scholarly journals Validity and reliability of the Amsterdam Preoperative Anxiety and Information Scale in the Turkish population

2019 ◽  
Author(s):  
FUNDA ÇETİNKAYA ◽  
ESİN KAVURAN ◽  
KEVSER SEVGİ ÜNAL ASLAN
Keyword(s):  
Elective Surgery ◽  
Personal Information ◽  
Turkish Population ◽  
Preoperative Anxiety ◽  
Validity And Reliability ◽  
Information Scale ◽  
Two Factors ◽  
Test Retest Reliability ◽  
Turkish Patients ◽  
Reliable Scale

Background/aim: This study aimed to adapt the Amsterdam Preoperative Anxiety and Information Scale (APAIS) to measure the preoperative anxiety of adult Turkish patients undergoing surgery. Materials and methods: The sample of this methodological study included 210 patients. Data were collected by using personal information forms, the APAIS, and the State Anxiety Scale (STAI). Cronbach’s ɑ-coefficient was calculated, and test–retest reliability was tested. Results: Cronbach’s ɑ-coefficients of the APAIS anxiety and information requirement subscales were 0.897 and 0.786, respectively. The mean test and retest scores of the APAIS were not different. The test and retest scores of the patients were significantly, positively, and strongly related. The APAIS and STAI-I were correlated. Factorial analysis revealed that two factors accounted for 81.435% of the total variance with an eigenvalue of >1. These results showed that the Turkish version of the APAIS is a valid and reliable scale. Conclusion: The Turkish translation of the APAIS is valid and can be reliably used to determine the preoperative anxiety experienced by patients who are undergoing elective surgery. Key words: Patients, preoperative anxiety, reliability, validity

scholarly journals A Validity and Reliability Study of the Engineering and Engineering Education Attitude Scale (EEAS)

2018 ◽  
Vol 8 (5) ◽  
pp. 44 ◽  
Author(s):  
Özgen Korkmaz ◽  
Meltem Kösterelioğlu ◽  
Mehmet Kara
Keyword(s):  
Engineering Education ◽  
Attitude Scale ◽  
Engineering Profession ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Students Attitudes ◽  
The Stability ◽  
Reliable Scale

In literature it was not possible to find a proven valid and reliable scale to measure students’ attitudes towards engineering profession and engineering education. The objective of present research is to provide a valid and reliable scale for measuring students’ attitudes towards engineering profession and engineering education. The sample group is composed of 650 students for the first application and 113 students for the second. In order to detect the validity of the scale, exploratory and confirmatory factor analyses, item factor total correlations, corrected correlations and item discriminations were conducted. In order to assess the reliability of the scale, the level of internal consistency and the stability levels were calculated. EEAS a five-point Likert-type scale and includes 17 items with two factors. The analyses provided evidence that EEAS is a valid and reliable scale that can be assuredly used to identify students’ attitudes towards engineering profession and education they receive.

scholarly journals Adaptation of General Belongingness Scale into Turkish for Adolescents: Validity and Reliability Studies

2017 ◽  
Vol 5 (2) ◽  
pp. 223 ◽  
Author(s):  
Mehmet Ali Yıldız
Keyword(s):  
Pearson Correlation ◽  
Original Form ◽  
Factor Analyses ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Research Findings ◽  
Scale Test ◽  
Test Retest Reliability

The current research aims to adapt the General Belongingness Scale (GBS), developed by Malone, Pillow, and Osman (2012), into Turkish for adolescents and to conduct the validity and reliability studies for it. Ages of the participants, a total of 567 adolescents including 274 males (48.3%) and 293 females (51.7%) ranged between 14 and 18 (average age= 15.76). For the construct validity of GBS, exploratory and confirmatory factor analyses were conducted. Factor analyses results indicated that the scale included two factors as it is in the original form. Factor loadings of the items varied between .55 and .84. To provide validity of the GBS, Pearson Correlation Coefficents between belongingness and loneliness (r= -.64), life satisfaction (r= .36), attachment to parents (varied between r= .21 and r= .39) and attachment to peers (r= .33 and r= .39) were computed and they were all significant. Cronbach’s alpha coefficient calculated for the scale reliability was .76 for acceptance/inclusion sub-dimension, .85 for rejection/exclusion and .81 for overall scale. Test-retest reliability of the GBS was run with 97 students, and it was found as .80. The research findings indicated that the GBS was a valid and reliable instrument to assess general belongingness for Turkish adolescents.

