A Self-Report Measure of Diabetes Self-Management for Type 1 and Type 2 Diabetes: The Diabetes Self-Management Questionnaire-Revised (DSMQ-R) – Clinimetric Evidence From Five Studies

AimsMeasurement tools to evaluate self-management behavior are useful for diabetes research and clinical practice. The Diabetes Self-Management Questionnaire (DSMQ) was introduced in 2013 and has become a widely used tool. This article presents a revised and updated version, DSMQ-R, and evaluates its properties in assessing self-management practices in type 1 diabetes (T1D) and type 2 diabetes (T2D).MethodsThe DSMQ-R is a multidimensional questionnaire with 27 items regarding essential self-management practices for T1D and T2D (including diabetes-adjusted eating, glucose testing/monitoring, medication taking, physical activity and cooperation with the diabetes team). For the revised form, the original items were partially amended and the wording was updated; eleven items were newly added. The tool was applied as part of health-related surveys in five clinical studies (two cross-sectional, three prospective) including a total of 1,447 people with T1D and T2D. Using this data base, clinimetric properties were rigorously tested.ResultsThe analyses showed high internal and retest reliability coefficients for the total scale and moderate to high coefficients for the subscales. Reliability coefficients for scales including the new items were consistently higher. Correlations with convergent criteria and related variables supported validity. Responsiveness was supported by significant short to medium term changes in prospective studies. Significant associations with glycemic outcomes were observed for DSMQ-R-assessed medication taking, glucose monitoring and eating behaviors.ConclusionsThe results support good clinimetric properties of the DSMQ-R. The tool can be useful for research and clinical practice and may facilitate the identification of improvable self-management practices in individuals.

Assessment of the Analytic Scale of Argumentative Writing (ASAW)

The Analytic Scale of Argumentative Writing (ASAW) was developed because of the need for a genre-specific scale to assess English as a Second Language (ESL) university student writers’ argumentative essays. The present study reports the findings of field-testing ASAW. For this purpose, argumentative samples (n = 110) were collected and remote-scored by experienced raters (n = 5) who used ASAW. Overall, moderate to high inter-rater reliability (r = 0.7-0.9), as well as high (r = 0.84-0.92) and moderate to high (r = 0.70-0.77) intra-rater reliability coefficients after short (6-week) and long (9-week) rating intervals were obtained, respectively. Some established instruments were used to score the same essays rated using ASAW to test the concurrent validity of the scale. The scores assigned by the raters using the scale demonstrated moderate (r = 0.51) to high (r = 0.77) correlations with the scores awarded using several other standard instruments. The raters who used ASAW were given a questionnaire to evaluate the scale itself, and on average, the results indicated that the raters were highly satisfied with it. It took an average of 5.5 minutes for the raters to evaluate an essay, indicating it was economical. The study has useful implications for refinement of ASAW and development and validation of similar scales and benchmarks in the future.

Validation of the Arabic Maternal Breastfeeding Evaluation Scale (MBFES-A) among Lebanese women

Background Maternal satisfaction with the breastfeeding experience is an important determinant of breastfeeding success. There is currently no valid tool to measure perceived maternal satisfaction with breastfeeding in the Arab context. Methods This cohort study tested the Maternal Breastfeeding Evaluation Scale (MBFES) on 450 healthy Lebanese mothers for internal consistency reliability and construct validity. Participants were recruited between April 2018 and February 2020. Results The Cronbach’s alpha reliability coefficient of the Arabic MBFES (MBFES-A) was 0.87. Exploratory factor analysis revealed that it has three components: Infant Satisfaction/Growth, Maternal Enjoyment/Role Attainment, and Lifestyle/Body Image with reliability coefficients of 0.88, 0.87, and 0.68, respectively. Four items were deleted because of low factor loadings and three items were relocated to the Infant Satisfaction/Growth subscale based on their factor loadings. Participants who were exclusively breastfeeding at one and/or 3 months had higher mean MBFES-A total and Infant Satisfaction/Growth and Maternal Enjoyment/Role Attainment subscale scores than participants who were partially breastfeeding, and significantly higher mean scores than mothers who were not breastfeeding (all p values < 0.001), findings that support the scale’s construct validity. Moreover, scores on the Infant Satisfaction/Growth subscale correlated with exclusive breastfeeding at one (r = 0.37, p < 0.001) and 3 months (r = 0.31, p < 0.001). The MBFES-A score had positive modest correlations with maternal attitude towards breastfeeding (r = 0.30, p < 0.001), exclusive breastfeeding at one (r = 0.27) and at 3 months (r = 0.26, p < 0.001 for both), as well as with the longest previous exclusive breastfeeding (r = 0.27, p < 0.001). Conclusions The 26-item MBFES-A is a reliable and valid instrument to use in future breastfeeding research in Middle East North Africa countries. There is a need for replication of our findings in other Arab contexts using new constructs to establish stronger construct validity.

