Metamemory Among Fourth grade science students

The current research aim to identify Metamemory among students of the fourth scientific grade The research has been limited to students of the fourth scientific grade in secondary and Preparatory schools in the center of Al-Qadisiyah Governorate for the academic year (2020-2021), and the descriptive survey approach was adopted, and the sample size amounted to (400) male and female students who were chosen randomly. To achieve the objectives of the research, the tow researchers prepared research tool represented by a measure of Metamemory, which in its final form consisted of (36) items, with (19) paragraphs of positive wording and (17) paragraphs of negative wording, according to the definition (Troyer & Rich, 2002) who classified Metamemory into three dimensions: satisfaction with memory, ability or memory errors and remembering strategies. And has been verified the apparent validity, content and constructive validity of the scale, the calculation of discrimination coefficients for the items of the scale, and checking the scale's stability through out the calculation of the Cronbach's alpha coefficient, which amounted to (0.919). The research tool were applied in the first semester of the year (2020-2021), and statistical analysis and data processing were carried out using the Statistical Portfolio for Social Sciences (SPSS) program. By applying the equation of the t-test for one sample to the data obtained from the final application of the research tool, it was concluded that students of the fourth scientific grade possess a high level of metamemory. Accordingly, the researchers presented some recommendations and suggestions. key words : Metamemory

Continuous and Binary Sets of Responses are Not the Same: Evidence from the Field

This paper conducts a pre-registered study aimed to compare binary and continuous set of responses in questionnaires. Binary responses consist of two possible opposed responses (Yes/No). Continuous are numerical, where respondents can indicate an answer in a 0 to 10 horizontal blind line. We study whether binary and continuous feasible sets of responses yield to the same outcome (distribution) and the same cost (duration in minutes). We collect data from 360 households in Honduras who were randomly assigned to Yes/No questions or given a slider (visual scaling 0-10) to mark their responses, therefore, we provide causal evidence. We find that respondents are 13% more likely to say “Yes” and spend 2.1 minutes less in the binary setting. Besides, we find that most of the differences between binary and continuous settings arise from questions which include negative wording.

Continuous and binary sets of responses are not the same: Evidence from the field

This paper conducts a pre-registered study aimed to compare binary and continuous set of responses in questionnaires. Binary responses consist of two possible opposed responses (Yes/No). Continuous are numerical, where respondents can indicate an answer in a 0 to 10 horizontal blind line. We study whether binary and continuous feasible sets of responses yield to thesame outcome (distribution) and the same cost (duration in minutes). We collect data from 360 households in Honduras who were randomly assigned to Yes/No questions or given a slider (visual scaling 0-10) to mark their responses, therefore, we provide causal evidence. We find that respondents are 13% more likely to say “Yes” and spend 2.1 minutes less in the binary setting. Besides, we find that most of the differences between binary and continuous settings arise from questions which include negative wording.

FACTORIAL STRUCTURE OF ROSENBERG’S SELF-ESTEEM SCALE AMONG INJURED MALE RUGBY PLAYERS IN THE KENYA CUP COMPETITION

Four different confirmatory factor analysis (CFA) models, including CFAs with correlated traits, uniqueness’s, and methods, were employed to test the factorial structure of Rosenberg’s (1965) self-esteem scale in a sample of injured male rugby players in the Kenya cup competition. The outcome of the factorial analysis to some extent concurs with studies conducted earlier. These finding depict that (a) there exists a single global self-esteem factor underlying responses to Rosenberg scale; (b) method effects associated with item wording exist; and (c) the method effects were associated primarily with positively, rather than negatively, worded items. The sample consisted of 105 injured male rugby players the average age was 21.7±5.3 years, and the majority 23.8% were 20 years old. Majority 67.6% (n=71) of the respondents were forwards, while 32.4% (n=34) were backs. 82.9% were not capped with the national team while 11.4% (n=12) weighed 70kgs. The research hypothesized a four-factor structure of the RSES utilizing CFA with the SPSS-AMOS 16. The first model outcome was, (X2=132.2 df=35 CFI=0.561 NFI=0.463 RMSEA=0.163 SRMR=0.1373 AIC=192.2. The second model (X2=77.609 df=27 CFI=0.748 NFI=0.685 RMSEA=0.134 SRMR=0.1197 AIC=153.609). The third model was a Uni-dimensional positive wording X2=58.378 df=25 CFI=0.834 NFI=0.763 RMSEA=0.113 SRMR=0.0888 AIC=138.378. Finally, a model was run on Positive and Negative wording correlated, the outcomes (X2=79.68 df=34 CFI=0.748 NFI=0.685 RMSEA=0.114 SRMR=0.1151 AIC=121.68). Every model, including the single-factor model (Model 1), fits data adequately. However, the function of a single theoretical dimension (GSE) was contaminated by method effects. Our results show that method effects need to be taken into account to obtain a close model fit (i.e., RMSEA < 0.05). <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

