scholarly journals The Validation of Chinese Version of the Victimization Subscale of the Revised Peer Experiences Questionnaire

2021 ◽  
Vol 18 (6) ◽  
pp. 2937
Author(s):  
Liheng Fan ◽  
Bu Liu ◽  
Zheng Jin ◽  
Xiangru Zhu
Keyword(s):  
Construct Validity ◽  
Primary School ◽  
Factor Model ◽  
Reliability And Validity ◽  
Chinese Version ◽  
Peer Relationship ◽  
Primary School Students ◽  
School Students ◽  
Internal Reliability ◽  
Peer Experiences

In China, researchers have translated and validated several scales to measure victimization behavior. The aim of the present study was to validate the Chinese version of the victimization subscale of the Revised Peer Experiences Questionnaire (RPEQ) among primary school students. Primary school students aged between 8 and 13 years old (n = 1048) were asked to complete the Chinese version of the victimization subscale of the RPEQ and related scales. We examined internal consistency and the factor structure using confirmatory factor analysis (CFA). Depression, peer relationship, and sleep scales were used to measure construct validity. The CFA results suggested that the four-factor model had a good model fit. The results indicated that internal reliability was good (Cronbach’s α = 0.83). Construct validity was mostly supported by scores on the Chinese version of the victimization subscale of the RPEQ that strongly and positively correlated with depression and negatively correlated with peer relationship and sleep quality. The present study indicated that the Chinese version of the victimization subscale of the RPEQ has adequate reliability and validity for measuring bullying problems among Chinese primary school students.

A study on the influencing factors of classroom teaching tact of primary school students

2021 ◽  
pp. 002072092110052
Author(s):  
Hanxue Li ◽  
Yujia Liu ◽  
Yinyuan Li
Keyword(s):  
Primary School ◽  
Professional Identity ◽  
Influencing Factors ◽  
Curriculum Reform ◽  
Class Size ◽  
Reliability And Validity ◽  
Classroom Teaching ◽  
Primary School Students ◽  
School Students ◽  
The Face

Classroom teaching tact is a kind of sensitive, rapid and accurate judgment and response ability of teachers in the face of complex classroom teaching situations. The implementation of the new curriculum reform requires teachers to have a higher level of teaching tact. Based on the self-designed questionnaire, this study investigated 200 primary school students in Hunan Normal University, explored the main influencing factors of their classroom teaching tact, and verified the rationality, reliability and validity of the questionnaire structure. It is found that the differences of gender and major have no influence on the level of classroom teaching tact of primary school students on post internship, while the differences of professional identity, personality, teaching class size, teaching reflection and post job training will bring the differences of classroom teaching tact level of primary school students on post internship. The primary school students who have high degree of professional identity, outgoing personality, small class size, good teaching reflection and more job-related classroom teaching and training have higher level of classroom teaching wit. But at the same time, we should also consider the interaction of various factors and do a holistic and dialectical thinking on the analysis of the factors that affect the level of classroom teaching tact of primary school students.

scholarly journals Scale of Visual Creativity in Art: A Study on Scale Development and Construct Validity

2021 ◽  
pp. 439-456
Author(s):  
Fadim Akca ◽  
Gulden Kavak
Keyword(s):  
Construct Validity ◽  
Primary School ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Primary School Students ◽  
School Students ◽  
One Dimensional ◽  
Learning And Teaching ◽  
Expert Opinions ◽  
The One

Although visual creativity in art affects all variables of the learning and teaching process, no measurement tool has been found in the Turkish literature regarding the level of students’ visual creativity in art. In this study, a measurement tool was developed to measure visual creativity levels of primary school students in art and evidence regarding the construct validity and reliability of the scale was determined. The research was carried out with 381 primary school students in the 1st and 4th grades of primary school. 48.5% (185) of the students are female and 51.5% (196) of them are male. The scale, whose content validity was provided by expert opinions and literature review, was one-dimensional and had high construct validity based on confirmatory and exploratory factor analyzes. In addition, it was found that the Scale of Visual Creativity in Art had correlation with the perceived visual creativity scale and the scale developed had high criterion validity. Exploratory and confirmatory factor analysis results showed that the scale is structurally one-dimensional and had a high validity. The Cronbach Alpha reliability coefficient of the one-dimensional form of the scale is .95. In addition, results of item-total correlations of the scale were tested and discussed.