Diferencias entre coeficientes alfa, con muestras y partes pequeñas; adenda

This paper presenting a computer program written in VB 6.0, to calculate the difference between internal consistency coefficients (Cronbach’s alpha) obtained in independent small samples and with instruments have a small number of parts or items. The comparison of reliability coefficients allow to identify possible differences in amount of measurement error in instruments; this methodology use the hypothesis testing approach for test the null hypothesis of equally reliability coefficients. This situation is tending to be common in clinical practice between psychologists or allied career, and even in the construction phases of instruments of measurement, for example in pilot samples. The proposed technique is from the work of Feldt and Kim (2006), and offers a viable and interesting methodological proposal that expands the analysis of the reliability of instruments of psychological and educational measurement.

Psychometric Properties of WISC-IV Verbal Scales: A Study of Students in China Who Are Blind

Introduction: Numerous studies have investigated the use of Wechsler tests on individuals with visual impairments. However, few studies have examined the utilization of the fourth edition of the Wechsler Intelligence Scale for Children (WISC-IV) for such individuals. This study investigated the reliability and validity of the WISC-IV Verbal Scales’ (i.e., the Verbal Comprehension Index [VCI] and the Working Memory Index [WMI]) scores for children with blindness in China. Methods: One hundred children with blindness were assessed using the Chinese version of the WISC-IV Verbal and Nonverbal Cognitive Development Scales. Results: The results of this study generally support the internal consistency reliability and validity of WISC-IV Verbal Scale scores for Chinese children who are blind. The split-half reliability coefficients ranged from .79 to .97, while Cronbach’s alpha or KR-20 (KR-20 is a measure of internal consistency reliability for measures with dichotomous choices) reliability coefficients ranged from .83 to .97. In terms of construct validity through exploratory factor analysis, the subtests of the WISC-IV Verbal Scale were confirmed to belong to VCI or the WMI as intended by the original structure of the WISC-IV. The convergent validity showed that the VCI and WMI scores were moderately and positively correlated with the Nonverbal Cognitive Development Scale. Discussion: The WISC-IV VCI and WMI were found to be valuable instruments for assessing the cognitive abilities of students in China with blindness. Finally, the limitations and significance of the study were also discussed. Implications for practitioners: The WISC-IV Verbal Scales may be used to assess the cognitive abilities of the numerous students in China who are blind and may be used as one of many tests to provide reference information for educational placement, educational planning, employment, and project evaluation.

Offense Narrative Roles of Turkish Offenders

The study of offense narratives emphasizes the agency of the offender which brings psychology closer to law. As an effort to create a standardized and quantitative method to evaluate offender narratives, Youngs and Canter developed the Narrative Roles Questionnaire (NRQ) based on the content analyses of the crime narratives of offenders in UK prisons. The current study aims to investigate the applicability of offense narrative roles framework among Turkish offenders. The application of the offense narrative roles model to a non-Western country is the first step toward the acceptance of criminal narrative theory as a universal explanation of criminal behavior. A translation of the NRQ was administered to 468 Turkish male inmates who have committed a wide range of offenses from fraud to murder. The results of an MDS analysis yielded four roles, namely Professional, Revenger, Hero, and Victim, echoing the original formulation proposed by Youngs and Canter. The reliability coefficients of scales derived for these roles were all at desired levels. The results support the applicability of the NRQ framework in a non-English context.

