scholarly journals Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5593
Author(s):  
Junfeng Yang ◽  
Ahmed Tlili ◽  
Ronghuai Huang ◽  
Rongxia Zhuang ◽  
Kaushal Kumar Bhagat
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Cognitive Processing ◽  
Technology Use ◽  
Scale Validation ◽  
Digital Learning ◽  
School Students ◽  
Six Dimensions ◽  
Learning Competence

Digital learning competence (DLC) can help students learn effectively in digital learning environments. However, most of the studies in the literature focused on digital competencies in general without paying specific attention to learning. Therefore, this paper developed a DLC framework based on a comprehensive literature review, which consists of six dimensions, namely technology use, cognitive processing, digital reading skill, time-management, peer management and will management. This study then developed a scale to assess these competencies where 3473 middle school students participated in the scale validation process. Specifically, exploratory factor analysis, confirmatory factor analysis and item discrimination were used to validate this scale. The six dimensions accounted for 58.66% of the total variance of the scale. The overall internal consistency coefficient was 0.94 for the scale. The results showed that the developed DLC scale is a valid and reliable instrument for assessing middle school students’ digital learning competence. The findings of this study can help teachers and specialists to improve the competencies of their learners by providing a new validated scale that could be used to assess learners and identify their DLC weakness, hence provide the needed trainings accordingly.

Middle School Students’ Expectations about Counseling

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Cheryl Moore-Thomas ◽  
Robert W. Lent
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Future Research ◽  
Counseling Services ◽  
Late Adolescent ◽  
School Students ◽  
Counseling Expectations

Although counseling expectations have been studied in late adolescent and adult samples, little is known about younger adolescents’ openness to counseling and perceptions of the counseling process. In this study, 329 middle school students completed the Expectations About Counseling Questionnaire–Brief Form (Tinsley, 1982). An exploratory factor analysis indicated support for a two-factor structure, consisting of expectations about (a) the student's role and (b) the school counselor's role. Implications are considered for future research and practical efforts to enable young adolescents to benefit more fully from responsive counseling services.

scholarly journals Listening to Their Voices: Middle Schoolers’ Perspectives of Life in Middle School

2015 ◽  
Author(s):  
Mary Anne Steinberg ◽  
Erica McCray
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Use ◽  
The United States ◽  
School Students ◽  
Caring Teachers ◽  
Middle Schoolers ◽  
Basic Qualitative Study ◽  
School Learning ◽  
Real World Problems

This article examines middle schoolers’ perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, “If you could change one thing at your middle school, what would it be?” Findings show that students’ desire caring teachers, students want active classrooms, and students’ technology use impacts attitudes towards learning. Implications are that middle-school learning can increase relevance by teachers demonstrating care for students as individuals; structuring opportunities for students to interact with them and each other around real-world problems; and incorporating technology into learning in ways adolescents already use it.

scholarly journals The Influence of Motivation, Attitudes and Obstacles for Middle School Students’ Participation in Leisure Activities on Their Leisure Satisfaction in Southwest China

2021 ◽  
Vol 12 ◽  
Author(s):  
Yunlan Wu ◽  
Jianan Sun ◽  
Falu Fan ◽  
Xia Wang ◽  
Yuanqiu Peng
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Negative Impact ◽  
Positive Impact ◽  
Direct Impact ◽  
Leisure Satisfaction ◽  
School Students ◽  
Positive Correlation ◽  
Leisure Motivation

Purpose: To explore the relationship among leisure motivation, barriers, attitude and satisfaction of middle school students in Chengdu, Sichuan, to help students establish a positive leisure attitude and provide a reference for youth leisure counseling.Methods: Based on consulting research literature, this paper designs a survey volume of teenagers’ leisure motivation, barriers, attitude, and satisfaction; 2249 valid questionnaires of middle school students in Chengdu were obtained by stratified random sampling. The data were statistically processed by the combination of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).Results: (1) There are significant positive correlation effects between leisure motivation and leisure attitude, leisure attitude and leisure satisfaction, and leisure motivation and leisure satisfaction; (2) There is a low degree of positive correlation effect (r = 0.35 *) between leisure barriers and leisure motivation, which is contrary to common sense and needs to be further studied in the follow-up; (3) Leisure barriers has no significant direct impact on leisure satisfaction, but it can have a significant negative impact on leisure satisfaction with the intermediary variable of leisure attitude; (4) Leisure motivation is the most important variable in the whole leisure model structure. It not only has the greatest direct impact on leisure satisfaction but also has a great positive impact on leisure satisfaction through the intermediary of leisure attitude.Conclusion: Adolescent leisure motivation, barriers, attitude, and satisfaction are complementary and interdependent. Among them, leisure motivation is the core variable and leisure attitude is the dual intermediary variable. Through the initiation of leisure motivation, helping adolescents establish a positive leisure attitude may be the key to ensure their leisure satisfaction.

