scholarly journals Exploratory Factor Analysis of the Maudsley Obsessive-Compulsive Inventory in Middle School Students

2011 ◽  
Vol 22 (2) ◽  
pp. 89-94
Author(s):  
Kyung-Hye Park ◽  
Hyo-Won Kim ◽  
Jin-Young Kim ◽  
In-Won Chung
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Exploratory Factor Analysis ◽  
Obsessive Compulsive ◽  
School Students

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 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 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.

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.

scholarly journals The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students

2019 ◽  
Vol 9 (4) ◽  
pp. 1113-1138
Author(s):  
Yasemin Katrancı ◽  
Sare Şengül
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Self Efficacy ◽  
Mathematical Literacy ◽  
School Students ◽  
Correlational Research ◽  
Math Literacy ◽  
8Th Graders ◽  
The Relationship

In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, “Mathematical Literacy Scale” was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio χ2/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, “A Visual Math Literacy Self-Efficacy Perception Scale” was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students’ mathematical literacy levels and their visual math literacy self-efficacy perceptions’ level are high. It was found that there is a high positive significant relationship between middle school students’ mathematical literacy and their visual math literacy self-efficacy perceptions.

scholarly journals REVISION OF THE SCALE OF DETERMINING THE SOURCES OF SELF-EFFICACY BELIEF FOR MIDDLE SCHOOL STUDENTS

2021 ◽  
Vol 13 (1) ◽  
pp. 95-110
Author(s):  
Ali ASLAN ◽  
Hilal DURMAZ UZUNOĞLU
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Confirmatory Factor Analysis ◽  
Self Efficacy ◽  
Moderate Increase ◽  
School Students ◽  
Efficacy Belief ◽  
Confirmatory Factor ◽  
New Form

Bandura argued that self-efficacy belief is nourished by four sources. These are masyery performance (performance accomplishments), vicarious experiences, verbal (social) persuasion, physiological and emotional states. The aim of this study is to rearrange the "Determining the Sources of Self-Efficacy Beliefs of Primary School Students" scale and to examine the revision of the new form for middle school students. In the new form of the scale prepared for secondary school students, the items were expressed in the form of question and the options were formed in the 5-point Likert; highly increase (5), quite increase (4), moderate increase (3), slightly increase (2), never increase (1). The scale items are based on mathematics. Confirmatory factor analysis (CFA) was conducted to demonstrate suitability of this new form of the scale for the middle school students. At the end of the study, it was found that the structure of scale with 4-factor and 12-item was protected, in other words, the new form of the scale gave valid and reliable results on middle school students. Keywords: Self-efficacy belief, sources of self-efficacy belief, confirmatory factor analysis, middle school students.

scholarly journals Development and Validation of Nutrition Literacy Scale for Middle School Students in Chongqing, China: A Cross-Sectional Study

2021 ◽  
Author(s):  
Mao Zeng ◽  
Tiankun Wang ◽  
Changxiao Xie ◽  
Yuzhao Zhu ◽  
Zumin Shi ◽  
...  
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Internal Consistency ◽  
Goodness Of Fit ◽  
Test Theory ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Cronbach's Alpha ◽  
Fit Index

Abstract Background: Nutrition literacy has a positive effect on health and its measurement has no consensus.This study was performed to develop the Chongqing Middle school student Nutrition Literacy Scale(CM-NLS)and measure its reliability and validity.Methods: Three experiments were conducted. Firstly, a theoretical framework and an initial item pool of CM-NLS were established based on the literature review. Secondly, the two-round Delphi method was used to explore the suitable acceptance indicators and items. Thirdly, item evaluation and reduction were performed using the classical test theory. In addition, the items in the final CM-NLS were tested for their validity and reliability amongst 462 middle school students.The construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).The internal consistency reliability and split-half reliability were evaluated using Cronbach’s alpha coefficients.Results: The finalised CM-NLS consisting of 52 items that were based on three primary indicators (functional, interactive and critical) and six sub-indicators (obtain, understand, apply, interact, medial literacy and critical skill) was developed and validated. EFA suggested six factors explaining 69.44% of the total variance (Kaiser–Meyer–Olkin test = 0.916, Bartlett’s test χ2 = 5854.037, P < 0.001). CFA showed that the model fit the data adequately, with χ2/df = 1.911, root mean square error of approximation = 0.063, goodness-of-fit index (GFI) = 0.822 and adjusted goodness of fit index (AGFI) = 0.790. The total CM-NLS Cronbach’s alpha values of internal consistency and split-half reliability were 0.849 and 0.521, respectively, with reasonable reliability.Conclusions: CM-NLS is a valid and reliable instrument to measure nutrition literacy amongst middle school students. It provides the scientific basis for the evaluation of the nutrition literacy level of middle school students in Chongqing and the implementation of nutrition education strategies.

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