scholarly journals The Development of a Psychometrically Valid and Reliable Questionnaire to Assess Nutrition Knowledge Related to Pre-Schoolers

Nutrients ◽  
2020 ◽  
Vol 12 (7) ◽  
pp. 1964
Author(s):  
Jeanette Rapson ◽  
Cathryn Conlon ◽  
Kathryn Beck ◽  
Pamela von Hurst ◽  
Ajmol Ali
Keyword(s):  
Construct Validity ◽  
Nutrition Education ◽  
Development Planning ◽  
Nutrition Knowledge ◽  
Dietary Guidelines ◽  
Expert Advice ◽  
Validity And Reliability ◽  
Retest Reliability ◽  
Bachelor Of Science ◽  
Test Retest Reliability

With rising childcare enrollments, caregivers have a unique opportunity to promote children’s nutrition education and healthy eating. Accurately identifying nutrition knowledge gaps amongst caregivers is necessary for professional development planning. Our aim was to design an early childhood education and care (ECEC) teacher nutrition knowledge questionnaire that satisfies psychometric criteria of validity and reliability. Items were based on the New Zealand Ministry of Health dietary guidelines, literature and expert advice. University students in their final year of a Bachelor of Science (BSc) in Human Nutrition (n = 40), and students with no nutrition background (n = 51) completed the questionnaire to assess construct validity; 35 BSc nutrition students completed the questionnaire two weeks later to assess reliability. The Mann-Whitney-U test and a median-split table assessed construct validity; Pearson’s product-moment correlation assessed test-retest reliability. Nutrition students achieved higher total and subcategory scores (p < 0.01). All nutrition students scored above the median of the combined group; 82% of non-nutrition students scored below the median. In testing reliability, first and second administration median scores for total and subcategories were significantly correlated (r = 0.43–0.78; p < 0.01). The questionnaire achieved construct validity and test-retest reliability and measured ECEC teachers’ nutrition knowledge for preschoolers.

scholarly journals Validation of a general nutrition knowledge questionnaire in a Turkish student sample

2012 ◽  
Vol 15 (11) ◽  
pp. 2074-2085 ◽  
Author(s):  
A Aylin Alsaffar
Keyword(s):  
Construct Validity ◽  
Undergraduate Students ◽  
Eating Habits ◽  
Nutrition Knowledge ◽  
Internal Reliability ◽  
Student Sample ◽  
Retest Reliability ◽  
Knowledge Questionnaire ◽  
Turkish People ◽  
Test Retest Reliability

AbstractObjectiveTo validate the general nutrition knowledge questionnaire developed by Parmenter and Wardle (1999) in a Turkish student sample.DesignThe original questionnaire of Parmenter and Wardle (1999) was modified and translated into Turkish. The modified questionnaire was administered to second year undergraduate students. Some students completed the questionnaire twice for the measurement of test–retest reliability. Statistical analysis was performed on the responses to measure the internal reliability, test–retest reliability and construct validity.SettingStudents completed the questionnaire under supervision. The questionnaire was completed at the end of lectures. Retest was carried out two weeks after first administration of the test.SubjectsA total of 195 undergraduate students studying either nutrition and dietetics (n 90) or engineering (n 105) participated in the study. Of these, 125 students completed the questionnaire on two occasions.ResultsOverall internal reliability (Cronbach's α = 0·89) and test–retest reliability (0·86) were high. Significant differences between the scores of the two groups of students indicated that the questionnaire had satisfactory construct validity.ConclusionsThe modified version of the general nutrition knowledge questionnaire can be used as a tool to examine the nutrition knowledge of adults in Turkey. In the next stage of the study, some adjustments need to be made to the items that led to low reliability values so that these items will be more applicable to the eating habits and patterns of Turkish people.

scholarly journals Cross-Cultural Adaptation, Validity, and Reliability of the Patient-Rated Michigan Hand Outcomes Questionnaire for Thai Patients