The Impact of Stigma, Autism Label and Wording on the Perceived Desirability of the Online Dating Profiles of Men on the Autism Spectrum

Those seeking romantic relations are increasingly using online dating sites, including young men on the autism spectrum. This study presented dating profiles with and without an explicit label of autism and positive or negative wording to 306 ‘females seeking a male partner’. Participants assessed the men’s dating profiles in terms of perceived attractiveness, trustworthiness and desire-to-date. They also completed a questionnaire on their level of stigmatisation of, and familiarity with, autism. An explicit autism label and positive wording positively impacted perceived attractiveness. With positively worded profiles, those with highly stigmatising views reported decreased desire-to-date when an explicit label of autism was present; those with low levels of stigmatising reported increased desire-to-date when an explicit autism label was present.

The road less traveled: A cross-cultural study of the negative wording factor in multidimensional scales

Negatively worded items (NWIs) have been found to distort the hypothesized one-factor structure of many unidimensional scales and an additional negative wording factor is needed to achieve adequate model fit. However, little is known about impact, dimensionality, and correlates of the negative wording factor for multidimensional scales. Using responses to the Big Five Inventory-2 (BFI-2) administered to nationally representative samples of Germany, Spain, France, Japan, Poland, America, and England, the present study reported on a comprehensive cross-cultural examination of the impact, dimensionality, and external correlates of negative wording factors. We further investigated whether modeling a negative wording factor affects the factor structure and criterion-related validity. It was found that NWIs blurred the factor structure of the BFI-2 in non-English-speaking countries such that factors like agreeableness was not recovered, thus rejecting configural invariance. The results also strongly supported the idea that there was a general negative wording factor across subscales of the BFI-2 and this factor was consistently related to age, gender, educational attainment and life satisfaction across countries. Moreover, modeling a negative wording factor improved the factor structure of the BFI-2 and scalar invariance was achieved. Implications of these findings were discussed.

Validation of Persian Translation of the Intercultural Sensitivity Scale Using Rasch Model

This study subjected the Intercultural Sensitivity scale consisting of 24 items to Rasch analysis in a sample of 200 participants. The scale was translated into Persian and administered to graduate and undergraduate university students. Analysis of data showed that there were no misfitting items. Furthermore, no item manifested gender differential item functioning (DIF). All the thresholds were ordered and respondents could distinguish well between categories of the scale. The results of principal component analysis (PCA) of standardized residuals revealed that there were two contrasts with eigenvalues above two. Deleting positively and negatively loading items separately did not improve model fit. Thus, the content of items was investigated and it became clear that most of the positively loading items covered those items which have negative content and conversely, negatively loading items encompassed the items which have positive content. This brings about two psychometric dimensions in this scale. 1) Wording of the items revealed that the existence of items with negative wording in the scale results in statistical artifacts, and 2) The secondary dimension here could be interpreted to be an artifact of the wording. It was concluded that the scale is unidimensional and enjoys acceptable psychometric properties.

A Multilevel Bifactor Approach to Construct Validation of Mixed-Format Scales

Wording effects associated with positively and negatively worded items have been found in many scales. Such effects may threaten construct validity and introduce systematic bias in the interpretation of results. A variety of models have been applied to address wording effects, such as the correlated uniqueness model and the correlated traits and correlated methods model. This study presents the multilevel bifactor approach to handling wording effects of mixed-format scales used in a multilevel context. The Students Confident in Mathematics scale is used to illustrate this approach. Results from comparing a series of models showed that positive and negative wording effects were present at both the within and the between levels. When the wording effects were ignored, the within-level predictive validity of the Students Confident in Mathematics scale was close to that under the multilevel bifactor model. However, at the between level, a lower validity coefficient was observed when ignoring the wording effects. Implications for applied researchers are discussed.