scholarly journals Development and Validation of the RAFFLE; A Measure of Reasons and Facilitators for Loot Box Engagement

2021 ◽  
Vol 10 (24) ◽  
pp. 5949
Author(s):  
Joanne Lloyd ◽  
Laura Louise Nicklin ◽  
Stuart Gordon Spicer ◽  
Chris Fullwood ◽  
Maria Uther ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Factor Analysis ◽  
Video Games ◽  
Construct Validity ◽  
Internal Validity ◽  
Theoretical Models ◽  
Cognitive Interviews ◽  
Purchasing Behaviour ◽  
Development And Validation

Qualitative studies have identified a diverse array of motivations for purchasing items within video games through chance-based mechanisms (i.e., “loot boxes”). Given that some individuals—particularly those at risk of disordered gaming and/or gambling—are prone to over-involvement with loot box purchasing, it is important to have a reliable, valid means of measuring the role of different motivations in driving purchasing behaviour. Building on prior qualitative research, this paper reports the development and validation of the “RAFFLE” scale, to measure the Reasons and Facilitators for Loot box Engagement. A 23-item, seven-factor scale was developed through cognitive interviews (n = 25) followed by two surveys of UK-based gamers who purchase loot boxes; analysed via exploratory (n = 503) and confirmatory (n = 1495) factor analysis, respectively. Subscales encompassed “enhancement’; “progression’; “social pressure’; “distraction/compulsion’; “altruism’; “fear of missing out’; and “resale”. The scale showed good criterion and construct validity (correlating well with measures of loot box engagement; the risky loot box index (r = 0.63) and monthly self-reported spend (r = 0.38)), and good internal validity (Cronbach’s alpha = 0.84). Parallels with, and divergence from, motivations for related activities of gaming and gambling, and alignment with broader theoretical models of motivation, are discussed.

Development and Validation of the Theory of Planned Behavior Questionnaire in Physical Activity

2012 ◽  
Vol 15 (2) ◽  
pp. 801-816 ◽  
Author(s):  
Sonia Tirado González ◽  
Mª Carmen Neipp López ◽  
Yolanda Quiles Marcos ◽  
Jesús Rodríguez-Marín
Keyword(s):  
Physical Activity ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Internal Validity ◽  
Theoretical Models ◽  
Qualitative Assessment ◽  
Factorial Structure ◽  
The Third ◽  
The Stability ◽  
Development And Validation

The Theory of Planned Behavior (TPB) is one of the main theoretical models in the study of the different variables, which influence in the practise of physical activity. The aim in this study was to develop a questionnaire based on TPB in physical activity context providing evidence for the validity of the obtained measures. The instrumental project included three independent studies. The first study entailed the construction and qualitative assessment of the items. In the second study, the analysis of factorial structure was performed by means of exploratory measures, and it showed that the reliability of measures was adequate. The third study provided evidence on the dimensionality of the scale. The confirmatory factorial analysis guaranteed the stability of factorial structure proposed by the TPB and provided evidence for the internal validity of the inventory. Moreover, this study provided evidence of its external validity.

Development and Validation of Teacher Curriculum Paradigm Instrument

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Liew Yon Foi ◽  
Kamariah Abu Bakar ◽  
Mohd Sahandri Gani Hamzah ◽  
Nor Hayati Alwi
Keyword(s):  
Construct Validity ◽  
Instrument Development ◽  
Latent Variable ◽  
Structural Equation ◽  
Internal Validity ◽  
Equation Modelling ◽  
Rigorous Research ◽  
Development And Validation ◽  
Very High ◽  
Systematic Data Collection

This is the first psychological based instrument which has been developed and validated to measure the latent variable teacher curriculum paradigm (TCP) that was derived from Kuhn’s (1970) epistemology of paradigm and further adapted to the ideas of Henderson and Gornik (2007), Schubert (1986), Tanner and Tanner (2007), Tuthill and Ashton (1983), and Zeichner’s (1983) paradigms for the curriculum development field. The TCP instrument followed the rigorous research design and methodology to serve as the vital procedures of attaining the internal validity for the developed instrument. Subsequently, the TCP instrument was content validated by three subject experts and gone through three phases of instrument testing with three independent samples (N1=34, N2=72, and N3=553, respectively) taken from the same population of in-service teachers in the Peninsular of Malaysia. Moreover, the SEM approach was utilized to further validate the construct validity of the scores for the TCP instrument. In light of the systematic data collection and robustness of the SEM confirmatory procedures, the attaining of a very high psychometric properties to the TCP instrument. Coherently, these findings had strongly supported that the TCP instrument is a reliable and valid tool for measuring TCP of in-service teachers in Peninsular of Malaysia.   Keywords - instrument development, instrument validation, teacher curriculum paradigm, structural equation modelling, construct validity

scholarly journals Validasi Kuesioner Elemen PBL yang Mempengaruhi Keputusan Belajar Mahasiswa Fakultas Kedokteran dan Ilmu Kesehatan

