scholarly journals Validation of Scores From the Self-Evaluation Checklist for EFL Teachers in Japan

2018 ◽  
Vol 40 (2) ◽  
pp. 77
Author(s):  
Akihiro Mikami
Keyword(s):  
Factor Analysis ◽  
Secondary Schools ◽  
English Language ◽  
Junior High ◽  
Factor Model ◽  
The Self ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Efl Teachers ◽  
Lower Secondary Schools

The purpose of this study was to validate scores produced by a reflection tool called the Self-Evaluation Checklist for EFL Teachers (SECEFLT) in the Japanese context. A survey was conducted with 760 EFL teachers in 984 junior high and lower secondary schools throughout Japan. The collected data were divided into 2 datasets for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA results demonstrate that the original model with 32 items should be modified to a new 4-factor model with 18 items, including Content Knowledge and Skills, Pedagogical Knowledge and Skills, Professional Development Knowledge and Skills, and English Language Use by Teachers and Students. The CFA results show acceptable model fit between the new model and the second dataset. Therefore, both the EFA and CFA results provide positive evidence that the revised SECEFLT is a useful reflection tool for Japanese teachers of English in junior high schools and lower secondary schools in Japan. 本研究の目的は、英語教師のための自己評価チェックリストにおける構成概念妥当性と信頼性を検証することである。日本全国の中学校・中等教育学校から無作為に抽出された984校に所属する760名の英語教師を対象に調査を実施した。収集されたデータを2つのセットに分け、それぞれのセットを使用して探索的因子分析と検証的因子分析を実施した。探索的因子分析では、自己評価チェックリストの回答データは、初版の32項目より修正版の18項目から成る4因子構造 (教科の知識・技能、教科を教えるための知識・技能、教師の成長に関する知識・技能、教師と生徒による英語使用) に修正する必要があることが確認された。検証的因子分析では、修正版のモデルはデータに適合していることが確認された。したがって、自己評価チェックリスト (修正版) は、日本の中学校・中等教育学校の日本人英語教師の専門能力を測定するための論理的な基盤を持っていることが示唆された。

scholarly journals CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS

2015 ◽  
Vol 26 (2) ◽  
pp. 247 ◽  
Author(s):  
Nunung Suryati
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Self Evaluation ◽  
Teacher Student ◽  
Observation Protocol ◽  
Response Feedback ◽  
System Mode ◽  
Lower Secondary Schools

This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students’ extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students’ oral communicative competence.

Maladaptive and Adaptive Cognitions About the Self and Others: Confirmatory Factor Analysis of the Brief Core Schemas Scales

2022 ◽  
pp. 003329412110636
Author(s):  
Bruno Faustino
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Goodness Of Fit ◽  
Factor Model ◽  
Well Being ◽  
The Self ◽  
Fit Indices ◽  
Portuguese Population ◽  
Dysfunctional Cognitions ◽  
Confirmatory Factor

The presence of dysfunctional cognitions about how individuals see themselves and others is a hallmark of psychopathology. The Brief Core Schemas Scale (BCSS) was developed to evaluate adaptive and dysfunctional beliefs about the self and others. This study describes the first psychometric analysis of the BCSS in the Portuguese population. Participants were recruited from community ( N = 320, Mage=27.31, DP = 12.75). Confirmatory factor analysis (CFA) was used to confirm the BCSS factorial structure. Four-factor model revealed moderate to adequate goodness-of-fit indices (χ2/df = 717.1, (246) p = .01; SRMR = .044; RMSEA = .077; CFI/TLI < .90). Negative views of the self and others correlated positively with early maladaptive schemas, distress, and symptomatology and correlated negatively with psychological well-being. An inversed correlational pattern was found with the positive views of the self and others. Despite the model's moderate adherence to the data, results suggest that the BCSS may be an asset in the assessment of dysfunctional and adaptive cognitions about the self and others. Further analysis is required to deepen the psychometric properties of the BCSS in the Portuguese population.

The Self-Transcendence Scale

2011 ◽  
Vol 30 (3) ◽  
pp. 147-159 ◽  
Author(s):  
Gørill Haugan ◽  
Toril Rannestad ◽  
Helge Garåsen ◽  
Randi Hammervold ◽  
Geir Arild Espnes
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Goodness Of Fit ◽  
Factor Model ◽  
Well Being ◽  
The Self ◽  
Mean Square ◽  
Confirmatory Factor ◽  
Self Transcendence ◽  
Fit Index

Purpose: Self-transcendence, the ability to expand personal boundaries in multiple ways, has been found to provide well-being. The purpose of this study was to examine the dimensionality of the Norwegian version of the Self-Transcendence Scale, which comprises 15 items. Background: Reed’s empirical nursing theory of self-transcendence provided the theoretical framework; self-transcendence includes an interpersonal, intrapersonal, transpersonal, and temporal dimension. Design: Cross-sectional data were obtained from a sample of 202 cognitively intact elderly patients in 44 Norwegian nursing homes. Results: Exploratory factor analysis revealed two and four internally consistent dimensions of self-transcendence, explaining 35.3% (two factors) and 50.7% (four factors) of the variance, respectively. Confirmatory factor analysis indicated that the hypothesized two- and four-factor models fitted better than the one-factor model (c x2, root mean square error of approximation, standardized root mean square residual, normed fit index, nonnormed fit index, comparative fit index, goodness-of-fit index, and adjusted goodness-of-fit index). Conclusions: The findings indicate self-transcendence as a multifactorial construct; at present, we conclude that the two-factor model might be the most accurate and reasonable measure of self-transcendence. Implications: This research generates insights in the application of the widely used Self-Transcendence Scale by investigating its psychometric properties by applying a confirmatory factor analysis. It also generates new research-questions on the associations between self-transcendence and well-being.

