scholarly journals Development and Validation of an Unethical Professional Behavior Tendencies Scale for Student Teachers

2021 ◽  
Vol 12 ◽  
Author(s):  
Jing Wang ◽  
Xin-qiang Wang ◽  
Jia-yuan Li ◽  
Cui-rong Zhao ◽  
Ming-fan Liu ◽  
...  
Keyword(s):  
Student Teachers ◽  
Secondary School Teachers ◽  
Factor Model ◽  
Male Student ◽  
Professional Behavior ◽  
General Factor ◽  
Physical And Mental Health ◽  
Professional Behaviors ◽  
Development And Validation ◽  
Special Factors

Teacher’s unethical professional behaviors affect students’ physical and mental health. Prevention should start with student teachers, but empirical research is lacking in China. This study surveyed over 2,000 student teachers from China to examine the psychometric properties of a student teachers’ unethical professional behavior tendencies scale which revised by primary and secondary school teachers’ unethical professional behavior tendencies scale. Exploratory and confirmatory factor analysis confirmed that a bi-factor model fit the data best. The final student teachers’ unethical professional behavior tendencies scale comprised four subscales, including a general factor (unethical professional behaviors) and four special factors (perfunctory attitude and carelessness, insults and discrimination, unfairness, and using power for personal gain). The student teachers’ unethical professional behavior tendencies scale correlated negatively with their professional ethical values and positively with perceived frequency of unethical professional behaviors of college teachers around them. The data supported the scale’s measurement invariance across gender, and male student teachers scored significantly higher on unethical professional behavior tendencies than female student teachers. The findings suggest that the student teachers’ unethical professional behavior tendencies scale is a useful instrument for assessing student teachers’ unethical professional behaviors in China.

scholarly journals Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States

2016 ◽  
Vol 13 ◽  
pp. 22 ◽  
Author(s):  
Hon K. Yuen ◽  
Andres Azuero ◽  
Kaitlin W. Lackey ◽  
Nicole S. Brown ◽  
Sangita Shrestha
Keyword(s):  
Factor Analysis ◽  
Factor Model ◽  
Internal Consistency Reliability ◽  
The United States ◽  
Professional Behavior ◽  
Factor Solution ◽  
Professional Behaviors ◽  
Entry Level ◽  
Confirmatory Factor ◽  
Three Factor

Purpose: This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. Methods: A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. Results: A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were ‘Commitment to Learning’ (2 items), ‘Skills for Learning’ (4 items), and ‘Cultural Competence’ (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Conclusion: Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

The WMS Healthy Lifestyle Scale for Adolescents: Development and Validation Based on a Second-order General Factor Model

2020 ◽  
Vol 44 (4) ◽  
pp. 499-512
Author(s):  
Lindsey W. Vilca ◽  
Mayela Cajachagua Castro ◽  
Silvia E. Moori ◽  
Fernando D. Solís-Guevara
Keyword(s):  
Factor Analysis ◽  
Social Relations ◽  
Healthy Lifestyle ◽  
Factor Model ◽  
Eating Habits ◽  
Global Scale ◽  
Second Order ◽  
General Factor ◽  
Pilot Sample ◽  
Development And Validation

Objective: We developed and validated the psychometric properties of a scale to assess healthy lifestyle in adolescents aged 12 to 18. Methods: A pilot sample of 404 adolescents (54% males and 46% females) and a confirmatory sample of 1713 adolescents (48.7% males and 51.3% females) were considered. Results: In the pilot study, we performed an exploratory factor analysis (EFA), where the toxic relations dimension was changed to the social relations dimension. In the confirmatory study, we performed a confirmatory factor analysis (CFA), where the second-order general factor model presented adequate adjustment indices (CFI = .94; TLI = .93; RMSEA = .04[90% CI = .039-.044]; SRMR = .05). In addition, the global scale presented an adequate composite reliability index (CRI = .87) along with the 8 proposed dimensions: social relationships (.62), leisure habits (.55); risk-taking behaviors (.82), eating habits (.66); search for clean air (.57); sun protection (.79); physical activity (.65) and water drinking (.68). Conclusions: The results of the study contribute to an adequate measurement of the construct and evidence for the existence of a second-order general factor model. Furthermore, the study provides a conceptual and statistical basis for the psychometric development of the WMS scale in subsequent studies.