The Lieberman–Brian Inclusion Rating Scale for Physical Education

2017 ◽  
Vol 25 (2) ◽  
pp. 341-354 ◽  
Author(s):  
Lauren Lieberman ◽  
Ali Brian ◽  
Michelle Grenier
Keyword(s):  
Physical Education ◽  
Rating Scale ◽  
Face Validity ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
Elementary Physical Education ◽  
Mixed Feelings ◽  
Test Retest Reliability ◽  
Reliable Scale

Children with disabilities have mixed feelings about their inclusion experiences. The purpose of this study was to explore the validity and reliability of results from the Lieberman-Brian Inclusion Rating Scale for Physical Education. Experts in adapted physical education ( n = 10) established content and face validity (mean = 4.68 ± 0.56) on a five-point scale through three rounds of evaluation through the Delphi method. Next, elementary physical education teachers ( n = 15) and two independent raters established test–retest reliability ( r = 0.87, p < 0.001; intra-class correlations (ICC) = 0.93, p < 0.001) and inter-rater reliability ( r = 0.69, p < 0.001; ICC = 0.82, p < 0.001) respectively. Physical education teachers among others can use this valid and reliable scale to determine the extent to which teachers attempt to make an environment inclusive. Practical uses for this instrument are program evaluation, intervention research, and as a teaching tool.

Psychometric Properties of the Academic Encouragement Scale in Chinese University Students

2020 ◽  
pp. 073428292096682
Author(s):  
Hui Tang ◽  
Zhongkai Huo ◽  
Chaojie Liu ◽  
Zhijun Liu ◽  
Y. Joel Wong
Keyword(s):  
University Students ◽  
Factor Structure ◽  
Preliminary Evidence ◽  
Validity And Reliability ◽  
Academic Context ◽  
Structure Reliability ◽  
Chinese University ◽  
Two Factors ◽  
Good Internal Consistency ◽  
Test Retest Reliability

This study tested the factor structure, reliability, and criterion validity of the Academic Encouragement Scale (AES) in 690 university students in China. The AES displayed good internal consistency and test–retest reliability. The data provided evidence supporting a two-factor structure: challenge focused encouragement (CFE) and potential focused encouragement (PFE). The two factors were independent predictors of academic engagement. Hope was positively linked with PFE but not with CFE. By contrast, gratitude was positively correlated with CFE but not with PFE. The findings provide preliminary evidence to support the validity and reliability of the AES in an academic context in China.

Validity and Reliability of the Czech Version of the Amsterdam Preoperative Anxiety and Information Scale (APAIS)

2017 ◽  
Vol 32 (5) ◽  
pp. 429-437
Author(s):  
Renáta Zeleníková ◽  
Pavlína Homzová ◽  
Miroslav Homza ◽  
Radka Bužgová
Keyword(s):  
Preoperative Anxiety ◽  
Validity And Reliability ◽  
Information Scale

Validity and Reliability of Two Brief Scales of Educational Attitudes

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1331-1334 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
Empirical Evidence ◽  
Concurrent Validity ◽  
Internal Consistency Reliability ◽  
Factorial Validity ◽  
Validity And Reliability ◽  
School Practices ◽  
Two Factors ◽  
Test Retest Reliability ◽  
Item Scale ◽  
High Test

Two brief scales of 10 items each were taken from Kerlinger's Education Scale VII, a 30-item scale with considerable empirical evidence of validity. Each brief scale has five items measuring each of two factors: A (Progressive) and B (Traditional) attitudes toward education. Factorial validity and moderate internal consistency reliability were shown for both scales. Form I was shown to have high test-retest reliability and concurrent validity with measures of attitudes toward innovative school practices. Potential uses of the scales were discussed.

scholarly journals A More Understanding about AIDS: Design and Assessment of Validity and Reliability of Several New Scales