2015 ◽  
Vol 4 (3) ◽  
pp. 115
Author(s):  
Galuh Suryandari ◽  
Yayi Suryo Prabandari ◽  
Rossi Sanusi
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Factor Analysis ◽  
Construct Validity ◽  
Student Learning ◽  
Response Rate ◽  
The Other ◽  
Language Of Instruction ◽  
Cronbach Alpha ◽  
Alpha Factor

Background: Several elements of PBL have been identified and prepared with a questionnaire to be reused. Variables of PBL elements that influence students' learning decisions are assessed using a questionnaire of PBL elements that affect students’ learning decisions. This study is one part of a study reported in a different journal of medical education. The objective of this study was to validate a questionnaire of PBL elements that influence learning decisions of students in FKIK UMYMethods: A total of 584 students from major A, B, C, and D in FKIK UMY on the introductory tutorial groups with Indonesian as discussion language were invited to fill out a questionnaire. Construct validity was assessed by testing the validity of the items, Crönbach alpha, factor analysis, convergent and discriminate validity.Results: A total of 582 students of the major A, B, C, and D FKIK UMY on the tutorial groups with Indonesian as the language of instruction participated in the study (response rate 99.6%). Data showed that the questionnaire on PBL elements that affect student learning decisions have a high construct validity.Conclusion: The questionnaire of PBL elements that influence students’ learning decisions in Indonesian version is valid and can be reused. A deeper, further qualitative research on the other PBL elements can be conducted to improve the questionnaire.

Development and Validation of the Children’s Attitudes Toward Integrated Physical Education–Revised (CAIPE–R) Inventory

1995 ◽  
Vol 12 (1) ◽  
pp. 60-77 ◽  
Author(s):  
Martin E. Block
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Construct Validity ◽  
Preliminary Data ◽  
Sixth Graders ◽  
Team Sport ◽  
Reliable Instrument ◽  
Children's Attitudes ◽  
Test Retest Reliability ◽  
Development And Validation

This paper describes the development and validation of the Children’s Attitudes Toward Integrated Physical Education–Revised (CAIPE-R) inventory, an inventory designed to assess attitudes of children without disabilities toward including peers with disabilities in regular physical education. The CAIPE–R inventory includes a description of a student with disabilities, followed by seven statements regarding including a child with disabilities in regular physical education and five statements regarding specific adaptations to a team sport that would foster inclusion. Users respond to each statement on a 4-point Likert scale. Construct validity using factor analysis, internal consistency, and test-retest reliability was determined on a sample of 44 sixth graders. The CAIPE was revised (CAIPE-R) and given to a second set of subjects (n = 208). Results indicated that the CAIPE-R was a valid and reliable instrument for measuring attitudes of children without disabilities toward including children with disabilities in physical education. Preliminary data on children’s attitudes toward including a student with disabilities in regular physical education are also presented.

scholarly journals The Development and Validation of the Game User Experience Satisfaction Scale (GUESS)

2016 ◽  
Vol 58 (8) ◽  
pp. 1217-1247 ◽  
Author(s):  
Mikki H. Phan ◽  
Joseph R. Keebler ◽  
Barbara S. Chaparro
Keyword(s):  
Factor Analysis ◽  
Video Games ◽  
User Experience ◽  
Video Game ◽  
User Satisfaction ◽  
Discriminant Validity ◽  
Assessment Tool ◽  
Satisfaction Scale ◽  
New Instrument ◽  
Development And Validation

Objective: The aim of this study was to develop and psychometrically validate a new instrument that comprehensively measures video game satisfaction based on key factors. Background: Playtesting is often conducted in the video game industry to help game developers build better games by providing insight into the players’ attitudes and preferences. However, quality feedback is difficult to obtain from playtesting sessions without a quality gaming assessment tool. There is a need for a psychometrically validated and comprehensive gaming scale that is appropriate for playtesting and game evaluation purposes. Method: The process of developing and validating this new scale followed current best practices of scale development and validation. As a result, a mixed-method design that consisted of item pool generation, expert review, questionnaire pilot study, exploratory factor analysis ( N = 629), and confirmatory factor analysis ( N = 729) was implemented. Results: A new instrument measuring video game satisfaction, called the Game User Experience Satisfaction Scale (GUESS), with nine subscales emerged. The GUESS was demonstrated to have content validity, internal consistency, and convergent and discriminant validity. Conclusion: The GUESS was developed and validated based on the assessments of over 450 unique video game titles across many popular genres. Thus, it can be applied across many types of video games in the industry both as a way to assess what aspects of a game contribute to user satisfaction and as a tool to aid in debriefing users on their gaming experience. Application: The GUESS can be administered to evaluate user satisfaction of different types of video games by a variety of users.

