scholarly journals Adapting the Scale for Spiritual Intelligence to Turkish

2019 ◽  
Vol 4 (2) ◽  
pp. 123-141
Author(s):  
Özge Erduran-Tekin ◽  
Halil Ekşi
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Meaning In Life ◽  
Goodness Of Fit ◽  
Study Groups ◽  
Spiritual Intelligence ◽  
Original Structure ◽  
School Students ◽  
Validity Data ◽  
Significant Difference

The purpose of this study is to adapt the Scale for Spiritual Intelligence Scale developed by Kumar and Mehta (2011) into Turkish and to examine its reliability and validity. Data have been collected from four different study groups involving a total of 1,098 high school students (440 females and 658 males). In Turkey, the exploratory factor analysis of the Scale for Spiritual Intelligence’s original structure, which consists of six factors, only appears to have occurred in four cases. The goodness-of-fit statistics obtained as a result of the confirmatory factor analysis performed on one sample using this structure are X2 = 335.17, SD = 145 (X2 / SD = 2.33), RMSEA = 0.052, SRMR = 0.049, GFI = 0.93, CFI = 0.90, AGFI = 0.91. Whether or not a statistically significant difference exists in the scores for the lower and upper 27th-percentile groups was examined in order to look at the discriminators of the scale; a statistically significant difference has been detected in favor of the upper segment. As a result of the criterion validity study, a significant positive correlation has been found between the Scale for Spiritual Intelligence and the Meaning in Life Scale (Demirbaş, 2010). According to the obtained linguistic equivalence results, the Turkish form of the scale is seen to be equivalent to the original English form. Cronbach’s alphas of internal consistency and reliability were calculated as .86 and .85 for both samples. Research results reveal the Turkish form of Scale for Spiritual Intelligence to be a valid and reliable instrument that can be used in scientific studies to be carried out in Turkey.

scholarly journals The connection of committing and experiencing cyber-bullying peer violence with depression, anxiety and stress in high school students

2021 ◽  
Author(s):  
Marija Draganic
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Cyber Bullying ◽  
Online Identity ◽  
School Students ◽  
Peer Violence ◽  
Significant Difference ◽  
Identity Concealment ◽  
Explained Variance

<p></p><p>This research has aimed to determine whether cyber-bullying peer violence is associated with depression, anxiety and stress in high school students. The research results are based on the data obtained from a sample of 202 Montenegrin high school students. It has been established that committing and experiencing e-violence is associated with depression. Committing and experiencing verbal online violence, as well as involvement in online counterfeiting/criminal acts, is associated with depression, while involvement in online identity concealment and lies has no connection with depression. When it comes to anxiety, the results of this research show that involvement in verbal e-violence and in online counterfeiting/criminal acts leads to anxiety, while committing and experiencing online identity concealmentis not related to anxiety. When it comes to committing and experiencing verbal online violence and stress, although there is a statistically significant difference, it is not applicable for all values. Consequently, we cannot draw a strong enough conclusion about it. Victims of online counterfeiting and criminal acts, according to the results of our research, have a higher level of stress than those not involved in this type of cyber-bullying peer violence.</p><p><i>Cyber victim and bullying scale </i>has been used to collect data on committing and experiencing e-violence among peers (Cetin, Yaman and Peker, 2011).Permission to use this scale was requested and obtained. The scale examines experiencing and committing online violence. It consists of two parts, each part containing 22 particles. In the first part (<i>Experiencing cyber-bullying </i>subscale), participants have assessed whether the described behavior happened to them,on a scale from 1 (never) to 5 (always). In the second part (<i>Committing cyber-bullying </i>subscale), and with identical particles, respondents have assessed whether they themselves behaved in this way. </p><p></p><p> </p><p><i>In our research, we have performed a factor analysis of the </i><i>Cyber victim and bulling scale .</i></p> <p>When it comes to the <i>Committing cyber-bullying </i>subscale, the percentage of explained variance amounts to 55.141%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.</p> <p>When it comes to the <i>Experiencing cyber-bullying</i> subscale, the percentage of explained variance amounts to 65,211%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.<i> W</i>e have used a scale for assessing the depression, anxiety and stress levels (DASS21) to determine whether experiencing e-violence leads to depression, anxiety and stress,and to what extent. We have chosen this scale because the results of a research checking its psychometric qualities have indicated that the DASS-21 scale’s psychometric qualities recommend it for use in researching unpleasant emotional states in adolescents. DASS-21 is a 21-item self-report measure giving three subclasses of seven items each: depression , anxiety and stress. Participants have been asked to indicate which statement applied to them over the past week on the Likert 4-point scale. DASS-21 has high reliability, consistent factor structure and high convergent valiadity. We did not have to ask permission for this scale and it can be used freely.</p><p></p>