2018 ◽  
Vol 2018 ◽  
pp. 1-6 ◽  
Author(s):  
Jananya P. Dhippayom ◽  
Piyawat Trevittaya ◽  
Andy S. K. Cheng
Keyword(s):  
Construct Validity ◽  
Internal Consistency ◽  
Cultural Adaptation ◽  
Content Validity ◽  
Cross Cultural ◽  
Validity And Reliability ◽  
Retest Reliability ◽  
Cross Cultural Adaptation ◽  
Limb Injuries ◽  
Test Retest Reliability

Introduction. The Michigan Hand Outcomes Questionnaire (MHQ) is a patient-rated hand outcome instrument. It is widely used in orthopedic and neurological conditions of the hands and upper limbs. To gain more knowledge on hand outcomes from a Thai patient perspective, an MHQ-Thai version is required. Purpose of the Study. The study is aimed at translating and cross-culturally adapting the MHQ into Thai and at examining the validity and reliability of the translated version. Methods. The Beaton protocol for cross-cultural adaptation of self-reported measures was used in the translation process. Three occupational therapists were asked to assess content validity while 30 participants were asked to fill in the questionnaire in order to assess construct validity, internal consistency, and test-retest reliability. Results. All six domains of the MHQ were translated into Thai without any major problems. However, items related to the characteristics of the patients were adapted to suit the Thai context. The MHQ-Thai version had good content validity (IOC 0.972). The construct validity revealed a low-to-high correlation between every subscale of the MHQ-Thai version. The intraclass correlation coefficient (ICC) of the test-retest reliability for the six domains ranged from 0.788 to 0.956, with excellent correlation (ICC = 0.953) for the total score. Cronbach’s alpha was 0.835 for the total score of the MHQ-Thai version, indicating good internal consistency. Discussion and Conclusions. MHQ was successfully cross-culturally adapted into Thai. The MHQ-Thai version is a valid and reliable instrument for evaluating the self-perception of Thai people who have hand and upper limb injuries.

Reliability and Validity of the Ohwaki-Kohs Tactile Block Design Test for the Blind

1986 ◽  
Vol 58 (2) ◽  
pp. 375-380 ◽  
Author(s):  
Handré J. Brand ◽  
Marietha J. Pieterse ◽  
Michèle Frost
Keyword(s):  
Construct Validity ◽  
Internal Consistency ◽  
Block Design ◽  
Reliability And Validity ◽  
Validity And Reliability ◽  
Retest Reliability ◽  
Blind Children ◽  
Test Retest Reliability ◽  
Age Range

The Ohwaki-Kohs Tactile Block Design Test for the Blind was administered to 147 white blind children, 91 boys and 56 girls with an age range of 5 to 19 yr., for the purpose of ascertaining the validity and reliability of the test. The test satisfied certain basic requirements with regard to test-retest reliability, internal consistency, and construct validity.

scholarly journals Validation of the Stanford Brief Activity Survey: Examining Psychological Factors and Physical Activity Levels in Older Adults

2010 ◽  
Vol 7 (1) ◽  
pp. 87-94 ◽  
Author(s):  
Ruth E. Taylor-Piliae ◽  
Joan M. Fair ◽  
William L. Haskell ◽  
Ann N. Varady ◽  
Carlos Iribarren ◽  
...  
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Construct Validity ◽  
Psychological Health ◽  
Well Being ◽  
Education Level ◽  
Validity And Reliability ◽  
Retest Reliability ◽  
Test Retest Reliability ◽  
Activity Survey

