The Inventory of Quality in Early Intervention Centres for Service Providers: Preliminary Validating Study in a Spanish Sample

Evaluating the service quality in early intervention (EI) from the perspective of professionals with knowledge in this area is essential for the improvement of EI centres. In this study, we aimed to test the reliability and validity of the adapted Inventory of Quality in Early Intervention Centres-P (IQEIC-P) in a sample of professionals who worked in EI centres. Three hundred and twenty-four professionals of 85 EI Spanish centres were recruited for this research. Various psychometric analyses were used to evaluate the factorial structure, the internal consistency, factorial validity and construct validity. A 5-dimension structure was obtained in the exploratory factor analysis (EFA). The results showed an adequate internal consistency (Cronbach’s alpha values between 0.71 and 0.83, and composite reliability (CR) values higher than 0.70), as well as satisfactory convergent and discriminant validity (average variance extracted (AVE) values above 0.50). In the confirmatory factor analysis, good model fit indicators were observed. The IQEIC-P showed adequate psychometric properties, demonstrating to be a valid instrument for the evaluation of service quality in EI centres from the perspective of professionals. The benefits will influence the professionals themselves, and they will have a positive and direct impact on the families that are attended to in these centres.

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Psychometric Properties of the Formal Characteristics of Behavior-Temperament Inventory in Chinese Samples

The Spanish Journal of Psychology ◽

10.1017/sjp.2015.78 ◽

2015 ◽

Vol 18 ◽

Author(s):

Wen Liu ◽

Liang Chen ◽

Ying Yang ◽

Shuai Zhang

Keyword(s):

Factor Analysis ◽

Psychometric Properties ◽

Internal Consistency ◽

Discriminant Validity ◽

Reliability And Validity ◽

Chinese Version ◽

Self Report ◽

Eysenck Personality Questionnaire ◽

Convergent And Discriminant Validity ◽

Confirmatory Factor

AbstractThis paper presents a Chinese adaption of the Formal Characteristics of the Behavior-Temperament Inventory (FCB-TI), a self-report instrument that evaluates six temperamental scales, based on Strelau’s concept of temperament. A first sample of 626 undergraduates completed the Chinese version of the Regulative Theory of Temperament Questionnaire (RTTQ), which is an initial pool of 381 items. Internal consistency suggests adequate reliability (.66 to .82), and an exploratory factor analysis revealed a six-factor solution consistent with the original instrument. A follow-up confirmatory factor analysis revealed good support for the temperament structure with a second sample of students (N = 2.980). Internal consistency and factorial structure were re-examined (Cronbach’s alpha ranged .64 to .85), and test-retest correlations over a two-week period ranged from .82 to .96 with a third sample of adults (N = 2.265). Convergent and discriminant validity was explored in relation to the Eysenck Personality Questionnaire-Revision Short Scale for Chinese (EPQ-RSC) model dimensions. Results indicate that the Chinese version of the FCB-TI has similar psychometric properties and generally satisfactory reliability and validity.

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An Adaptation and Validation of Students’ Satisfaction Scale: The Case of McGraw–Hill Education Connect

Education Research International ◽

10.1155/2021/1936076 ◽

2021 ◽

Vol 2021 ◽

pp. 1-14

Author(s):

Adel A. Babtain

Keyword(s):

Factor Analysis ◽

Discriminant Validity ◽

Reliability And Validity ◽

Study Data ◽

Two Phase ◽

Satisfaction Scale ◽

Convergent And Discriminant Validity ◽

Phase Study ◽

Valid Instrument ◽

Students Satisfaction

This study aims to adapt and validate an Arabic version of the students’ satisfaction scale. It tries to measure students’ satisfaction with the McGraw–Hill Education Connect platform in Saudi Arabia. It provides Saudi and Arab academics with a valid instrument for further studies and interventions to improve students’ learning and environments. The study examined items to establish content, construct, convergent, and discriminant validity. It used two-phase Chemistry 101-student samples (N = 50 and N = 193). The exploratory factor analysis (EFA) using the maximum likelihood extraction method and the Promax rotation method was used to explore the survey’s constructs in the pilot phase. It supported the five-factor construct of the survey. Three competitive construct models were investigated using the confirmatory factor analysis in the main phase study. The model that fitted the study data and satisfied reliability and validity standards was a second-order model identifying two primary constructs distinctively: satisfaction (N = 3, α = 0.912) and utility (N = 19, α = 0.965). The utility scale was composed of four subscales: understanding (N = 5, α = 0.913), studying (N = 3, α = 0.896), preparation (N = 4, α = 0.893), and usability (N = 7, α = 0.913). The results indicated that student’s overall satisfaction with MCGH Connect was significantly met (M = 3.52, SD = 0.176). Also, students were significantly satisfied with the MGHE Connect utility (M = 3.51, SD = 0.221). The highest level of satisfaction was understanding (M = 3.60, SD = 0.170), and the lowest was with preparation to classes (M = 3.23, SD = 0.259). Students were equally satisfied with using MGHE Connect to understand the materials, study and review for exams, and friendliness.