A Questionnaire and Model of Role Identity for Iranian English Language Teachers: A Structural Equation Modeling

2016 ◽  
Vol 7 (6) ◽  
pp. 1153
Author(s):  
Moslem Sadeghi ◽  
Rahman Sahragard
Keyword(s):  
Factor Analysis ◽  
Structural Equation Modeling ◽  
Structural Equation ◽  
English Language ◽  
Role Identity ◽  
Language Teachers ◽  
Face Validity ◽  
Equation Modeling ◽  
Efl Teachers ◽  
English Language Teachers

The aim of this study was to develop a questionnaire and to explore and confirm a model of teacher role identity among Iranian English language teachers in an EFL context. To achieve this aim, a questionnaire was developed and validated based on the literature, the theoretical framework, and the results of a qualitative study. The questionnaire was piloted and its reliability was estimated through Cronbach Alpha (0.87). The face validity of the questionnaire was guaranteed through questionnaire’s good lay out and five experts judged about its content validity. The construct validity of the questionnaire was met through factor analysis.  Based on the results of the exploratory factor analysis, thirteen factors emerged under three main categories for Iranian EFL teachers’ role identity. After piloting the questionnaire, it was administered to 507 Iranian EFL teachers from different genders and educational contexts. A structural equation modeling (SEM) was performed on the data using AMOS 22 to test a model of Iranian English language teachers’ role identity in the confirmatory factor analysis. The initial results revealed a poor fit model; however, by eliminating three items from the questionnaire the model fit the data eventually.

The Self-Efficacy for Functional Abilities Scale for Older Adults in Long-Term Care: Two-Level Exploratory and Confirmatory Factor Analysis

2015 ◽  
Vol 23 (1) ◽  
pp. 112-126 ◽  
Author(s):  
Wen Liu ◽  
Elizabeth Galik ◽  
Barbara Resnick
Keyword(s):  
Older Adults ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Long Term Care ◽  
Factor Model ◽  
The Self ◽  
Functional Abilities ◽  
Term Care ◽  
Confirmatory Factor

Background and Purpose: This study examines the underlying factor structure of the Self-Efficacy for Functional Abilities (SEFA) scale among older adults in long-term care settings. Methods: A secondary analysis of SEFA data for 568 residents in 16 long-term care facilities was applied. The sample was randomly split into 2 subsamples. A 2-level exploratory and confirmatory factor analysis adjusting for clustering effect of facilities was used to identify and determine the factor structures respectively. Results: There were 1- and 2-factor models that were identified. Both models demonstrated acceptably mixed model fit. The 2-factor model had poor discriminant validity with high correlation between factors (r = .92, p < .001). The single-factor model was considered valid with moderate correlation with function (r = .301, p < .001). Conclusions: The SEFA scale demonstrated a unidimensional construct among older adults in long-term care settings. Future testing is needed among other older adult populations.

The Self-Consciousness Scale: A Confirmatory Analysis

1986 ◽  
Vol 59 (2) ◽  
pp. 809-810 ◽  
Author(s):  
Stephen J. Gould
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Factor Models ◽  
The Self ◽  
Three Dimensions ◽  
Confirmatory Factor ◽  
Confirmatory Analysis ◽  
Public Self Consciousness ◽  
Three Factor

The Self-consciousness Scale measures three dimensions, private self-consciousness, public self-consciousness, and social anxiety. The present research tested previously used three- and four-factor models of the scale. Results, using confirmatory factor analysis, showed that a modified three-factor model, different from the others, fined the data best.

scholarly journals Unidimensionality and construct validity of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL context: item-level responses versus item parcels

2018 ◽  
Vol 22 (1) ◽  
pp. 21-38
Author(s):  
Amir Hossein Sarkeshikian ◽  
Abdol-Majid Tabatabaee ◽  
Maryam Taleb Doaee
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Factor Model ◽  
Five Factor Model ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
The Self ◽  
School Students ◽  
Efl Context ◽  
Item Level

Abstract This study investigated the psychometric properties of self-regulating capacity in vocabulary learning scale (Tseng, Dornyei, & Schmitt, 2006) in the Iranian EFL context. For this purpose, a sample of 1167 high school students completed the Persian SRCvoc in the main phase. The internal consistency reliability of the scale was examined using Cronbach’s alpha. It showed acceptable reliability in both piloting and main phases. The results of exploratory factor analysis (EFA) showed that the SRCvoc is composed of three factors. However, confirmatory factor analysis (CFA) on the three-factor model of the SRCvoc and Tseng et al.’s (2006) five-factor model of the SRCvoc with item-level indicators showed that both models did not fit the data. The findings of this study imply that the item-parcels in Tseng et al. (2006) may have masked the nature of the factor structure of the self-regulating capacity in vocabulary learning scale. It should therefore be re-theorized.

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