Background:This study examined the construct validity and reliability of the new 2-item Stanford Brief Activity Survey (SBAS).Methods:Secondary analysis was conducted using data collected from the healthy older controls (n = 1023) enrolled in the Atherosclerotic Disease Vascular Function and Genetic Epidemiology (ADVANCE) study. Construct validity was examined by regression analyses to evaluate significant trends (P ≤ .05) across the SBAS activity categories for the selected psychological health factors measured at baseline and year 2, adjusted for gender, ethnicity and education level. Test-retest reliability was performed using Spearman’s rank correlation.Results:At baseline, subjects were 66 ± 2.8 years old, 38% female, 77% married, 61% retired, 24% college graduate, and 68% Caucasian. At baseline, lower self-reported stress, anxiety, depression, and cynical distrust, and higher self-reported mental and physical well-being were significantly associated with higher levels of physical activity (p trend ≤ 0.01). These associations held at year 2. The test-retest reliability of the SBAS was statistically significant (rs= 0.62, P < .001).Conclusion:These results provide evidence of the construct validity and reliability of the SBAS in older adults. We also found a strong dose-response relationship between regular physical activity and psychological health in older adults, independent of gender, education level and ethnicity.

scholarly journals Challenges in measuring interprofessional–interorganisational collaboration with a questionnaire

BJGP Open ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. bjgpopen18X101385 ◽  
Author(s):  
Loes J Meijer ◽  
Esther de Groot ◽  
Maarten van Smeden ◽  
François G Schellevis ◽  
Roger AMJ Damoiseaux
Keyword(s):  
Factor Analysis ◽  
The Netherlands ◽  
Construct Validity ◽  
Factor Structure ◽  
Secondary Care ◽  
Test Reliability ◽  
Kappa Statistics ◽  
Validity And Reliability ◽  
Retest Reliability ◽  
Test Retest Reliability

BackgroundCollaboration between medical professionals from separate organisations is necessary to deliver good patient care. This care is influenced by professionals’ perceptions about their collaboration. Until now, no instrument to measure such perceptions was available in the Netherlands. A questionnaire developed and validated in Spain was translated to assess perceptions about clinicians’ collaboration in primary and secondary care in the Dutch setting.AimValidation in the Dutch setting of a Spanish questionnaire that aimed to assess perceptions of clinicians about interorganisational collaboration.Design & settingAfter translation, cultural adaptation, and pre-testing, the questionnaire was sent to GPs and secondary care clinicians (SCCs) in three regions in the Netherlands. The responses of 445 responders were used to assess the validity and reliability of the questionnaire.MethodA confirmatory factor analysis (CFA) and an exploratory factor analysis (EFA) were performed to study the construct validity of the hypothesised factor model underlying the questionnaire. Test-retest reliability was evaluated using weighted Kappa statistics.ResultsResults of the CFA indicated poor fit of the hypothesised factor structure. EFA, executed separately for each region, showed a highly unstable factor structure. The test-retest reliability analysis demonstrated low re-test reliability.ConclusionThe underlying factor structure of a Spanish questionnaire could not be reproduced. The construct validity and reliability of this questionnaire were insufficient to warrant use in the Dutch setting. This study demonstrates the need for evaluating validity and reliability of questionnaires in local settings.

scholarly journals Reliability of the General Nutrition Knowledge Questionnaire among Head Teachers from Schools in Uganda

2021 ◽  
pp. 125-136
Author(s):  
Richard Bukenya ◽  
Beatrice Ekesa ◽  
Jeanette M. Andrade ◽  
Diana S. Grigsby-Toussaint ◽  
Robert Mugabi ◽  
...  
Keyword(s):  
Correlation Coefficient ◽  
Internal Consistency ◽  
Intraclass Correlation ◽  
Change Agents ◽  
Nutrition Knowledge ◽  
Expert Advice ◽  
Head Teachers ◽  
Retest Reliability ◽  
Knowledge Questionnaire ◽  
Test Retest Reliability