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Vulgarity of the Mass Man As a Predictor Of Defection

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2016.44.1.139 ◽

2016 ◽

Vol 44 (1) ◽

pp. 139-159

Author(s):

Tsuyoshi Hatori ◽

Satoshi Fujii ◽

Yoshihiro Komatsu

Keyword(s):

Factor Analysis ◽

University Students ◽

Internal Consistency ◽

Discriminant Validity ◽

Social Dilemmas ◽

Convergent And Discriminant Validity ◽

High Internal Consistency ◽

The Masses

To measure the defective aspect of personality that Ortega (The Revolt of the Masses, 1932) terms vulgarity, in association with those whom he called the masses, we developed the Vulgarity Scale in the context of social dilemmas. A 40-item survey was constructed based on Ortega's descriptions of the characteristics of the masses and we administered this in 2 studies, among 200 university students (Study 1) and with 1,000 adults (Study 2). In both studies, factor analysis of the measurements produced subscales on self-closed and arrogant attitudes, which yielded high internal consistency as well as convergent and discriminant validity. Furthermore, results in Study 2 illustrated that the Vulgarity Scale predicted defection in response to social dilemmas.

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Korean Translation of the Barriers to Research Utilization Scale: Psychometric Testing

Research and Theory for Nursing Practice ◽

10.1891/1541-6577.31.3.233 ◽

2017 ◽

Vol 31 (3) ◽

pp. 233-246

Author(s):

Youngshin Song ◽

Moonhee Gang ◽

Misook Jung

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Discriminant Validity ◽

Factor Loading ◽

Cronbach’S Alpha ◽

Cronbach's Alpha ◽

Korean Version ◽

Convergent And Discriminant Validity ◽

Confirmatory Factor ◽

Average Variance

Purpose: The purpose of this study was to assess the psychometric properties of the Barriers or Facilitators to Using Research in Practice (BARRIERS) scale for use in Korea. Methods: A cross-sectional study design was used with 364 nurses working in clinical settings. Item analysis was conducted and convergent and discriminant validity were evaluated using confirmatory factor analysis. Internal consistency reliability was evaluated using Cronbach’s alpha coefficients. Results: Confirmatory factor analysis revealed a 4-factor structure with 25 items that explained 62.9% of the variance. Convergent and discriminant validity were confirmed as examining the factor loading, average variance extracted, and composite reliability. The values of factor loading for 25 items were having higher estimate than criterion and the average variance extracted value for 4 factors ranged from .575 to .667. The Cronbach’s alpha was .90 for the 25 items. Conclusion: The Korean version of the 25-item BARRIERS scale was a reliable and valid scale to measure barriers to research use in Korean health care settings. Based on this psychometric evaluation, research barriers and its associated factors will be investigated using the Korean version of the BARRIERS scale in further study.

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Development of a Risk Behavior Diagnosis Scale for E-cigarette Use

American Journal of Health Behavior ◽

10.5993/ajhb.45.2.13 ◽

2021 ◽

Vol 45 (2) ◽

pp. 342-351

Author(s):

Kelli J. England ◽

Paul T. Harrell ◽

Kaitlyn A. Mondejar ◽

Amy C. Paulson ◽

Ann L. Edwards ◽

...