Development and Initial Validation of a Measure of Academic Behaviors Associated With College and Career Readiness

2011 ◽  
Vol 19 (4) ◽  
pp. 375-391 ◽  
Author(s):  
Allison Lombardi ◽  
Mary Seburn ◽  
David Conley
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Goodness Of Fit ◽  
Value Added ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Academic Behaviors ◽  
9Th Grade ◽  
College And Career

In this cross-validation study, the authors examined the psychometric properties of a measure of academic behaviors associated with college and career readiness intended for high school students. An exploratory factor analysis (EFA) was conducted with a randomly selected portion of the sample ( n = 413) and resulted in four reliable factors: Goal-driven Behaviors, Persistence, Study Skills, and Self-Monitoring. A confirmatory factor analysis was conducted with the remaining sample ( n = 610). Goodness-of-fit indices indicated acceptable model fit. Follow-up analyses revealed significant differences in factor scores among 9th grade students according to gender and race but no significant differences between students in grades 10 through 12, showing the measure functions similarly across students for the most part and particularly for students approaching graduation. Implications for use as a value-added assessment in secondary environments are discussed.

scholarly journals Test for Mobile phone dependence: psychometric properties and confirmatory factor analysis

2021 ◽  
Author(s):  
Michela Vezzoli ◽  
Aurora Colombo ◽  
Alessandra Marano ◽  
Giorgia Zoccatelli ◽  
Cristina Zogmaister
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Mobile Phone ◽  
Psychometric Properties ◽  
Goodness Of Fit ◽  
Assessment Tool ◽  
School Students ◽  
Confirmatory Factor ◽  
Lack Of Control

AbstractThe Test of Mobile Phone Dependence (TMD) is a questionnaire designed for appraising the main dimensions of problematic smartphone use in adolescence. This study evaluates the factor structure and psychometric properties of the TMD on a sample of 813 Italian middle and high school students. The original three-factor model (Abstinence, Lack of Control, and Tolerance) of the TMD was tested through a Confirmatory Factor Analysis. The results of the goodness of fit indices indicated a satisfactory solution. The overall TMD score showed a good level of internal consistency and good construct validity with the duration of use, age of possession of the first mobile phone, perceived self-efficacy, gender, and participants’ age. The relationship between TMD and Nomophobia was also explored. Overall, the results indicate that the TMD is a valid and reliable assessment tool in Italian culture. However, reliability issues emerged on the subfactor Lack of Control. This indicates that the scores on this subfactor should be treated with caution.

scholarly journals Development of a Cigarette Smoking Obscenity Scale (CSOS) in adolescents: an exploratory sequential mixed method design

2020 ◽  
Vol 10 (2) ◽  
pp. 129-134
Author(s):  
Khadijeh Keshavarzian ◽  
Haidar Nadrian ◽  
Asghar Mohammadpoorasl
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Cigarette Smoking ◽  
Factor Structure ◽  
Goodness Of Fit ◽  
Intraclass Correlation ◽  
Negative Attitude ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
School Students

