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Social Cognitive ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Measurement Models ◽  
Confirmatory Factor ◽  
Stem Career

This study investigated the psychometric properties of the Chinese version of the STEM Career Interest Survey (STEM-CCIS) with data from 590 high-school students in Taiwan. Measurement models based on Social-Cognitive Career Theory (SCCT) and STEM discipline-specific dimensions (Science, Technology, Engineering, Mathematics) were examined using confirmatory factor analyses. Findings from confirmatory factor analyses indicated that STEM-CCIS possesses adequate reliability and factorial validity, replicating the sound psychometric properties of the original English version of the STEM-CIS. Implications for the use of the STEM-CCIS are discussed.

scholarly journals Maternal and paternal parenting styles as a whole: validation of the simple form of the Parenting Style Evaluation Scale

2021 ◽  
Vol 37 (1) ◽  
pp. 77-87
Author(s):  
Álvaro Balaguer ◽  
Edgar Benitez ◽  
Jesus De la Fuente ◽  
Alfonso Osorio
Keyword(s):  
Academic Achievement ◽  
Parenting Style ◽  
Parenting Styles ◽  
Simple Form ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Adolescent Outcomes ◽  
Confirmatory Factor

La Escala para la Evaluación del Estilo Parental (EEEP) pregunta a los adolescentes sobre los estilos educativos de sus padres por separado (“tu padre” y “tu madre”) o de forma conjunta (“tus padres”), pero solo se ha evaluado la validez en la versión por separado. El objetivo de este trabajo fue evaluar la validez de las inferencias de la versión conjunta. Se reclutó una muestra de 1507 adolescentes, de 12 a 18 años. Se realizaron análisis factoriales exploratorios y confirmatorios en dos submuestras independientes. Después se probó un modelo de ecuaciones estructurales para comprobar la asociación de las subescalas de la EEEP con desenlaces de los adolescentes (optimismo, pesimismo y resultados académicos). Los resultados muestran buenas medidas de ajuste de la estructura del instrumento. Además, las subescalas mostraron asociación con los desenlaces. La EEEP puede ser usada con fiabilidad en su forma conjunta, resultando en una reducción de ítems, los cual es a menudo beneficioso para la investigación Oliva’s Escala para la Evaluación del Estilo Parental (EEEP) [Scale for the evaluation of parenting styles] asks adolescents about their parents’ education styles separately (“your father” and “your mother”) or in a combined way (“your parents”), but only the separated version has been tested for validity.  The objective of this work was to carry out a validation of the combined version. A sample of 1507 adolescents, aged 12 to 18 years, was recruited. Exploratory and confirmatory factor analyses were run in two independent subsamples. Then, structural equation models (SEM) were run in order to test the association between the EEEP’s subscales and adolescent outcomes (optimism, pessimism, and academic achievement). Results showed a good fit of the instruments’ structure. Furthermore, the subscales showed associations with the outcomes. The EEEP can be reliably used in its combined form, which results in a reduction of items, often beneficial for research.

scholarly journals Analysis of the psychometric properties of the Revised UCLA Loneliness Scale in the Polish adolescent sample

2018 ◽  
Author(s):  
Maria Magdalena Kwiatkowska ◽  
Radosław Rogoza ◽  
Katarzyna Kwiatkowska
Keyword(s):  
High School Students ◽  
Psychometric Properties ◽  
External Validity ◽  
Self Esteem ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Loneliness Scale ◽  
Confirmatory Factor ◽  
Adolescent Sample

The current study examines the psychometric properties of the Revised UCLA Loneliness Scale: structural validity, reliability and external validity. We conducted a study on a sample of 247 high school students, all aged 16. In order to verify hypotheses, scales measuring feeling of loneliness, shyness and self-esteem were administered. As a result of confirmatory factor analyses, it has been demonstrated that the structure of R-UCLA is three-factorial, the factors presents as follows: (1) intimate others, referring to the feeling of exclusion; (2) social others, referring to the lack of closeness and support in relationships; and (3) belonging and affiliation, referring to the lack of community bonds—all of which are reliable in their measurement as well as the total score of R-UCLA. Moreover, we demonstrated that the feeling of loneliness is positively related with shyness and negatively related with self-esteem. The obtained results support using the R-UCLA among Polish adolescents.

Psychometric Assessment of the Short Grit Scale Among Chinese Adolescents

2016 ◽  
Vol 36 (3) ◽  
pp. 291-296 ◽  
Author(s):  
Jingguang Li ◽  
Yajun Zhao ◽  
Feng Kong ◽  
Shuailing Du ◽  
Suyong Yang ◽  
...  
Keyword(s):  
High School Students ◽  
Chinese Adolescents ◽  
Self Control ◽  
Big Five Personality ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Test Retest Reliability

This study sought to validate the Short Grit Scale (Grit-S), an instrument that measures perseverance and passion for long-term goals, among Chinese high school students. Confirmatory factor analyses revealed that the scale retains the two-factor structure of the original scale. The scale demonstrated satisfactory internal consistency and test–retest reliability. Evidence for construct validity was found in relation to the Big Five personality traits, self-control, and IQ. Evidence for criterion validity was found via the observation that grit explained unique variance in academic performance. Together, the Grit-S is a sound measure of grit among Chinese adolescents.

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