TEACHER SELF-EFFICACY BELIEF

2007 ◽  
Vol 35 (5) ◽  
pp. 573-586 ◽  
Author(s):  
Eda Erdem ◽  
Özcan Demirel
Keyword(s):  
Factor Analysis ◽  
Elementary Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Factor Model ◽  
Measurement Instrument ◽  
Validity And Reliability ◽  
Standard Scale ◽  
Bartlett Test ◽  
Development And Validation

This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios
Keyword(s):  
Secondary School ◽  
Principal Leadership ◽  
Concurrent Validity ◽  
Secondary School Teachers ◽  
Equation Modeling ◽  
General Factor ◽  
Educational Context ◽  
School Teachers ◽  
Validity Data ◽  
Primary And Secondary School

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

scholarly journals Development and Validation of the Influence Regulation and Deinfluentization Scale (DEI-beh)

2015 ◽  
Vol 13 (4) ◽  
pp. 91-108 ◽  
Author(s):  
Barbara Kożusznik ◽  
Anita Pollak ◽  
Dominik Adamek ◽  
Damian Grabowski
Keyword(s):  
Personality Traits ◽  
Diagnostic Tool ◽  
External Validity ◽  
Factor Model ◽  
Five Factor Model ◽  
Managerial Effectiveness ◽  
Team Members ◽  
Validation Procedure ◽  
Reciprocal Influences ◽  
Development And Validation

Abstract Our article presents work on the development and validation of Influence Regulation and Deinfluentization Scale (DEI-beh). Reviewing concepts regarding its influence constitutes an introduction to the original deinfluentization concept coined by Barbara Kożusznik. The author’s theory has provided the basis for creating a diagnostic tool. The elaborated DEI-beh method consists in evaluating conditions which determine managerial effectiveness and shape reciprocal influences among team members. Our article describes this tool’s creation and its validation procedure. Positive relationships between DEI-beh’s individual dimensions and temperament characteristics, defined in Pavlov’s concept (1952), and selected personality traits, proposed in the Five-Factor Model Personality by Costa and McCrae (1992), confirm the tool’s external validity.

scholarly journals Psychometric Evaluation of the Perceived Stress Scale in Multiple Sclerosis

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Salene M. Wu ◽  
Dagmar Amtmann
Keyword(s):  
Multiple Sclerosis ◽  
Perceived Stress ◽  
Factor Model ◽  
Reliability And Validity ◽  
Psychometric Evaluation ◽  
General Factor ◽  
Perceived Stress Scale ◽  
Stress Scale ◽  
Two Factors ◽  
Mental And Physical Health

Multiple sclerosis (MS) is a progressive disease characterized by neurological symptoms and sometimes heightened levels of distress. The Perceived Stress Scale (PSS) is often used in MS samples to measure stress but has not been validated in this population. Participants (n=446) completed the PSS as well as measure of depression, anxiety, and mental and physical health. Factor analyses indicated that the general factor of a bifactor model accounted for a large amount of the variance in the 14-item and 10-item versions of the PSS. The 4-item PSS had two factors, the Stress subscale and the Coping subscale, but a one-factor model also fits the data well. Total scores and both subscales had sufficient reliability and validity for all versions of the PSS, although a few items of the 14-item PSS had low item-total correlations. This study supports the use of the total score of the PSS in MS but also suggests that the 10-item PSS had better psychometric properties than the 14-item PSS.

The Test of Gross Motor Development—Third Edition: A Bifactor Model, Dimensionality, and Measurement Invariance

2021 ◽  
pp. 1-16
Author(s):  
Sedigheh Salami ◽  
Paulo Felipe Ribeiro Bandeira ◽  
Cristiano Mauro Assis Gomes ◽  
Parvaneh Shamsipour Dehkordi
Keyword(s):  
Measurement Invariance ◽  
Motor Development ◽  
Goodness Of Fit ◽  
Factor Model ◽  
Bifactor Model ◽  
General Factor ◽  
Convenience Sample ◽  
Gross Motor ◽  
Measurement Models ◽  
Gross Motor Development

