scholarly journals Assessing Esports Participation Intention: The Development and Psychometric Properties of the Theory of Planned Behavior-Based Esports Intention Questionnaire (TPB-Esport-Q)

2021 ◽  
Vol 18 (23) ◽  
pp. 12653
Author(s):  
Ka-Man Leung ◽  
Ming-Yu-Claudia Wong ◽  
Kai-Ling Ou ◽  
Pak-Kwong Chung ◽  
Ka-Lai Lau
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Questionnaire Validation ◽  
School Students ◽  
Factors Affecting ◽  
Measurement Models ◽  
Confirmatory Factor ◽  
Intention To Participate ◽  
Hong Kong Students

Background: Esports is seen as an emerging industry that has enjoyed a surge in popularity worldwide. As a result, researchers have undertaken studies to try to understand the motivations and factors that impact Esports gameplay. Given the extensive utilization of TPB in many research projects to conceptualize and predict various behaviors, the current study aimed to further extend this theory to the Esports context by developing and validating an instrument that can illustrate the factors that impact the intention to participate in Esports, thus predicting Esports game playing behaviors. Methods: A total of 25 participants were involved in the development of the questionnaire using the qualitative approach, while 915 university students and 1164 secondary school students were involved in the survey for the questionnaire validation using the exploratory factor analysis and the confirmatory factor analysis. Results: All measurement models of the TPB subscales are considered as good fit. Conclusion: Hence, showing the newly designed TPB Esports Intention Questionnaire was found to be reliable and valid in revealing the level of intentions as well as the factors affecting Hong Kong students playing Esports.

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 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.

scholarly journals A Student’s Scientific Mind: A Confirmatory Factor Analysis

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 1-31
Author(s):  
Oranit Chokchai ◽  
Phadungchai Pupat
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Factor Loading ◽  
Measurement Model ◽  
School Students ◽  
Confirmatory Factor ◽  
Attitudes Towards Science ◽  
Scientific Mind ◽  
Scientific Attitudes

Purpose – The research aimed to examine the construct validity of a scientific-mind measurement model for secondary school students in Bangkok and the factor loading values of scientific-mind indicators. Methodology – Stratified random sampling was used to select a sample of 500 Grade 8 students studying in a Bangkok school district during the 2016 academic year. Testing of scientific-mind measurement was used as the research instrument and construct validity testing of the scientific-mind measurement model utilized second-order confirmatory factor analysis (CFA) was carried out with SPSS AMOS software Version 23. Findings - The testing of the scientific-mind measurement model for secondary school students in Bangkok was consistent with the empirical data. The scientific-mind factors consisted of two indicators, including scientific attitudes and attitudes towards science. Scientific attitudes were comprised of nine indicators. The indicator with the highest factor loading value was creatively working with other people. Attitudes towards science contained four indicators. The indicator with the highest factor loading value was science value awareness. Significance – The results revealed that teachers and educational administrators have the potential to use the study’s scientific-mind factors in their approaches to course development, as well as in designing a manual for learning management. The study’s model can also help in measurement and evaluation of secondary school students’ progress in developing a better scientific mind.

Translation, Adaptation, and Validation of the Need for Cognition Scale–Short Form in the Greek Language for Secondary School Students

2017 ◽  
Vol 36 (5) ◽  
pp. 523-531 ◽  
Author(s):  
Yiannis Georgiou ◽  
Eleni A. Kyza
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Short Form ◽  
Need For Cognition ◽  
Underlying Structure ◽  
Greek Language ◽  
School Students ◽  
Measurement Models ◽  
Cognition Scale

The purpose of the present study was to adapt and validate the Need for Cognition Scale–Short Form (NfC-SF) in the Greek language. A multistep process was followed, including (a) the translation and adaptation of the questionnaire, (b) a reliability analysis of the instrument’s items in combination with an exploratory factor analysis with 177 secondary school students, and (c) a confirmatory factor analysis for defining the underlying structure of the scale, using a sample of 532 secondary school students. The statistical analyses validated a 14-item version of the NfC-SF for measuring the cognitive motivation of secondary school, Greek-speaking students. The present study also extends previous research about the underlying structure of the NfC by suggesting that method effects should be considered in measurement models for improving scale validity.

scholarly journals A Confirmatory Factor Analysis of Interpersonal Teacher Behaviour Scale: Validation of the Urdu Translation of Secondary School Students’ Perspectives

2020 ◽  
Vol 6 (3) ◽  
pp. 715-725
Author(s):  
Rabia Bahoo ◽  
Ismat Nasim ◽  
Ruqia Shaheen ◽  
Muhammad Latif Javed
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Structural Model ◽  
Classroom Interaction ◽  
Teacher Behavior ◽  
School Students ◽  
Teacher Behaviour ◽  
Confirmatory Factor

The interpersonal teacher behavior’ model has been used in various countries. The validity of this instrument has been shown in different languages except in Pakistan. Therefore, this study aimed to validate students’ perceptions of teachers’ classroom interaction (QTI) in the Urdu version. To attain the purpose of the current investigation the secondary school students in Pakistan were taken as a sample, out of which 52% were boys and 48% girls. The Urdu translation of the QTI was used to accumulate the data. The Confirmatory factor analysis has been run to calculate the accuracy of the QTI structural model. Results confirm the fitness of the QTI structural model and support that Urdu translation of the QTI also applies to Pakistani secondary school students.

scholarly journals Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa

2002 ◽  
Vol 7 (3) ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Hiv Risk ◽  
Full Text ◽  
Secondary School Students ◽  
Northern Province ◽  
School Students ◽  
Factors Affecting ◽  
Junior Secondary School ◽  
Junior Secondary

The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa. Opsomming Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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