Chinese Version of the Responses to Positive Affect Questionnaire: Testing the Factor Structure, Reliability, and Validity in a College Student Sample

2014 ◽  
Vol 115 (2) ◽  
pp. 467-484 ◽  
Author(s):  
Hongfei Yang ◽  
Wenjing Guo
Keyword(s):  
Positive Affect ◽  
Factor Model ◽  
Reliability And Validity ◽  
Chinese Version ◽  
Hierarchical Regression ◽  
Internal Reliability ◽  
Confirmatory Factor Analyses ◽  
Student Sample ◽  
Chinese College Students ◽  
College Student Sample

This study tested the psychometrics of the Chinese version of the Responses to Positive Affect Questionnaire among 915 Chinese college students with an average age of 20.3 yr. ( SD = 1.6). The original three-factor model with the factors dampening, emotion-focused positive rumination, and self-focused rumination was supported using exploratory and confirmatory factor analyses. All subscales showed good internal reliability, as well as evidence for convergent and incremental validity with measures of ego-resiliency, life satisfaction, and mental health symptoms. Finally, a series of hierarchical regression analyses indicated that the three subscales, especially dampening, accounted for additional unique variance in psychological adjustment above and beyond resilience. These findings generally suggested that the Chinese Responses to Positive Affect Questionnaire possesses acceptable psychometric properties. Implications for counseling, limitations, and suggestions for future study were presented.

scholarly journals Oral Communicative Competence of Primary School Students

2017 ◽  
Vol 6 (4) ◽  
pp. 57
Author(s):  
Isabel Cantón Mayo ◽  
Elena Pérez Barrioluengo
Keyword(s):  
Primary School ◽  
Primary Education ◽  
English Language ◽  
Communicative Competence ◽  
Reliability And Validity ◽  
Semantic Field ◽  
Primary School Students ◽  
School Students ◽  
Private Lessons ◽  
Oral Expression

Oral communicative competence enables speakers of a language to interact effectively with each other. Oral communicative competence includes a wide semantic field since the oral expression is a way of expression for the thought and it provides feedback and develops by means of the linguistic function (Vygotsky, 1992; Piaget, 1983a, 1983b; Pinker, 2003). English communicative competence is based on the use of the language as a tool of communication, both oral and written, of representation, of interpretation and of reality comprehension. This investigation aims to analyse the oral communicative competence in English of students who have finished the stage of Primary Education. It also tries to know if the center where students study, the students’ gender, the attitude towards the English language and attendance to private lessons increase the oral communicative competence. The sample was intentional and stratified (rural-urban and ordinary-bilingual). It is composed by 265 students and the instrument is a questionnaire provided with reliability and validity. The results show high levels of competence, higher than expected, and with light differences that favor the girls and the urban bilingual schools in the acquisition of the oral communicative competence in English.

scholarly journals Reliability and validity of ecological literacy scale for primary school students

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E E Öcal ◽  
M F Önsüz
Keyword(s):  
Primary School ◽  
Energy Transport ◽  
Reliability And Validity ◽  
Ecological Literacy ◽  
Primary School Students ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
Expert Opinions ◽  
The Mean

Abstract Background Ecological literacy aims to build up a framework of view that identifies the association with nature and enhances the improvement of new areas to produce sustainable lifestyles. Today, this concept has become one of the important requirements for a sustainable community. The aim of the study was to develop the Ecological Literacy Scale (ELS) to determine the ecological literacy of primary school students. Methods This methodological study carried out in 233 primary school 4th grade students in an eco-school in the 2019-2020 academic year. By using literature 91 questions was collected including water, energy, transport and air, biodiversity, purchasing and waste topics which were main issues of ecological footprint. After taking expert opinions, a scale that consists of 32 questions and scored as I agree:3, undecided:2, I disagree:1 and was created named ELS. In order to evaluate the reliability of the scale, item total score correlation and internal consistency (Cronbach's alpha) analyzes and exploratory factor analysis was used for construct validity. Results Of the 52.8% students were male and their age ranges from 8-11, the mean was 9.5±0.6. After the scale development study, the scale consisted of 19 items and unidimension. Scale items explain 27.37% of total variance and factor loadings ranged from 0.42-0.64. The Cronbach's alpha coefficient was 0.846 for the scale. In the last form of the scale, the score that can be taken from scale range 19-57. It was accepted that by increasing of the score, ecological literacy level was increased. The mean score of the students was 51.73 ± 5.39 and the median was 53.0. Conclusions Ecological literacy could be considered as high level for primary school students in eco-school. ELS was found to be a valid-reliable tool for assesing ecological literacy in primary school students. Key messages Ecological literacy is an issue that students should be informed from the primary school period. In the literature, ELS seems the first scale about ecological literacy for primary school students and needs to be tested in large groups of students.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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