Aim: To examine the latent structure of the Test of Gross Motor Development—Third Edition (TGMD-3) with a bifactor modeling approach. In addition, the study examines the dimensionality and model-based reliability of general and specific contributions of the test’s subscales and measurement invariance of the TGMD-3. Methods: A convenience sample of (N = 496; Mage = 7.23 ± 2.03 years; 53.8% female) typically developed children participated in this study. Three alternative measurement models were tested: (a) a unidimensional model, (b) a correlated two-factor model, and (c) a bifactor model. Results: The totality of results, including item loadings, goodness-of-fit indexes, and reliability estimates, all supported the bifactor model and strong evidence of a general factor, namely gross motor competence. Additionally, the reliability of subscale scores was poor, and it is thus contended that scoring, reporting, and interpreting of the subscales scores are probably not justifiable. Conclusions: This study shows the advantages of using bifactor approach to examine the TGMD-3 factor structure and suggests that the two traditionally hypothesized factors are better understood as “grouping” factors rather than as representative of latent constructs. In addition, our findings demonstrate that the bifactor model appears invariant for sex.

scholarly journals Examining the Impostor-Profile—Is There a General Impostor Characteristic?

2021 ◽  
Vol 12 ◽  
Author(s):  
Fabio Ibrahim ◽  
Johann-Christoph Münscher ◽  
Philipp Yorck Herzberg
Keyword(s):  
Convergent Validity ◽  
Factor Model ◽  
Second Order ◽  
Model Fit ◽  
Impostor Phenomenon ◽  
General Factor ◽  
Order Model ◽  
First Order ◽  
Order Factor ◽  
Best Fit

The Impostor-Profile (IPP) is a six-dimensional questionnaire measuring the Impostor Phenomenon facets. This study aims to test (a) the appropriateness of a total score, (b) measurement invariance (MI) between gender, (c) the reliability of the IPP, and (d) the convergent validity of the IPP subscales. The sample consisted of N = 482 individuals (64% female). To identify whether the scales of the IPP form a total score, we compared four models: (1) six correlating subscales, (2) a general factor model, (3) a second-order model with one second-order factor and six first-order factors, and (4) a bifactorial model with six group factors. The bifactorial model obtained the best fit. This supports the assumption of a total impostor score. The inspection of structural validity between gender subgroups showed configural, metric, and partial scalar MI. Factor mean comparisons supported the assumption that females and males differ in latent means of the Impostor Phenomenon expressions. The omega coefficients showed sufficient reliability (≥0.71), except for the subscale Need for Sympathy. Overall, the findings of the bifactor model fit and construct validity support the assumption that the measurement through total expression is meaningful in addition to the theoretically formulated multidimensionality of the Impostor Phenomenon.

Yemeni EFL Student Teachers’ Moral Intelligence and its Relationship to their Academic Achievement: الذكاء الأخلاقي للطلاب اليمنيين الدارسين للغة الإنجليزية كلغة أجنبية وعلاقته بأدائهم الأكاديمي

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mohammad Abdu Ahmed Al-Mekhlafi
Keyword(s):  
Academic Achievement ◽  
Student Teachers ◽  
Male Student ◽  
College Of Education ◽  
Low Achievers ◽  
Teacher Preparation Program ◽  
The Mean ◽  
Moral Intelligence ◽  
High Degree ◽  
The Relationship

This corelational study aimed at investigating the relationship between the moral intelligence of a group of Yemeni EFL student teachers and their academic achievement. It also aimed at finding out any statistically significant differences between the moral intelligence of the student teachers who are categorized into high and low achievers. One hundred and twelve Yemeni EFL student teachers of a third level in the teacher preparation program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study. Their ages ranged between 21 and 25 years. Data were collected using a literature-based questionnaire. The results of this study show that the mean of the ten categories of the moral intelligence is 4.02 (80.4%) indicating a high degree of moral intelligence. The results show that there is no statistically significant differencesat the 0.05 level between the moral intelligence and academic achievement in the Morphology and Syntax course. The results also indicate that there are no statistically significant differences at the level of 0.05 between high and low achievers on nine categories of the moral intelligence. Furthermore, the results indicate that there are no statistically significant differences at the level of 0.05 between female and male student teachers on nine categories of the moral intelligence, namely: Faith, Honesty, Integrity, Courage, Discipline, Responsibility, Service, Kindness and Courtesy. The study findings confirm the previous studies and present some suggestions for further research.

Sign in / Sign up

Export Citation Format

Share Document