scholarly journals Development of the Cybercrime Rapid Identification Tool for Adolescents

2020 ◽  
Vol 17 (13) ◽  
pp. 4691
Author(s):  
Dennis Sing-wing Wong ◽  
Sai-fu Fung
Keyword(s):  
Factor Analysis ◽  
Hong Kong ◽  
Secondary School ◽  
University Students ◽  
Mainland China ◽  
Rapid Identification ◽  
School Students ◽  
Cross Sectional ◽  
Confirmatory Factor ◽  
Identification Tool

Two studies were conducted to support the development of an eight-item Cybercrime Rapid Identification Tool (CRIT) and evaluate the psychometric properties of the proposed scale on samples of secondary school and university students. The CRIT was developed and evaluated in two cross-sectional studies with 2044 respondents from Hong Kong and China. Study 1 recruited 1533 secondary school students from Hong Kong with a mean age of 14.91 (SD = 1.77) years, and Study 2 recruited 511 university students from mainland China with a mean age of 20.41 (SD = 2.49) years. A stepwise confirmatory factor analytical approach was taken with further verification by exploratory factor analysis based on different samples. Factorial validity was further verified using confirmatory factor analysis. The analyses supported an eight-item scale with a two-factor structure. The eight-item CRIT was found to possess good internal consistency and concurrent validity. The studies offer promising support for the CRIT. It has the potential to advance epistemological methods and clinical research related to cybercrime prevention.

scholarly journals “Why (Should) I Do Something for the Environment?” Profiles of Flemish Adolescents’ Motivation Toward the Environment

2018 ◽  
Vol 10 (7) ◽  
pp. 2579 ◽  
Author(s):  
Wanda Sass ◽  
Jelle Pauw ◽  
Vincent Donche ◽  
Peter Petegem
Keyword(s):  
Cluster Analysis ◽  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The North ◽  
Dutch Translation ◽  
Confirmatory Factor ◽  
Senior Secondary ◽  
Person Centered Approach

The Motivation Toward the Environment Scale (MTES), developed in Canada, measures people’s self-determined motivation for doing something for the environment. Answering the call by its original developers, this study further validated the MTES within a sample of 779 Dutch-speaking senior secondary school students, aged 17 to 19, in the north of Belgium. More specifically, reliability and construct validity of a Dutch translation of the MTES were verified. To this measure, confirmatory factor analysis was used, and the hypothesized simplex structure was tested through correlation analyses. Results confirmed the reliability of the MTES and a five-scale version of the MTES, excluding identified motivation, is introduced. This variable-centered approach was complemented by the adoption of a person-centered approach for identifying MTES profiles. Using cluster analysis, four meaningful MTES profiles emerged, with amotivation scoring medium to high in all but one. Theoretical implications of the findings and suggestions for interventions and further research are discussed.

scholarly journals Measurement Invariance of the Flourishing Scale among a Large Sample of Canadian Adolescents

2020 ◽  
Vol 17 (21) ◽  
pp. 7800
Author(s):  
Isabella Romano ◽  
Mark A. Ferro ◽  
Karen A. Patte ◽  
Ed Diener ◽  
Scott T. Leatherdale
Keyword(s):  
Factor Analysis ◽  
Racial Identity ◽  
Secondary School ◽  
Measurement Invariance ◽  
Secondary School Students ◽  
Population Characteristics ◽  
Psychological Wellbeing ◽  
Model Parameters ◽  
School Students ◽  
Confirmatory Factor

Our aim was to examine measurement invariance of the Flourishing Scale (FS)—a concise measure of psychological wellbeing—across two study samples and by population characteristics among Canadian adolescents. Data were retrieved from 74,501 Canadian secondary school students in Year 7 (2018–2019) of the COMPASS Study and from the original validation of the FS (n = 689). We assessed measurement invariance using a confirmatory factor analysis in which increasingly stringent equality constraints were specified for model parameters between the following groups: study sample (i.e., adolescents vs. adults), gender, grade, and ethno-racial identity. In all models, full measurement invariance of the FS across all sub-groups was demonstrated. Our findings support the validity of the FS for measuring psychological wellbeing among Canadian adolescents in secondary school. Observed differences in FS score among subgroups therefore represent true differences in wellbeing rather than artifacts of differential interpretation.