2018 ◽  
Vol 8 (4) ◽  
pp. 249-256
Author(s):  
Ali Zakiei ◽  
Habibolah Khazaie ◽  
Saeid Komasi
Keyword(s):  
Health Literacy ◽  
Risk Perception ◽  
Risk Behavior ◽  
Risky Behaviors ◽  
Validity And Reliability ◽  
High Risk Behaviors ◽  
Two Factors ◽  
Aids Risk ◽  
Good Internal Consistency ◽  
Test Retest Reliability

Introduction: Given the high cost of AIDS, research on high-risk behaviors associated with AIDS is an essential requirement today. Therefore, the present study aimed to construct and standardize tests associated with AIDS-related risky behaviors. Methods: To assess the validity of the questionnaires, the experts’ viewpoints from different domains were qualitatively and quantitatively included. Additionally, to assess the reliability of the questionnaires, a sample of 31 subjects was selected and then examined on two separate occasions in a fortnight's time. Then, the validity and reliability of the instruments were assessed in a sample of 475 subjects. Results: The results of exploratory factor analysis showed that for AIDS health literacy and AIDS risk perception questionnaires two factors are extractable; while for the questionnaires of selfefficacy in controlling risk behavior and controlling risk behavior associated with AIDS one factor is extractable. Finally, 14 items were approved for each of the AIDS health literacy and self-efficacy in controlling risk behavior questionnaires; while 13 items were approved for each of the controlling risk behavior associated with AIDS and AIDS risk perception questionnaires. Each of the four questionnaires had a good internal consistency (Cronbach's Alpha > 0.70). Interclass Correlation Coefficient (ICC) amounts related to the test-retest reliability were greater than 0.80, which indicates the reliability of the instruments. Conclusion: According to the results of the present study, it was concluded that all four AIDSrelated questionnaires enjoyed acceptable validity and reliability.

scholarly journals Gambaran Kecemasan Praoperasi pada Pasien yang akan Menjalani Operasi Elektif di RSUP Dr. M. Djamil Padang

2021 ◽  
Vol 1 (3) ◽  
pp. 386-392
Author(s):  
Ayudita Silvia Hasibuan ◽  
Muhammad Zulfadli Syahrul ◽  
Gusti Revilla
Keyword(s):  
Elective Surgery ◽  
Cross Sectional Study ◽  
Preoperative Anxiety ◽  
Systematic Evaluation ◽  
Sectional Study ◽  
Cross Sectional ◽  
Perioperative Phase ◽  
Information Scale ◽  
Quality Of Patient Care

Background: Most patients who will undergo surgery, experience preoperative anxiety. This can affect the patient's condition in various perioperative phases. Even so, preoperative anxiety has not been systematically managed also the information about preoperative anxiety. Objective: This study aims to determine the description of anxiety in patients who will undergo elective surgery at RSUP Dr. M. Djamil padang. Methode: The design of this research is descriptive with cross sectional study. The number of samples in this study were 54 patients who would undergo elective surgery, and were taken using consecutive sampling techniques. Data were collected using The Amsterdam Preoperative Anxiety and Information Scale (APAIS) questionnaire. Results: We found 44,4% of patients experienced preoperative anxiety according to the results of the APAIS. Conclusion: Based on the results of the study concluded that the majority of patients did not experience preoperative anxiety, both based on the results obtained from the APAIS questionnaire. However, it is hoped that a systematic evaluation and good management of this preoperative anxiety, as part of improving the quality of patient care, especially in the perioperative phase.

scholarly journals Developing the scale on discipline expectations of students: A validity and reliability study

2020 ◽  
Vol 9 (4) ◽  
pp. 840
Author(s):  
Gülsen Özcan ◽  
Işıl Aktağ ◽  
Kaine Gülözer
Keyword(s):  
Test Reliability ◽  
Validity And Reliability ◽  
Retest Reliability ◽  
School Year ◽  
Confirmatory Factor ◽  
Social Discipline ◽  
The Stability ◽  
Test Retest Reliability ◽  
Fit Index ◽  
Reliable Scale

