Measuring Dyadic Interactions and Dining Environment in Dementia Mealtime Care: A Systematic Review of Instruments

It is critical to use validated instruments to assess mealtime dyadic interactions and dining environment for people with dementia to evaluate the process and efficacy of mealtime interventions. However, the quantity and psychometric quality of such instruments are unknown. This systematic review aimed to synthesize the quantity and quality of instruments that assess dyadic interactions, physical environment, and/or social environment during dementia mealtime care. We searched Pubmed, CINAHL, AgeLine, PsychINFO, and Cochrane Library for records published between 1980-2020. Records were eligible if they included any instrument assessing concepts of interest (i.e., mealtime dyadic interactions, physical and/or social dining environment). From eligible records, eligible instruments originally developed or later modified to measure concepts of interest were identified, and instruments’ characteristics were extracted: 1) development process, 2) concept/construct assessed, 3) sample/setting, 4) administration method, 5) item description, 6) scoring format/interpretation, 7) reliability, and 8) validity. A newly developed tool was used to evaluate instruments’ psychometric quality. In total, 26 eligible instruments were identified. Seventeen instruments assessed dyadic interactions, 1 assessed only physical environment, and 8 assessed physical & social environment. All instruments were observational tools and scored as having low psychometric quality. Reasons for low psychometric quality included use of small sample size compared to the number of items, limited psychometric testing, and inadequate estimates. A number of instruments were developed and/or used to assess dyadic interactions, physical and/or social environment in dementia mealtime care. All instruments warrant further testing to accumulate psychometric evidence in larger diverse samples in different care settings.

Psychometric quality of the Gratitude Questionnaire in Filipino college students

This study aims to adapt the Gratitude Questionnaire (GQ-6) to the Philippines, gathering evidence of its validity and reliability. Two studies were conducted. Participants in Study 1 were 340 college students (Mage= 20.63; 62.1% female), who completed the GQ-6 and demographic questions. The exploratory factor analysis was performed, indicating a one-factor solution (a= .80). Participants in Study 2 were 813 college students (Mage= 19.99 years; 50.1% male), who answered the GQ-6, the Life Orientation Test-Revised, the Subjective Happiness Scale, and the Spirituality/Religiousness items. Results corroborated the one-factor structure (e.g., CFI= .98, RMSEA= .05) showing evidence of its association with life orientation (r= .29), subjective happiness (r= .08), and religiosity (r= .31). The scores from the GQ-6 also exhibited invariance across gender. In conclusion, the GQ-6 provide evidence of factorial and criterion validity and reliability, justifying its use in the Philippines.

Exploring the Validity and Reliability of the WISC-IV: A Review of the Literature

This study seeks to examine the psychometric properties, namely the validity and reliability as well as the overall psychometric quality of the WISC-IV. For this purpose, a systematic review of the literature was carried out. Data analysis revealed that the fourth edition of the Wechsler scale for children is more sophisticated in form and content, in line with the modern approaches and familiar models of intelligence and the measurement of mental abilities. However, research in the field of psychometric quality of this test does not give a clear picture of its interpretive power or its contribution to diagnostic evaluation. Despite its relative utilization in differential diagnostic and diagnostic assessment procedures, there is a strong criticism regarding its structural validity and the models on the basis of which it is explained, as well as the dominant structure emerging from WISC-IV. Over time, the four-factor model seems to be abandoned and its analysis oriented towards a five-factor model, in line with the CHC theory of intelligence and cognitive abilities. All in all, this study enriches our theoretical and practical understanding about the WISC-IV giving rise to other studies in this field.

Assessing Computational Thinking: Development and Validation of the Algorithmic Thinking Test for Adults

This study describes the development and validation process of a computational thinking (CT) test for adults. The team designed a set of items and explored a subset of those through a couple of qualitative pilots. Then, in order to provide validity evidence based on the test content, a team of 11 subject-matter experts coded the initial pool of items using two different systems of categories based on CT components and contents. Then the items were piloted on a sample of 289 participants, 137 experts in CT and 152 novices. After a series of confirmatory factor analyses, a unidimensional model that represents algorithmic thinking was adopted. After analyzing the psychometric quality of the 27 items, 20 of them with excellent reliability indices were finally selected for the test. Thus, this study provides a tool to evaluate adults’ CT: the Algorithmic Thinking Test for Adults (ATTA), which was developed according to psychometric standards. This article also reflects on the nature of CT as a construct.

Assessing Computational Thinking: Development and Validation of the Algorithmic Thinking Test for Adults

This study describes the development and validation process of a computational thinking (CT) test for adults. The team designed a set of items and explored a subset of those through a couple of qualitative pilots. Then, in order to provide validity evidence based on the test content, a team of 11 subject-matter experts coded the initial pool of items using two different systems of categories based on CT components and contents. Then the items were piloted on a sample of 289 participants, 137 experts in CT and 152 novices. After a series of confirmatory factor analyses, a unidimensional model that represents algorithmic thinking was adopted. After analyzing the psychometric quality of the 27 items, 20 of them with excellent reliability indices were finally selected for the test. Thus, this study provides a tool to evaluate adults’ CT: the Algorithmic Thinking Test for Adults (ATTA), which was developed according to psychometric standards. This article also reflects on the nature of CT as a construct.