scholarly journals Scale of Satisfaction with Teachers Dynamics: Development and Validation

2017 ◽  
Vol 25 (97) ◽  
pp. 1014-1031
Author(s):  
Cristina Costa-Lobo ◽  
Marta Abelha ◽  
Themys Carvalho
Keyword(s):  
Factor Analysis ◽  
Collaborative Work ◽  
Internal Validity ◽  
Validity And Reliability ◽  
Sphericity Test ◽  
Total Variability ◽  
Measured Sample ◽  
Main Components ◽  
Development And Validation ◽  
Work Done

Abstract This paper explains the validity and reliability of the Scale of Satisfaction with Teachers Dynamics (ESDTD). The ESDTD evaluates the conceptual representation of teachers with their curriculum conceptions, curriculum development, curriculum management, educational project and collaborative work; also, the satisfaction of teachers with the work done by direction, by sub-departments, through direct coordination and class councils and by heads of educational units. In the final items of ESDTD, it is assessed the perceptions of teachers about the grouping culture, signaling the aspects considered positive and problematic. It was tested the possibility of making a factor analysis and subsequently assessing the psychometric data and the reliability of each dimension, in order to test the internal validity of the scale. There is evidence of the appropriateness of factor analysis. More specifically, the adequacy measured sample of Kaiser-Meyer-Olkin, and the value of the Bartlett’s sphericity test revealed highly significant. It was rated the variance explained by the main components analysis, previously setting the analysis in six factors with values greater than 1. When setting the analysis in six main components, the dimensions explained more than 55% of the total variability. The analysis of the reliability of the size and the assessment of the homogeneity of the items allows obtaining positive and very high internal consistency values for all items and for all of the dimensions. The values found permit to maintain the structure and distribution of initial items. The scale shows good validity and reliability, it is expected other studies to be developed, complementing its psychometric analysis.

scholarly journals The role of factor analysis in construct validity: Is it a myth?

2004 ◽  
Vol 10 (7) ◽  
pp. 1018-1019 ◽  
Author(s):  
STEPHEN C. BOWDEN
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Test Scores ◽  
Recent Article ◽  
Community Sample ◽  
Memory Test ◽  
Single Factor ◽  
High Degree ◽  
Cognitive Construct

In their recent article, Delis et al. (2003) criticized the use of factor analysis for evaluating construct validity. Focusing on a key component of their argument, they reported a high correlation between two memory test scores in a community sample but a low correlation between the same scores in a sample of people with Alzheimer's disease. As a consequence, they argued that the presence of a “dissociation” between the two variables in the Alzheimer's sample contradicted the single-factor result derived from studies of community samples and other clinical groups: “Two variables that share a high degree of variance in normal participants … and thus appear to measure a unitary cognitive construct, can dissociate into two distinct functions, but only in certain homogeneous patient populations” (p. 940).

Development and Validation of the College Admissions Knowledge Evaluation

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Timothy A. Poynton ◽  
Bernalyn Ruiz ◽  
Richard T. Lapan
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Classical Test Theory ◽  
Initial Study ◽  
Test Construction ◽  
Test Theory ◽  
College Knowledge ◽  
Confirmatory Factor ◽  
Development And Validation ◽  
Knowledge Evaluation

This article describes the process used to develop a new measure of college knowledge and the findings from an initial study to examine the measure’s construct validity. We employed common test construction (item response theory, classical test theory) and factor analytic (exploratory factor analysis, confirmatory factor analysis) approaches to analyzing the data from 519 graduating high school seniors; these analyses support the construct validity of the measure. We discuss the importance of college knowledge in the college decision-making process and implications for school counseling practice and research.

A Validity-Based Framework for Understanding Replication in Psychology

2020 ◽  
Vol 24 (4) ◽  
pp. 316-344
Author(s):  
Leandre R. Fabrigar ◽  
Duane T. Wegener ◽  
Richard E. Petty
Keyword(s):  
Construct Validity ◽  
Empirical Evidence ◽  
External Validity ◽  
Internal Validity ◽  
Psychological Research ◽  
Original Study ◽  
Statistical Conclusion ◽  
Conceptual Logic ◽  
Replication Failure

In recent years, psychology has wrestled with the broader implications of disappointing rates of replication of previously demonstrated effects. This article proposes that many aspects of this pattern of results can be understood within the classic framework of four proposed forms of validity: statistical conclusion validity, internal validity, construct validity, and external validity. The article explains the conceptual logic for how differences in each type of validity across an original study and a subsequent replication attempt can lead to replication “failure.” Existing themes in the replication literature related to each type of validity are also highlighted. Furthermore, empirical evidence is considered for the role of each type of validity in non-replication. The article concludes with a discussion of broader implications of this classic validity framework for improving replication rates in psychological research.

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