A Comparison of Reliability Coefficients for Ordinal Rating Scales

Kappa coefficients are commonly used for quantifying reliability on a categorical scale, whereas correlation coefficients are commonly applied to assess reliability on an interval scale. Both types of coefficients can be used to assess the reliability of ordinal rating scales. In this study, we compare seven reliability coefficients for ordinal rating scales: the kappa coefficients included are Cohen’s kappa, linearly weighted kappa, and quadratically weighted kappa; the correlation coefficients included are intraclass correlation ICC(3,1), Pearson’s correlation, Spearman’s rho, and Kendall’s tau-b. The primary goal is to provide a thorough understanding of these coefficients such that the applied researcher can make a sensible choice for ordinal rating scales. A second aim is to find out whether the choice of the coefficient matters. We studied to what extent we reach the same conclusions about inter-rater reliability with different coefficients, and to what extent the coefficients measure agreement in a similar way, using analytic methods, and simulated and empirical data. Using analytical methods, it is shown that differences between quadratic kappa and the Pearson and intraclass correlations increase if agreement becomes larger. Differences between the three coefficients are generally small if differences between rater means and variances are small. Furthermore, using simulated and empirical data, it is shown that differences between all reliability coefficients tend to increase if agreement between the raters increases. Moreover, for the data in this study, the same conclusion about inter-rater reliability was reached in virtually all cases with the four correlation coefficients. In addition, using quadratically weighted kappa, we reached a similar conclusion as with any correlation coefficient a great number of times. Hence, for the data in this study, it does not really matter which of these five coefficients is used. Moreover, the four correlation coefficients and quadratically weighted kappa tend to measure agreement in a similar way: their values are very highly correlated for the data in this study.

The Psychometric Properties of the Economic Measures Index

This study aims to adapt the Economic Measures Index (EMI) in Turkish. EMI was developed by Conger et al. (1990) in order to measure couples/romantic partners' economic problems. It consists of independent subscales that measure economic hardship comprehensively. These subscales include economic hardship (indicators of family economic conditions and negative economic events), economic pressure (can't make ends meet, material needs and financial cutbacks) and financial concerns. Participants consisted of 278 students (152 girls and 126 boys) from 6th, 7th and 8th grades (secondary schools) and 9th, 10th and 11th grades (high schools) and their mothers and fathers. The Economic Strain Scale (ESS) developed to assess how often students experienced economic strain in their life were used to test the criterion validity of the EMI. The correlation coefficients between the EMI and ESS ranged between .25 and .31. The Cronbach's Alpha internal consistency coefficients of the subscales of the EMI ranged from 80 to .91. The split-half reliability coefficients of subscales ranged between .76 and .88. The analyses showed that the Turkish form of the EMI had sufficient validity and reliability values. Keywords: Economic hardship, economic pressure, financial concerns, validity, reliability

Beyond Point Estimates for Cronbach’s Alpha: A Tutorial on Bayesian Single-Test Reliability Analysis with JASP

The current practice of reliability analysis is both uniform and troublesome: most reports consider only Cronbach’s α, and almost all reports focus exclusively on a point estimate, disregarding the impact of sampling error. In an attempt to improve the status quo we have implemented Bayesian estimation routines for five popular single-test reliability coefficients in the open-source statistical software program JASP. Using JASP, researchers can easily obtain Bayesian credible intervals to indicate a range of plausible values and thereby quantify the precision of the point estimate. In addition, researchers may use the posterior distribution of the reliability coefficients to address practically relevant questions such as “What is the probability that the reliability of my test is larger than a threshold value of .80?”. In this tutorial article, we outline how to conduct a Bayesian reliability analysis in JASP and correctly interpret the results. By making available a computationally complex procedure in an easy-to-use software package, we hope to motivate researchers to include uncertainty estimates whenever reporting the results of a single-test reliability analysis.