Keyword(s):

Risk Behavior ◽

Internal Consistency ◽

Discriminant Validity ◽

Electronic Cigarettes ◽

Reliability And Validity ◽

Perceived Threat ◽

Cigarette Use ◽

Response Efficacy ◽

Convergent And Discriminant Validity ◽

Hispanic White

Objectives: Adolescent use of electronic cigarettes has risen dramatically, prompting concerns about the health effects. There is need for brief measures to assess adolescents' perceived threat and efficacy related to e-cigarette use and cessation. A 12-item Likert-type scale was modeled after the Risk Behavior Diagnosis Scale and designed to assess threat (ie, severity and susceptibility of threat) and efficacy (ie, self-efficacy and response efficacy) as they relate to e-cigarette use. Methods: The scale was administered online to a developmental sample of 674 adolescents to examine internal consistency and factor structure. Participants (52.1% female, M age = 14.6) were representative of the surrounding community (60% non-Hispanic white; 27% non-Hispanic black; 8% Hispanic). Results: Factor analysis and Velicer's minimum average partial test revealed 2 factors (as expected), which explained 68% of the variance. Analyses revealed strong internal consistency, with Cronbach's alpha of .93 overall and alphas of .92 and .87 for threat and efficacy subscales, respectively. The measure also exhibited good convergent and discriminant validity with other constructs. Conclusions: The measure demonstrates strong preliminary reliability and validity for a developmental sample of adolescents.

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Measuring Employee Development

Global Business Review ◽

10.1177/0972150917713548 ◽

2017 ◽

Vol 19 (2) ◽

pp. 455-476 ◽

Cited By ~ 2

Author(s):

Uttara Jangbahadur ◽

Vandna Sharma

Keyword(s):

Factor Analysis ◽

Discriminant Validity ◽

Reliability And Validity ◽

Employee Development ◽

Individual Performance ◽

Area Of Interest ◽

Convergent And Discriminant Validity ◽

Confirmatory Factor ◽

High Degree ◽

The Relationship

The aim of this study is to identify the factors of employee development (ED) and to validate those identified set of factors using confirmatory factor analysis (CFA). Data were collected personally from employees of manufacturing industries. Factor analysis was carried out to explore the factors and CFA was carried out to check the reliability, validity and the model fitness. The scale had a high degree of reliability and validity and ensured the presence of both convergent and discriminant validity. The scale developed in this study is based on only four factors of ED as identified by different authors. In future, other factors, such as knowledge management and management development programmes, can also be included in the study. The instrument developed in the study for ED provides a basis for most of the academicians and the researchers to empirically test the relationship between ED, individual performance and organizational effectiveness, which has become an important area of interest among the researchers in recent years. The study is based on identifying the measures/factors of ED and validate those factors.

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The Reliability and Validity of the English and Spanish Strengths and Weaknesses of ADHD and Normal Behavior Rating Scales in a Preschool Sample

Journal of Attention Disorders ◽

10.1177/1087054711413550 ◽

2011 ◽

Vol 16 (6) ◽

pp. 510-516 ◽

Cited By ~ 49

Author(s):

Kimberley D. Lakes ◽

James M. Swanson ◽

Matt Riggs

Keyword(s):

Psychometric Properties ◽

Discriminant Validity ◽

Rating Scales ◽

Rating Scale ◽

Reliability And Validity ◽

Convergent And Discriminant Validity ◽

Normal Behavior ◽

Valid Instrument ◽

The Stability ◽

Test Retest Reliability

Objective: To evaluate the reliability and validity of the English and Spanish versions of the Strengths and Weaknesses of ADHD-symptom and Normal-behavior (SWAN) rating scale. Method: Parents of preschoolers completed both a SWAN and the well-established Strengths and Difficulties Questionnaire (SDQ) on two separate occasions over a span of 3 months; instruments were in the primary language of the family (English or Spanish). Results: Psychometric properties for the English and Spanish versions of the SWAN were adequate, with high internal consistency and moderate test–retest reliability. Skewness and kurtosis statistics for the SWAN were within the range expected for a normally distributed population. The SWAN also demonstrated adequate convergent and discriminant validity in correlations with the various subscales of the SDQ. Conclusion: Psychometric properties of both the English and Spanish versions of the SWAN indicate that it is a reliable and valid instrument for measuring child attention and hyperactivity. The stability of ratings over time in this preschool sample was moderate, which may reflect the relative instability of these characteristics in preschool children.