Valid and reliable questionnaires are necessary to improve the existence and quality of nutrition information, which determines interventions in low-resource settings, especially among decision makers and change agents. The present study evaluated the internal consistency and test-retest reliability of the data collected among 255 head teachers from schools in Mukono and Wakiso districts in Uganda using a general nutrition knowledge questionnaire (GNKQ) earlier developed. Cronbach alpha (α) was used to determine internal consistency. Pearson's correlation coefficient (r) and intraclass correlation coefficient were used to measure test-retest dependability on scores (ICC2,1). Overall internal consistency on 94 items was α = 0.89 at time one and 0.92 at time two. All items yielded data with a satisfactory internal consistency (α > 0.7). Two domains, Expert advice (ICC = 0.64) and Selecting food (ICC = 0.41), were determined to have insufficient test-retest reliability (r < 0.7 and ICC = 0.7), and their items were removed from the next analyses. The remaining nutrition knowledge topics with adequate test-retest reliability were food groupings (ICC = 0.9), nutrition and sickness (ICC = 0.91), and food fortification (ICC = 0.95). According to the findings, the prototype nutrition knowledge questionnaire had acceptable internal consistency and test-retest reliability. These findings indicate that the previously established questionnaire can be used to assess general nutrition knowledge among head teachers. To boost generalizability, future studies could use the questionnaire on a different group of adults.

scholarly journals The validity and reliability of the Interpersonal Attractiveness Scale Kişilerarası Çekicilik Ölçeği: Geçerlik güvenirlik çalışması

2015 ◽  
Vol 12 (1) ◽  
pp. 1547
Author(s):  
Erkan Yaman
Keyword(s):  
Construct Validity ◽  
Internal Consistency ◽  
Item Analysis ◽  
Physical Appearance ◽  
Personal Characteristics ◽  
Internal Consistency Reliability ◽  
Validity And Reliability ◽  
Retest Reliability ◽  
Test Retest Reliability ◽  
Reliability Coefficients

<p>The aim of this research is to develop the Interpersonal Attractiveness Scale and examine its validity and reliability. The sample of the study consisted of 1145 students from Sakarya University. In this study, construct validity, internal consistency, test-retest reliability, and item analysis of the scale were examined. As a result of factor analysis for construct validity, four factors have emerged which are named physical appearance, personal characteristics, the frequency of visual, and values. These subscales consist of 19 items and account for the 46% of the total variance. The internal consistency reliability coefficients were .77 for physical appearance, .74 for personal characteristics, .81 for the frequency of visual, and .74 for values. Findings also demonstrated that item-total correlations ranged from .40 to .72. Test-retest reliability coefficients were .38 and .60 for four subscales, respectively. The item-total correlations ranged from .40 to .72. According to these findings the Interpersonal Attractiveness Scale can be regarded as a valid and reliable instrument that could be used in the field of psychology.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı Kişilerarası Çekicilik Ölçeğini geliştirmek ve geçerlik, güvenirlik analizlerini yapmaktır. Araştırmanın örneklemini, Sakarya Üniversitesinde öğrenim gören 1145 üniversite öğrencisi oluşturmaktadır. Yapılan faktör analizi sonucunda toplam varyansın % 46’sını açıklayan, on dokuz madde ve dört alt boyuttan oluşan bir ölçme aracı elde edilmiştir. Bu alt boyutlar sırasıyla fiziksel görünüm, kişisel özellikler, görme sıklığı ve değerlerdir. Ölçeğin faktör yükleri .59 ile .74 arasında değişmektedir. İç tutarlık güvenirlik katsayıları fiziksel görünüm için .77, kişisel özellikler için .74, görme sıklığı için .81 ve değerler için .74 olarak hesaplanmıştır. Ölçeğin güvenirlik kat sayıları ise fiziksel görünüm için .38, kişisel özellikler için .42, görme sıklığı için .60 ve değerler için .53 olarak bulunmuştur. Madde analizi sonucunda alt ölçeklerin madde toplam puan korelasyonlarının .40 ile .72 arasında değiştiği görülmüştür. Bu bulgulara dayanarak Kişilerarası Çekicilik Ölçeği’nin psikolojik araştırmalarda kullanılabilecek, geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.</p>

scholarly journals Assessing Validity and Reliability of a Nutrition Knowledge Questionnaire with High School-Aged Adolescents