Background: Considering the increasing prevalence rate of smoking among Iranian adolescents,and recent evidence on the relationship between obscenity of smoking and tendency of adolescents towards the behavior, there is a need for an appropriate measurement tool to measure the level of obscenity on cigarette smoking among adolescents. This study was conducted to develop a valid and reliable questionnaire for measuring the obscenity of cigarette smoking in adolescents. Methods: This study was conducted in Tabriz, Iran, using an exploratory sequential mixed methods design. To explain the concept of obscenity and develop the questionnaire’s items, 18 students attended semi-structured individual interviews and 13 others took part in focus group discussions (FGDs) in three groups of 4-5. Extracting and summarizing the codes derived from the interviews, an item pool was developed, from which the initial draft of the scale was provided.Next, the psychometric properties of the scale were assessed using face, content, construct, and predictive validity, as well as internal consistency, and reliability in a sample of 1013 high school students. Results: The 22-item Cigarette Smoking Obscenity Scale (CSOS) was developed based on thecodes derived from qualitative data. Explanatory factor analysis revealed five-factor structure(Negative Attitude; Negative Consequence; Negative Valuation; Inappropriate Relationship; Agateway to addiction). In confirmatory factor analysis, the χ2/df ratio was 3.911 for the CSOS five-factor structure. Suitable values were obtained for the goodness of fit indices (GFI = 0.88,AGFI = 0.85, NFI = 0.87, IFI = 0.90, CFI = 0.90, RFI = 0.85, and RMSEA = 0.072). The Cronbach’s alpha and intraclass correlation (ICC) coefficients for the constructs ranged between 0.77 to 0.90 and 0.80 to 0.91, respectively. Conclusion: The validity and reliability of the CSOS was appropriate; therefore, it can be used infuture studies as a suitable tool for measuring the obscenity of cigarette smoking in adolescents.

scholarly journals Spiritual Intelligence among Secondary School Students with Respect to Gender and Management

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Prof. C. Madhumathi ◽  
Dakarapu Suparna
Keyword(s):  
Secondary School ◽  
Meaning In Life ◽  
Secondary School Students ◽  
School Management ◽  
Spiritual Intelligence ◽  
School Students ◽  
Significant Difference ◽  
Inner Self ◽  
Quest For Meaning ◽  
Academic Year

Spiritual intelligence refers to the skills, abilities and behaviours required to understand one’s inner self including thoughts, beliefs, values and actions, to maintain a sense of belonging with others, to express dependence on supreme power through meditation, to live with a mind of inquiry and a quest for meaning in life, and to act in love and compassion. The present research paper aimed to study the spiritual intelligence among secondary school students with respect to gender and school management. Method: The present study consisted of 480, 9th class students of Hyderabad district, Telangana, during the academic year 2015-2016. Spiritual intelligence tool developed by the investigator was used for the present study. For statistical analysis and hypothesis testing, Mean and F-test was applied. Findings: The findings reveal that girls have high spiritual intelligence than boys. Further findings also indicated a significant difference between the scores of spiritual intelligence with respect to school management.

scholarly journals The connection of committing and experiencing cyber-bullying peer violence with depression, anxiety and stress in high school students

2021 ◽  
Author(s):  
Marija Draganic
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Cyber Bullying ◽  
Online Identity ◽  
School Students ◽  
Peer Violence ◽  
Significant Difference ◽  
Identity Concealment ◽  
Explained Variance