scholarly journals Heat and temperature metacognition awareness inventory: A confirmatory factor analysis

2021 ◽  
Vol 10 (2) ◽  
pp. 389
Author(s):  
Moh. Irma Sukarelawan ◽  
Dwi Sulisworo ◽  
Jumadi Jumadi ◽  
Heru Kuswanto ◽  
Siti Anisatur Rofiqah
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Discriminant Validity ◽  
Sampling Technique ◽  
Factor Loading ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Confirmatory Factor

<span lang="EN-US">This cross-sectional study aimed to validate students' metacognition awareness inventory in Heat and Temperature material. A total of 167 public senior high school students in Yogyakarta, Indonesia were selected through convenience sampling technique. The heat and temperature metacognition awareness inventory (HeTMAI) inventory consists of six factors, namely: 1) Knowledge of cognition; 2) Planning; 3) Monitoring; 4) Evaluation; 5) Debugging; and 6) Information management. HeTMAI used a 5-point Likert scale. The data was analyzed using the confirmatory factor analysis (CFA) method through the Maximum Likelihood approach. All statistics were found to meet acceptance values. The four GOF indices (χ2/df=2.36, CFI=0.97, TLI=0.97, and SRMR=0.06) have supported the fit of the six-factor HeTMAI model. Standardized factor loading (SFL), construct reliability (CR), average variance extracted (AVE) and discriminant values provide evidence that HeTMAI has sufficient convergent and discriminant validity. Cronbach's alpha value of 0.96 indicated HeTMAI has very adequate evidence of reliability.</span>

scholarly journals The Development of Relational Reasoning in South Korean Elementary and Middle-School Students: A Cross-Sectional Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Soo Eun Chae ◽  
Patricia A. Alexander
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Higher Order ◽  
Relational Reasoning ◽  
School Students ◽  
Cross Sectional ◽  
Tenth Graders ◽  
Confirmatory Factor ◽  
Non Parametric

Relational reasoning is a higher-order executive function that involves the ability to perceive meaningful patterns within a body of seemingly unrelated information. In this study, the ability of 749 fourth (Mage = 10), sixth (Mage = 12), eighth (Mage = 14), and tenth graders (Mage = 16) to identify meaningful relational patterns was investigated. This general cognitive ability was assessed by means of the Test of Relational Reasoning-Junior (TORRjr), a 32-item measure organized into four 8-item scales that assess analogical, anomalous, antinomous, and antithetical reasoning. Students’ performance on the TORRjr was analyzed using confirmatory factor analysis, measurement invariance test, and non-parametric median-based analyses. The confirmatory factor analysis supported that the higher-order factor model was the best fit for the TORRjr data for the Korean students. The measurement was determined to be invariant by gender but variant across grade levels. The non-parametric analysis resulted in an asymptotic (a constant increasing up to grade 6 and then a level off witnessed from grades 8 to 10) development pattern in overall relational reasoning across the grades. In comparison to analogy and anomaly, antinomy and antithesis scores were more fully developed by grade 8 and that level of performance was maintained at grade 10. The TORRjr appeared to be a viable measure for the Korean samples up to approximately 15 years of age. The significance of these findings for research and instructional practice are discussed.

scholarly journals An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 2089
Author(s):  
Ching Sing Chai ◽  
Xingwei Wang ◽  
Chang Xu
Keyword(s):  
Artificial Intelligence ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Behavioral Control ◽  
Perceived Behavioral Control ◽  
School Students ◽  
Confirmatory Factor ◽  
Chinese Secondary School Students