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Factors and Influences Contributing to the College/University Selection: A Study of Private Higher Education Institutes (HEIs) in Oman

TEM Journal ◽

10.18421/tem102-53 ◽

2021 ◽

pp. 908-915

Author(s):

Niraj Mishra ◽

S.L Gupta

Keyword(s):

Higher Education ◽

Discriminant Validity ◽

Reliability And Validity ◽

Private Higher Education ◽

First Year Students ◽

Online Mode ◽

Convergent And Discriminant Validity ◽

University Selection ◽

Average Variance ◽

Selection Decision

HEI selection is an important decision for all aspiring students of higher education and it affects the commitment, motivation to study and career prospects. The present study investigates the factors responsible for student selection of different colleges and universities across Oman. Data has been collected through questionnaire which was both distributed physically and through online mode to students of three private universities and nine private colleges in Oman. The sample size was 300 and consisted of foundation and first year students in diploma and undergraduate courses. The scale items were subjected to reliability and validity checks. Reliability of scale has been tested using “Cronbach alpha”, “rho_a” and “composite reliability”. The Average Variance Extracted (AVE) was used to test both convergent and discriminant validity of scale. In the present study SmartPLS was used to test the research hypothesis. The relationships between Fixed College Characteristics and HEI selection decision; College Efforts to Communicate and HEI selection decision; Student Characteristics and HEI selection decision, are found to be significant (t >1.96 at p <0.05). However there is no significant relationship between External Influence and HEI selection decision.

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Validation of employees' self-leadership using exploratory and confirmatory factor analysis

International Journal of Quality & Reliability Management ◽

10.1108/ijqrm-10-2018-0287 ◽

2020 ◽

Vol 37 (4) ◽

pp. 552-574

Author(s):

Khahan Na-Nan ◽

Salitta Saribut

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Discriminant Validity ◽

Positive Thinking ◽

Cross Sectional ◽

Content Type ◽

Convergent And Discriminant Validity ◽

Confirmatory Factor ◽

Average Variance ◽

Performance Dimensions

PurposeSelf-leadership (SL) involves the strategic management of people's perceptions and behaviours to enable them to set directions, identify their needs and work effectively. Here, an instrument was developed to measure SL of employees, organisations and managers in Thailand context.Design/methodology/approachQuestions were developed for a questionnaire based on concepts and theories and validated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) along four performance dimensions. Research samples were employees in the accommodation industry in Thailand. Factor analysis results confirmed the questionnaire as a reliable SL instrument with acceptable composite reliability (CR), average variance extracted (AVE) and convergent and discriminant validity.FindingsFour factors of SL were identified as self-visualising and goal setting, self-reward and positive thinking, self-observation and cueing and self-talking and evaluating beliefs comprising 21 items. Factor analysis confirmed the validity of the questionnaire as a reliable SL tool as evidenced by a CR of 0.811 and AVE of 0.526 with acceptable convergent and discriminant validity criteria.Research limitations/implicationsResults were limited to a single group sample of accommodation and cross-sectional design and should be carefully considered for application in different situations.Practical implicationsFindings regarding the four performance dimensions suggest that this SL scale questionnaire can be applied to different businesses and settings either as is or with slight modifications.Originality/valueOur SL scale is novel and serves as an excellent instrument to measure the behavioural perception of employees.

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Development and Validation of the Teacher RISE Support Scale in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2018-0245 ◽

2019 ◽

Vol 38 (4) ◽

pp. 286-295 ◽

Cited By ~ 1

Author(s):

Wei-Ting Hsu ◽

Min Pan

Keyword(s):

Factor Analysis ◽

Physical Education ◽

Concurrent Validity ◽

Structural Equation ◽

Discriminant Validity ◽

Reliability And Validity ◽

Preliminary Evidence ◽

Equation Modeling ◽

Order Structure ◽

Convergent And Discriminant Validity

Purpose: To develop a measure of student-perceived teacher relation-inferred self-efficacy (RISE) support in physical education in terms of the Teacher RISE Support Scale, through a series of three studies. Methods: In Studies 1 and 2, interviews, exploratory factor analysis, and confirmatory factor analysis were conducted to develop a conceptually sound and psychometrically robust measure for teachers’ RISE-supporting behaviors. In Study 3, the authors examined the concurrent validity of teachers’ RISE support construct in relation to students’ RISE and relevant student outcomes. Results: The three-factor, second-order structure of the Teacher RISE Support Scale was confirmed, with results supporting construct validity and providing evidence of factorial, convergent, and discriminant validity. Furthermore, structural equation modeling supported concurrent validity, showing that students’ perceptions of teacher RISE support correlated positively with RISE and responsibility. Conclusions: Overall, the results provide preliminary evidence for the reliability and validity of the Teacher RISE Support Scale as a measurement for teacher RISE-supporting behaviors in physical education.

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