<p>The study aimed to develop a valid and reliable scale to measure the expectations of students from the discipline program implemented in their schools. The study was conducted with students studying in seven different high schools in fall semester of 2019-2020 school year. As a result of the Confirmatory Factor Analysis (CFA), a 5-point Likert scale with 3 dimensions and 22 items was established. It was revealed that the fit index values for the final form of the scale are χ2 = 360.92, df = 206, P = 0.00, RMSEA = 0.062, GFI = 0.86, AGFI = 0.82, CFI = 0.93, RMR = 0.063; NNFI = 0.92. Cronbach Alpha reliability test was used to test the reliability of the ultimate scale and test retest reliability value was used to measure the stability of the test. Reliability value for the whole test was determined as .823, for the factor of Effective Teaching Discipline Expectation as 717, for the factor of Behavioral Discipline Expectation as 596, and for the factor of Social Discipline Expectation as .636. Test retest reliability of the test was determined as .763. Upon the evaluation of the analyses made, it was concluded that scale on discipline expectations of students is a valid and reliable scale to measure the discipline expectations of the students studying in secondary education institutions in Turkey.</p>

scholarly journals Comparing sport participation motivation of sport high school students and sport center members in terms of some variablesSpor lisesi öğrencileri ve spor merkezi üyelerinin spora katılım motivasyonlarının bazı değişkenler açısından karşılaştırılması

2019 ◽  
Vol 15 (4) ◽  
pp. 2579
Author(s):  
Ercan Polat ◽  
Serkan Hazar ◽  
Yağmur Eker
Keyword(s):  
High School ◽  
High School Students ◽  
Sport Participation ◽  
Personal Information ◽  
Turkish Population ◽  
English Summary ◽  
Validity And Reliability ◽  
School Students ◽  
Participation Motivation ◽  
Individual Sports

The aim of the study is to compare the sport motives of individuals participating sport in two different groups. 300 volunteers are the participants of the study. Along with the personal information form, Sport Participation Motivation Scale which was developed by Gill et al., (1983) validity and reliability of which was checked for Turkish population by Oyar et al., (2001) and were used. As a result of the analysis, it was found that sport participation motives do not vary according to gender. In addition it was revealed that students of sport high school are more motivated than members of sport centers. Among students of sport high school, certificated sportspeople are more motivated compared to non-certificated sportspeople, individuals doing team and individual sports are more motivated than non-competitive sportspeople and younger students are more motivated than older ones. Among the members of sport center no difference and relation were found between the ages of the sportspeople and their status of owning certificate or not. Furthermore, sport center members doing team and individual sports were seen to be more motivated than non-competitive sportspeople in terms of the dimensions, namely friends, achievement/ status and physical fitness/energy consumption.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetFarklı iki grupta spora katılım gösteren bireylerin spor yapma güdülerinin karşılaştırılması bu araştırmanın amacını oluşturmaktadır. Araştırma grubu 300 gönüllü katılımcıdan oluşmuştur. Veri toplama aracı olarak kişisel bilgi formu ile birlikte, Gill ve ark., (1983) tarafından geliştirilen Türk popülâsyonu için Oyar ve ark., (2001) tarafından geçerlik ve güvenirlik çalışması yapılan Spora Katılım Güdüsü Ölçeği kullanılmıştır. Yapılan analizler sonucunda cinsiyete göre spora katılım güdülerinin farklılaşmadığı belirlenmiştir. Genel olarak spor lisesi öğrencilerinin spor merkezi üyelerinden daha fazla güdülendiği belirlenmiştir. Spor lisesi öğrencilerinden; lisanslı sporcuların lisanslı olmayan sporculara göre, takım ve bireysel sporlarla uğraşanların aktif sporcu olmayanlara göre ve daha genç yaşta olan öğrencilerin diğerlerine göre daha fazla güdülendikleri belirlenmiştir. Spor merkezi üyeleri arasında ise; farklı yaş grupları ve lisanslı sporcular ile lisanslı olmayan sporcular arasında ilişki ve farklılıklar bulunmamıştır. Bununla birlikte spor merkezi üyeleri arasında, takım ve bireysel sporlarla uğraşanların aktif spor yapmayanlara göre özellikle arkadaş, başarı/statü ve fiziksel uygunluk/enerji harcama boyutlarında daha fazla güdülendikleri ortaya konulmuştur.

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