Artificial Intelligence (AI) is currently changing how people live and work. Its importance has prompted educators to begin teaching AI in secondary schools. This study examined how Chinese secondary school students’ intention to learn AI were associated with eight other relevant psychological factors. Five hundred and forty-five secondary school students who have completed at least one cycle of AI course were recruited to participate in this study. Based on the theory of planned behavior, the students’ AI literacy, subjective norms, and anxiety were identified as background factors. These background factors were hypothesized to influence the students’ attitudes towards AI, their perceived behavioral control, and their intention to learn AI. To provide more nuanced understanding, the students’ attitude towards AI was further delineated as constituted by their perception of the usefulness of AI, the potential of AI technology to promote social good, and their attitude towards using AI technology. Similarly, the perceived behavioral control was operationalized as students’ confidence towards learning AI knowledge and optimistic outlook of an AI infused world. Relationships between the factors were theoretically illustrated as a model that depicts how students’ intention to learn AI was constituted. Two research questions were then formulated. Confirmatory factor analysis was employed to validate that multi-factor survey, followed by structural equational modelling to ascertain the significant associations between the factors. The confirmatory factor analysis supports the construct validity of the questionnaire. Twenty-five out of the thirty-three hypotheses were supported through structural equation modelling. The model helps researchers and educators to understand the factors that shape students’ intention to learn AI. These factors should be considered for the design of AI curriculum.

scholarly journals WEB 2.0 TOOLS AWARENESS SCALE DEVELOPMENT STUDY

2021 ◽  
Vol 9 (60) ◽  
Keyword(s):  
Factor Analysis ◽  
Middle School Students ◽  
Confirmatory Factor Analysis ◽  
Literature Review ◽  
Secondary School ◽  
Web 2.0 ◽  
Secondary School Students ◽  
School Students ◽  
Web 2.0 Tools ◽  
Confirmatory Factor

In this study, it was aimed to develop a valid and reliable "Awareness Scale for Web 2.0 Tools". The research sample consists of 310 secondary school students studying in the 2020-2021 academic year. An in-depth literature review was carried out for the scale aimed to be developed. As a result of the literature review, a draft scale form consisting of 70 statements was prepared. The draft form created was presented to the opinions of field experts and reduced to 54 statements in line with their opinions. The draft scale form, which was controlled by teachers and language experts, was piloted and finalized, and then applied. The analysis of the obtained data was carried out by using SPSS and Lisrel statistics programs. With the construct validity of the scale, exploratory factor analysis and confirmatory factor analysis; Its reliability was demonstrated by analysis based on Cronbach alpha internal consistency coefficient. As a result of the exploratory factor analyzes, the scale, which has a structure of 27 items in total with 3 factors, was examined as a result of the confirmatory factor analysis, and the 3-factor structure was verified. The Cronbach alpha internal consistency coefficient of the scale was found to be 0.929 and it was found to be highly reliable. Within the framework of the research, a 5-point Likert-type "Awareness Scale for Web 2.0 Tools" consisting of 27 items with 3 factors has been introduced for middle school students. As a result, it has been determined that the Awareness Scale for Web 2.0 Tools, which has been developed, is a scale with proven validity and reliability that can be applied to middle school students. Keywords: Web 2.0 tools, awareness,scale development, secondary school students

scholarly journals Understanding the Method Effects of the Ethnic Identity Scale Items

2021 ◽  
Vol 48 (3) ◽  
pp. 275
Author(s):  
Qothrun Nada ◽  
Sukaesi Marianti
Keyword(s):  
Factor Analysis ◽  
Ethnic Identity ◽  
Secondary School ◽  
Secondary School Students ◽  
Measuring Instrument ◽  
School Students ◽  
R Software ◽  
Alternative Models ◽  
Confirmatory Factor ◽  
Method Effects

This study used the Correlated Traits-Correlated Method (CTCM) model to identify the method effects of the Ethnic Identity Scale (EIS) items, both in favorable and unfavorable items. The study involved 4 alternative models of the CTCM to test the suitability of the model. 440 secondary-school students were involved in this study. Confirmatory Factor Analysis was used employing R software Version 4.0.2. Results indicated alignments between the data with three CTCM alternative models that provided evidence to understand the effect of the method on the use of positive and negative items that could affect the validity of a measuring instrument.

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