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.

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.

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.

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.

scholarly journals Cross-Cultural Validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish Students // Validez transcultural del «Cuestionario de Clima Motivacional de Clase»:comparación entre estudiantes franceses y españoles

2015 ◽  
Vol 20 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Mercedes Villasana ◽  
Jesus Alonso Tapia
Keyword(s):  
High School ◽  
High School Students ◽  
Motivational Climate ◽  
Cross Cultural ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Cultural Validity ◽  
Learning Patterns ◽  
Confirmatory Factor ◽  
Valid Instrument

The objective of this study was to obtain evidence about the cross-cultural validity of the “Classroom Motivational Climate Questionnaire” (CMCQ), developed recently for Secondary and High-School students. With this purpose, French and Spanish Secondary and High School students’ results were compared. A total of 749 French students formed the group to be compared with the original Spanish sample. To validate the CMCQ, confirmatory factor analyses, reliability and correlation and regression analyses were made. The results showed that CMCQ is a reliable and valid instrument to measure motivational climate in France as in Spain. It allows detecting which learning patterns can to be changed for improvement, and predicts to a large extent the satisfaction level with the teacher. Likewise it showed some existing differences between Spanish and French students in the motivational role attributed to some teacher's strategies, differences whose theoretical and practical implications are discussed.

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.

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.

Testing Reasoning Ability with Handheld Computers, Notebooks, and Paper and Pencil

2010 ◽  
Vol 26 (4) ◽  
pp. 284-292 ◽  
Author(s):  
Ulrich Schroeders ◽  
Oliver Wilhelm
Keyword(s):  
High School Students ◽  
Handheld Computers ◽  
Reasoning Ability ◽  
Test Medium ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Measurement Models ◽  
Reasoning Test ◽  
Confirmatory Factor ◽  
Paper And Pencil

Electronic devices can be used to enhance or improve cognitive ability testing. We compared three reasoning-ability measures delivered on handheld computers, notebooks, and paper-and-pencil to test whether or not the same underlying abilities were measured irrespective of the test medium. Rational item-generative principles were used to generate parallel item samples for a verbal, a numerical, and a figural reasoning test, respectively. All participants, 157 high school students, completed the three measures on each test medium. Competing measurement models were tested with confirmatory factor analyses. Results show that 2 test-medium factors for tests administrated via notebooks and handheld computers, respectively, had small to negligible loadings, and that the correlation between these factors was not substantial. Overall, test medium was not a critical source of individual differences. Perceptual and motor skills are discussed as potential causes for test-medium factors.

scholarly journals Meaningfulness in Physical Education: A Description of High School Students’ Conceptions

1998 ◽  
Vol 17 (3) ◽  
pp. 285-306 ◽  
Author(s):  
Ang Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Curriculum Design ◽  
Goodness Of Fit ◽  
Principal Component ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Fit Index

A theoretical framework distinguishing meaning and meaningfulness guided this study of high school students’ conceptions of meaningfulness in physical education. A 9-dimensional meaningfulness construct was developed through analyzing former high school students’ (N = 35) oral reflection on physical education. A 9-dimensional meaningfulness scale was prepared and administered to high school students (N = 698). The principal component analysis reduced the students’ responses to a 6-dimensional construct: Social Bonding, Cultural Appreciation, Challenge, Tension Release, Fitness Development, and Self-Expression. The construct was modified through confirmatory factor analyses and had a Goodness of Fit Index of .91. The reconstruction demonstrated sophisticated internalization of perceived meaning by students. AMANOVA revealed that the students’ conceptions of meaningfulness differentiated (p < .05) based on gender, grade, and socioeconomic status. The findings suggest that a pluralistic perspective be considered in curriculum design, given the sophistication and differentiation of students’ conceptions of meaningfulness in physical education.

Psychometric Properties of the Forgiveness Likelihood Scale among Portuguese Adolescents

2007 ◽  
Vol 100 (3_suppl) ◽  
pp. 1229-1232 ◽  
Author(s):  
Félix Neto ◽  
Ana Veríssimo Ferreira ◽  
Conceição Pinto
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Psychometric Properties ◽  
Cross Cultural ◽  
Psychometric Characteristics ◽  
School Students ◽  
Confirmatory Factor ◽  
Portuguese Adolescents

To facilitate use of the Forgiveness Likelihood Scale in cross-cultural studies, the psychometric characteristics of the translated scale were examined among 192 adolescents in Portugal (86 men and 106 women). The Forgiveness Likelihood Scale is a 10-item Likert-type scale designed to measure tendency to forgive across situations. Cronbach α was .89. Confirmatory factor analysis showed that the questionnaire was unidimensional among Portuguese high school students.

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