<p></p><p>This research has aimed to determine whether cyber-bullying peer violence is associated with depression, anxiety and stress in high school students. The research results are based on the data obtained from a sample of 202 Montenegrin high school students. It has been established that committing and experiencing e-violence is associated with depression. Committing and experiencing verbal online violence, as well as involvement in online counterfeiting/criminal acts, is associated with depression, while involvement in online identity concealment and lies has no connection with depression. When it comes to anxiety, the results of this research show that involvement in verbal e-violence and in online counterfeiting/criminal acts leads to anxiety, while committing and experiencing online identity concealmentis not related to anxiety. When it comes to committing and experiencing verbal online violence and stress, although there is a statistically significant difference, it is not applicable for all values. Consequently, we cannot draw a strong enough conclusion about it. Victims of online counterfeiting and criminal acts, according to the results of our research, have a higher level of stress than those not involved in this type of cyber-bullying peer violence.</p><p><i>Cyber victim and bullying scale </i>has been used to collect data on committing and experiencing e-violence among peers (Cetin, Yaman and Peker, 2011).Permission to use this scale was requested and obtained. The scale examines experiencing and committing online violence. It consists of two parts, each part containing 22 particles. In the first part (<i>Experiencing cyber-bullying </i>subscale), participants have assessed whether the described behavior happened to them,on a scale from 1 (never) to 5 (always). In the second part (<i>Committing cyber-bullying </i>subscale), and with identical particles, respondents have assessed whether they themselves behaved in this way. </p><p></p><p> </p><p><i>In our research, we have performed a factor analysis of the </i><i>Cyber victim and bulling scale .</i></p> <p>When it comes to the <i>Committing cyber-bullying </i>subscale, the percentage of explained variance amounts to 55.141%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.</p> <p>When it comes to the <i>Experiencing cyber-bullying</i> subscale, the percentage of explained variance amounts to 65,211%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.<i> W</i>e have used a scale for assessing the depression, anxiety and stress levels (DASS21) to determine whether experiencing e-violence leads to depression, anxiety and stress,and to what extent. We have chosen this scale because the results of a research checking its psychometric qualities have indicated that the DASS-21 scale’s psychometric qualities recommend it for use in researching unpleasant emotional states in adolescents. DASS-21 is a 21-item self-report measure giving three subclasses of seven items each: depression , anxiety and stress. Participants have been asked to indicate which statement applied to them over the past week on the Likert 4-point scale. DASS-21 has high reliability, consistent factor structure and high convergent valiadity. We did not have to ask permission for this scale and it can be used freely.</p><p></p>

Assessment of the implicit attitude of Japanese people toward blacks and Little Black Sambo

2018 ◽  
Author(s):  
Kazuo Mori
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Implicit Attitudes ◽  
Picture Book ◽  
Implicit Attitude ◽  
Japanese People ◽  
School Students ◽  
Negative Attitudes ◽  
Single Target ◽  
Significant Difference

We examined whether Japanese people, 47 junior high school students, 49 undergraduates, and 52 older adults, possessed negative attitudes against blacks and the picture book Little Black Sambo. We assessed the implicit attitude toward the target word pairs, “black/white” and “Sambo/Heidi,” by utilizing a paper-based Implicit Association Test and found that both black and Sambo were associated more negatively than white and Heidi. However, the implicit attitudes assessed with a single-target IAT showed that 67 Japanese students showed positive implicit scores for blacks but with smaller valences. A post hoc analysis revealed that the reading experience of Little Black Sambo did not show a significant difference between the implicit attitudes of those who had and had not read the book.

scholarly journals Personal Assessment of Reasons for the Loss of Global Biodiversity—an Empirical Analysis

2020 ◽  
Vol 12 (10) ◽  
pp. 4277
Author(s):  
Matthias Winfried Kleespies ◽  
Paul Wilhelm Dierkes
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Biodiversity Loss ◽  
Connection To Nature ◽  
School Students ◽  
Teacher Trainees ◽  
Significant Difference ◽  
Global Biodiversity ◽  
The Relationship ◽  
Personal Assessment

The UN's sustainable development goals (SDGs), which aim to solve important economic, social, and environmental problems of humanity, are to be supported by education for sustainable development (ESD). Empirical studies on the success of the implementation of the SDGs in the field of education are still pending. For this reason, using the loss of global biodiversity as an example, this study examined the extent to which high school students, teacher trainees in biology, and biology bachelor students can identify the causes of the global biodiversity loss. A new questioning tool was developed and tested on 889 participants. In addition, the relationship between connection to nature and the personal assessment about biodiversity threats was examined. The factor analysis of the scale used showed that 11 out of 16 items were assigned to the intended factor. The comparison between high school students, teacher trainees in biology, and biology bachelor students showed no significant difference in overall assessment of the reasons for global biodiversity loss. When comparing the three risk levels in which the risk factors for biodiversity could be divided, across the three student groups, only minor differences were found. Therefore, a specific education of prospective teachers is necessary, as they have to pass on the competence as multipliers to their students. No significant difference could be found when examining the relationship between connection to nature and the overall scores of the assessment scale for the reasons of biodiversity loss. However, it was found that people who felt more connected to nature were more capable of assessing the main causes of risk for global biodiversity, while people who felt less connected to nature achieved better scores for the medium factors.

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