Psychometric Properties of Turkish Version of the Behavior Problems Scale for High School Students

2015 ◽  
Vol 16 (5) ◽  
pp. 337
Author(s):  
Asli Bugay ◽  
Muge Orucu ◽  
Mana Tuna ◽  
Figen Cok ◽  
Petek Askar
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Psychometric Properties ◽  
Turkish Version ◽  
School Students

Teacher Identification of Behavior Problems among Junior High School Students: A Preliminary Study

1981 ◽  
Vol 6 (4) ◽  
pp. 219-222 ◽  
Author(s):  
Lyman W. Boomer ◽  
Tom R. King
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Student Interactions ◽  
Teacher Student ◽  
Scanning Behavior

Factors associated with teacher identification of behavior problems among junior high school students were investigated. Teacher-student interactions were compared to examine the differences between students identified as emotionally disturbed and non-identified students. Results indicated there were significant differences between interaction profiles. These were in the areas of student attention-to-task and student scanning behavior while the teacher was instructing.

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

scholarly journals Exploring the Psychometric Properties of Mandarin-Translated Zuckerman Kuhlman Personality Questionnaire among Chinese High School Students in Malaysia

2019 ◽  
Vol 8 (2S10) ◽  
pp. 790-794
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Psychometric Properties ◽  
Five Factor Model ◽  
Personality Testing ◽  
Personality Questionnaire ◽  
School Students ◽  
Factor Loadings ◽  
Chinese High School Students

The Zuckerman Kuhlman Personality Questionnaire (ZKPQ-50-CC) is widely used tool to measure personality traits among the test takers and has been translated in various languages. However, based on the literatures related to personality, it is apparent that there is no Mandarin translated ZKPQ is available to measure personality traits among Chinese population based on the Alternative Five Factor Model. Therefore, the aim of this study is to validate and explore the psychometric properties of the Mandarin-translated version of the Zuckerman Kuhlman Personality Questionnaire. A cross-sectional study was designed involving 250 Malaysian Chinese High school students, aged thirteen to eighteen. Forward-backward translations were performed followed by the factor analysis and reliability testing. The five factors structure was assessed and the factor loadings are similar with the Malay version of ZKPQ. This Mandarin translated ZKPQ comprised of 38 items with the factor loadings ranged from 0.41 to 0.79. The reliability values also showed that Mandarin translated ZKPQ is reliable. As such, the Mandarin translated ZKPQ was found to be valid and reliable to use among Mandarin speaking population for the purpose of personality testing and screening.

scholarly journals Identification of social networks of school adolescents with antisocial and criminal behavior

2021 ◽  
Vol 129 (2) ◽  
pp. 316-322
Author(s):  
Francisco Javier Pedroza Cabrera ◽  
Juan Salvador López Salas
Keyword(s):  
High School ◽  
Social Networks ◽  
High School Students ◽  
Life Cycle ◽  
Behavior Problems ◽  
Antisocial Behavior ◽  
Criminal Behavior ◽  
Social Connections ◽  
School Students ◽  
The Social

Adolescence is considered a crucial stage for the identification of behavior problems since they can be carried on to later stages in the life cycle. There was a sample of 3 927 high school students to whom the Antisocial Criminal Behavior Questionnaire instruments were applied to identify Antisocial Behavior (AB) and Criminal Behavior (CB) in each student and the Interview for sociocognitive maps, to identify the social connections present in each student and school group.

Childhood abuse and externalizing behavior among immigrant high school students

2020 ◽  
Vol 84 (2) ◽  
pp. 180-196
Author(s):  
Yessica Colin ◽  
Carla Muñoz ◽  
Amanda Venta
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Physical Abuse ◽  
Conduct Problems ◽  
Childhood Abuse ◽  
Emotional Abuse ◽  
Peer Attachment ◽  
School Students ◽  
And Behavior

There is a current lack of data on the relation between childhood abuse and behavior problems in recently immigrated Latino youth and potential protective factors. This study sought to assess rates of abuse, explore relations between abuse and behavior problems, and examine peer attachment as a possible moderator in 76 recently immigrated high school students. High rates of prior abuse were observed: 36.84% emotional abuse, 22.37% physical abuse, and 9.21% sexual abuse. Emotional abuse was associated with conduct problems (B = 4.19, 95% CI [3.88, 9.39], t = 2.23, p = .028). In the context of physical abuse, peer attachment played a significant, mitigating role on conduct problems (B = −.02, 95% CI [−.05, .00], t = −1.10, p = .049). Results require replication but suggest a critical need for attention to immigrant youth as a highly victimized sample with a high risk for conduct problems.