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1344-1344
Author(s):  
Lyndsey Ruiz ◽  
Anna Jones ◽  
Rachel Scherr
Keyword(s):  
High School ◽  
Construct Validity ◽  
Nutrition Education ◽  
Internal Consistency ◽  
Item Difficulty ◽  
Internal Consistency Reliability ◽  
Nutrition Knowledge ◽  
Validity And Reliability ◽  
Item Discrimination ◽  
Knowledge Questionnaire

Abstract Objectives To assess validity and reliability of a nutrition knowledge questionnaire originally developed for adults when used with high-school aged adolescents. Methods The nutrition knowledge questionnaire utilized in this study was originally developed for adults and was shown to have content and construct validity as well as internal consistency and test-retest reliability. Two sections of the adult questionnaire, 50 questions total, were administered to adolescents at four high schools: three in California and one in Hawaii. Participants were convenience samples selected by teachers at each school based on known previous nutrition education (n = 174) or no known previous nutrition education (n = 136). Adolescents self-reported their current age and received a $10 gift card for completing the questionnaire. Questionnaire data were assessed for item difficulty, item discrimination with item-total correlation, and construct validity using an independent samples t-test. The overall questionnaire and individual sections were assessed for internal consistency reliability with Cronbach's alpha. Given the difference in nutrition education offered at each site, a post-hoc regression analysis was conducted to assess % correct by group when controlling for school. Results Assessment of item difficulty showed that one question exceeded the suggested 80% threshold, however this question was retained due to acceptable item discrimination. One question was found to negatively correlate with total score and was removed from the questionnaire resulting in 49 questions. The overall questionnaire was shown to have internal consistency reliability (Cronbach's α = 0.83) as were the individual sections (Cronbach's α &gt; 0.70). The questionnaire also demonstrated construct validity with the adolescents that had known previous nutrition education having a significantly higher mean % correct compared to the adolescents without known nutrition education (P &lt; 0.0001). The significant association between groups and % correct remained when controlling for school (P &lt; 0.0001). Conclusions Results suggests that the questionnaire was shown to reliably assess general nutrition knowledge in high school-aged adolescents with validity. Funding Sources UC ANR, USDA NIFA NNF, USDA NIFA Hatch, Jastro Research Award.

scholarly journals Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3–8

2021 ◽  
Vol 5 (2) ◽  
pp. 28-73
Author(s):  
Elizabeth Rowe ◽  
Jodi Asbell-Clarke ◽  
Ma. Victoria Almeda ◽  
Santiago Gasca ◽  
Teon Edwards ◽  
...  
Keyword(s):  
Construct Validity ◽  
Validation Studies ◽  
Concurrent Validity ◽  
Large Scale ◽  
Computational Thinking ◽  
Validity And Reliability ◽  
Retest Reliability ◽  
Moderate Evidence ◽  
Large Scale Study ◽  
Test Retest Reliability

Background and Context: The Inclusive Assessment of Computational Thinking (CT) designed for accessibility and learner variability was studied in over 50 classes in US schools (grades 3-8). Objective: The validation studies of IACT sampled thousands of students to establish IACT’s construct and concurrent validity as well as test-retest reliability. Method: IACT items for each CT practice were correlated to examine construct validity. The CT pre-measures were correlated with post-measures to examine test-retest reliability. The CT post-measures were correlated with external measures to examine concurrent validity. Findings: IACT studies showed moderate evidence of test-retest reliability and concurrent validity and low to moderate evidence of construct validity for an aggregated measure of CT, but weaker validity and reliability evidence for individual CT practices. These findings were similar for students with and without IEPs or 504s. Implications: IACT is the first CT tool for grades 3-8 that has been validated in a large-scale study among students with and without IEPs or 504s. While improvements are needed for stronger validity, it is a promising start.

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