scholarly journals Homework Assignment Preference Scale for Science Courses: A Validity and Reliability Study

2015 ◽  
Vol 7 (2) ◽  
pp. 193
Author(s):  
İsa Deveci ◽  
Nevzat Yiğit
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Hierarchical Cluster ◽  
Homework Assignment ◽  
Validity And Reliability ◽  
School Students ◽  
Preference Scale ◽  
Science Courses ◽  
Confirmatory Factor

<p>Homework assignments are have important role in learning process. In literature emphasizes<br />that homework assignments do not attract students’ attention and that students do homework<br />assignment just for the sake of formality. It is concretely argued that assigned homework<br />assignment should take into consideration students’ preferences, interests, and needs. In this<br />study, the “Homework Assignment Preference Scale” was developed to determine students’<br />homework assignment preferences within the scope of a science course. A pilot study was<br />conducted with 155 middle school students, and the main study was conducted with 924<br />middle school students. Exploratory factor analysis and principal components analysis were<br />conducted to ensure the construct validity of the scale. Hierarchical cluster analysis and<br />confirmatory factor analysis were performed to confirm the emergent factor structures.<br />Results showed that the scale was a valid and reliable tool.</p>

scholarly journals Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction

2021 ◽  
Vol 18 (21) ◽  
pp. 11061
Author(s):  
GyeongAe Seomun ◽  
Wonjung Noh
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Digital Media ◽  
Brain Activity ◽  
Control Group ◽  
Digital Learning ◽  
School Students ◽  
Students At Risk ◽  
Control Group Design

Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs.

Gender, technology use and ownership, and media-based multitasking among middle school students

2014 ◽  
Vol 35 ◽  
pp. 99-106 ◽  
Author(s):  
Shelia R. Cotten ◽  
Daniel B. Shank ◽  
William A. Anderson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Use ◽  
School Students

scholarly journals The Correlation between Temperament, Technology Preference and Proficiency in Middle School Students

10.28945/2333 ◽  
2016 ◽  
Vol 15 ◽  
pp. 001-018 ◽  
Author(s):  
Sabrina J Sterling
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Use ◽  
Computer Literacy ◽  
School Students ◽  
School Year ◽  
Proficiency Level ◽  
Computing Industry ◽  
Literacy Course ◽  
Technology Course

This study examined the relationship between middle school students’ personality type and their academic performance in the technology courses in which they participated. It also explored the differences in technology use by personality. Most participants identified games as a favorite pastime. However, there were some noted temperamental differences. Students with the analytical personality reported the most varied use of computers, and rated their technology skills significantly higher on the self-perception scales and performed at a higher proficiency level than their peers. The study also investigated the effectiveness of the two computer courses offered at the schools in the study. Students who completed the Computer Literacy course during the school year performed significantly higher than those who took the Explorations Technology course, both courses, or no technology course at all. However, those with the analytical temperament performed better in the Explorations Technology course. Results suggest personality can predict technology use in students. Findings are consistent with similar research in the computing industry.

Factor Structure, Measurement Invariance, Criterion Validity, and Reliability of the School Kindness Scale: Turkish Middle School Sample

2018 ◽  
Vol 37 (8) ◽  
pp. 1002-1015
Author(s):  
İrfan Yurdabakan ◽  
Aslı Uz Baş
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Measurement Invariance ◽  
Factor Model ◽  
Validity And Reliability ◽  
Turkish Version ◽  
School Students ◽  
Student Rated ◽  
Climate Resilience

The aim of the study is to adapt the School Kindness Scale (SKS) to Turkish, and to examine its psychometric properties. For this purpose, two separate samples were used. Totally, 611 middle school students (302 boys, corresponding to 49.43% and 309 girls, corresponding to 50.57%) participated in the Study 1, and 759 middle school students (369 boys, corresponding to 48.62% and 390 girls, corresponding to 51.38%) participated to Study 2. In Study 1, exploratory factor analysis suggested that the SKS has a unidimensional structure, with factor loadings varying from .64 to .72. The SKS total score appears to be reliable (Cronbach’s α = .71 in Study 1, and McDonald’s ω = .82 in Study 2). Using confirmatory factor analysis, the 1-factor model was found to fit the data well. The results of measurement invariance suggest that the SKS measures similar constructs for boys and girls. Significant positive correlations were found between SKS, student-rated school climate, resilience, and life satisfaction, providing further evidence of the construct validity of the Turkish version of the SKS. The evidence suggests that scores from the Turkish version of the SKS are reliable and suitable to be used to assess school kindness in Turkish middle school students.

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