scholarly journals Psychometric properties of the Serbian version of the Empathy Quotient (S-EQ)

Psihologija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 257-276 ◽  
Author(s):  
Aleksandar Dimitrijevic ◽  
Natasa Hanak ◽  
Tatjana Vukosavljevic-Gvozden ◽  
Goran Opacic
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Psychometric Properties ◽  
Cognitive Empathy ◽  
Reactivity Index ◽  
School Students ◽  
Factor Congruence ◽  
Empathy Quotient ◽  
Serbian Version

In the present study we examined psychometric properties of the Serbian translation of the Empathy Quotient scale (S-EQ). The translated version of the EQ was applied on a sample of 694 high-school students. A sub-sample consisting of 375 high-school students also completed the Interpersonal Reactivity Index (IRI), another widely used empathy measure. The following statistical analyses were applied: internal consistency analysis, explanatory (EFA) and confirmatory (CFA) factor analyses, and factor congruence analysis. Correlation with IRI and gender differences were calculated to demonstrate validity of the instrument. Results show that the Serbian 40-item version of EQ has lower reliability (Cronbach?s alpha = .782) than the original. The originally proposed one factor structure of the instrument was not confirmed. The short version with 28 items showed better reliablity (alpha= .807). The three-factor solution (cognitive empathy, emotional reactivity, and social skills) showed good cross-sample stability (Tucker congruence coefficient over .8) but the results of CFA confirmed the solution proposed in the reviewed literature only partially. The mean scores are similar to those obtained in the other studies, and, as expected, women have significantly higher scores than men. Correlations with all subscales of IRI are statistically significant for the first two subscales of EQ, but not for the ?social skills.? We concluded that the Serbian version of the ?Empathy Quotient? is a useful research tool which can contribute to cross-cultural studies of empathy, although its psychometric characteristics are not as good as those obtained in the original study. We also suggest that a 28-item should be used preferably to the original 40-item version.

scholarly journals La Satisfaction Dans Les Études : Validation De L’échelle De Vallerand Et Bissonnette (1990) Et Son Impact Sur Le Travail Scolaire Perçu Des Lycéens

2018 ◽  
Vol 14 (31) ◽  
pp. 265
Author(s):  
Bawa Ibn Habib ◽  
Moumoula Issa Abdou
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Cross Cultural ◽  
School Satisfaction ◽  
School Students ◽  
Academic Satisfaction ◽  
School Work ◽  
Cultural Measure

This study not only attempts to validate a cross-cultural measure of satisfaction in Canadian-inspired high school studies among Togolese students, but also to ascertain the effects of academic satisfaction on their perception of their school work. To achieve this double objective, 644 high school students have agreed to participate in the survey and to appreciate their school work. The results relating to the psychometric properties of the scale support those obtained by the authors during its construction. In addition, school satisfaction has been foundational in the psychogenetic understanding of school work.

scholarly journals Propertis Psikometris Skala Sikap Terhadap Pelajaran Sosial Humaniora

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Jelpa Periantalo
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
External Validation ◽  
Test Reliability ◽  
School Students ◽  
External Criterion ◽  
Educational Counseling ◽  
Learning Evaluation

The purpose of research was to assess psychometric properties of scale attitude toward social sciences subject: Economics, Sociology, History and Geography. Psychometric properties consisted of validity, reliability and item discrimination. The subjects were  198 high school students with purposive sampling method. Scale used semantic differensial format  with overall 68 items. One item unpassed, 67 items passes selection with rit ≥ 0,400. Factorial validity confirmed 3 assumed factors: activity, evaluation and potential. Convergent validity showed positive correlation among subscale. The parallel test reliability showed of equivalent coefficient rxx’ 0,939. The final scale consisted of 12 items, easily in used and scoring. The scale could be used for research, external validation of other scale, high school majoring, educational counseling, learning evaluation, education intervension and university majoring. The next research was to validate with  external criterion especially academic achievement.

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