The teacher-class relationship

Teacher-student relationships have been shown to be highly relevant for student outcomes, but they are also important for teachers. Teachers have a basic need for relatedness with their students and recent empirical evidence underlines the relevance of teachers' relationships with the students of a class. However, a validated instrument which specifically addresses the relational phenomenon between a teacher and the entire group of students within a class – which we define as teacher-class relationship – is yet missing. Thus, the goal of the present research was to develop and validate an instrument which captures the teachers' self-reported quality of the teacher-class relationship (the TCR scale). To do so, we adopted a mixed methods approach: In Study 1 (qualitative, N = 56), we analyzed interviews to explore the cognitive validity of the TCR items, and in Study 2 (quantitative, N = 209), we tested the psychometric quality of the TCR scale and its external validity in terms of correlative links with related constructs. Study 1 results showed that seven out of the original 13 developed items were highly cognitively valid in that the teachers associated main aspects of relationship quality with these items and answered them by referring predominantly to the whole class instead of individual students. Study 2 results confirmed that these seven items formed a unidimensional scale with high internal consistency (Cronbach's α = .89). Furthermore, the TCR scale was significantly linked with teachers' class-specific teaching emotions and self-efficacy as well as with teachers' job-related burnout symptoms and emotional labor. We conclude that the TCR scale represents a reliable, valid and parsimonious instrument to measure the quality of teacher-class relationships. We hope that the existence of this scale fuels future research to further investigate teacher-class relationships and their connections with teachers' emotional and professional wellbeing.

Refining the Short Social Dominance Orientation scale (SSDO): A validation in seven European countries

People and societies differ in their tendency to justify inequalities and group hierarchies, a motivation that has been labelled social dominance orientation (SDO). In order to efficiently measure this motivational tendency, Pratto and colleagues (2013, https://doi.org/10.1177/1948550612473663) proposed the four-item Short Social Dominance Orientation (SSDO) scale. The present study comprehensively assesses the SSDO scale’s psychometric properties in seven European countries (Austria, Czech Republic, Germany, France, Hungary, Italy, and Poland). Using large and diverse samples from these countries, we propose a measurement model to assess the scale’s structural validity and we assess measurement invariance (MI), reliability, and convergent validity. Results suggest that the scale is sufficiently reliable, shows theoretically predictable and consistent correlations with external criteria across countries, it exhibits at least partial scalar and partial uniqueness MI across the seven countries and full MI across gender. These findings offer support for the psychometric quality of the SSDO scale and its usefulness for cross-national and multi-topic social surveys.

Truthful Communication Scale (TCS): Conceptual basis & psychometric properties

The purpose of this document is to present the Trait Truthful Communication (T-TCS) scale, to describe its conceptual foundation, and to provide initial evidence of its psychometric quality. This document is brief and is intended for researchers who are considering using the T-TCS scale in their own work. At some point, the material summarized briefly in this document will (hopefully) be presented in detail in a full article.

Detecting Differential Rater Functioning in Severity and Centrality: The Dual DRF Facets Model

Performance assessments heavily rely on human ratings. These ratings are typically subject to various forms of error and bias, threatening the assessment outcomes’ validity and fairness. Differential rater functioning (DRF) is a special kind of threat to fairness manifesting itself in unwanted interactions between raters and performance- or construct-irrelevant factors (e.g., examinee gender, rater experience, or time of rating). Most DRF studies have focused on whether raters show differential severity toward known groups of examinees. This study expands the DRF framework and investigates the more complex case of dual DRF effects, where DRF is simultaneously present in rater severity and centrality. Adopting a facets modeling approach, we propose the dual DRF model (DDRFM) for detecting and measuring these effects. In two simulation studies, we found that dual DRF effects (a) negatively affected measurement quality and (b) can reliably be detected and compensated under the DDRFM. Using sample data from a large-scale writing assessment ( N = 1,323), we demonstrate the practical measurement consequences of the dual DRF effects. Findings have implications for researchers and practitioners assessing the psychometric quality of ratings.

Temporal stability and state-dependence of retrospective self-reports of childhood maltreatment in major depression: a two-year longitudinal analysis of the childhood trauma questionnaire

Background: Retrospective self-reports of childhood maltreatment are widely used in research and clinical practice. However, their validity has been questioned due to potential depressive bias. Yet, systematic investigations of this matter are sparse. Thus, we investigate if and to what extent retrospective maltreatment reports vary in relation to longitudinal changes in depressive symptomatology. Methods: Two-year temporal stability of maltreatment reports was assessed via the Childhood Trauma Questionnaire (CTQ). Diagnosis and depressive symptoms were assessed using clinical interview and the Beck Depression Inventory. From two independent cohorts (MACS and MNC) we included a total of n=347 major depressive disorder (MDD) patients, n=419 healthy controls (HC), and a subsample with a lifetime first depressive episode between both assessments (n=27). Analysis plan and hypotheses were preregistered prior to data sighting. Results: Maltreatment reports were highly stable in HC and MDD patients across both cohorts (ICC=.956; 95%-CI[.949, .963] and ICC=.950; 95%-CI[.933, .963]) and temporal stability did not differ between groups. Stability was lower for cutoff-based maltreatment categorization (K=.551; 95%-CI[.479, .622] and K=.507; 95%-CI[.371, .640]). Baseline maltreatment reports were associated with concurrent and future depression severity. However, longitudinal changes in depression severity predicted variability in CTQ scores only to a small extent across cohorts (b=0.101, p=.009, R2=.021 and b=0.292, p=.320), with the effect being driven by emotional maltreatment subscales. Conclusions: Findings suggest that the CTQ provides temporally stable self-reports of childhood maltreatment in healthy and depressed populations, and are only marginally biased by depressive symptomatology. Gradual rather than categorical conceptualization of maltreatment is advised for improving psychometric quality.