Development and Test of Social Director of Sports Psychological Contract Scale

In order to provide important realistic basis for standardizing, guiding and governing the guiding behavior of social sports instructors, the measuring tools of psychological expectation were compiled. According to the survey data of 285 social sports instructors and 365 social sports instructors, project analysis, exploratory factor analysis and confirmatory factor analysis were carried out, and reliability and validity tests were conducted. The results are as follows: (1) the social sports instructors psychological contract scale by the growth and development, belonging and identity and norms and guidelines of three dimensions, 36 projects, divided into organizational responsibility subscales (growth liability, ownership, standard responsibility) and personal responsibility subscales (development rule of liability, recognition and responsibility) two subscales. (2) The Cronbach's Alpha value of organizational responsibility scale was 0.927 and KMO was 0.904 (P<0.5); the Cronbach's Alpha value of personal responsibility scale was 0.932 and KMO was 0.921 (P<0.5). The subscales of organizational responsibility and personal responsibility χ2/ DF < 3, GFI > 0.8, CFI < 0.9, RMSEA < 0.8; the structure and data fit well and meet the requirements of psychological test. (3) It is consistent with the realistic, conditional exchange and development-oriented dimensions of the authoritative psychological contract research contents at home and abroad, and reflects the group characteristics of social sports instructors in the expressions and specific items. Individual responsibility is greater than organizational responsibility; Organizational norms and personal norms have the highest expectation of responsibility; the pursuit of growth and development is greater than belonging identification. The psychological contract scale for social sports instructors has a reasonable structure, good reliability and validity, and reflects the value pursuit of the group. It is an ideal evaluation tool for studying the psychological contract of social sports instructors.

Individual and global social responsibility levels of social studies pre-service teachers in terms of different variables

<p><span>The purpose of this research was to determine the individual and global social responsibility levels of social studies pre-service teachers in terms of different variables. The research was in survey model. The study group of the research consisted of 179 pre-service teachers who studied at Social Studies Teaching Program in the Faculty of Education at Niğde Ömer Halisdemir University, Turkey in the 2019-2020 academic year. Data collection tools used in the study are a Demographic Information Form developed by the researcher, Individual Social Responsibility Scale and Global Social Responsibility Scale. The data were analyzed through SPSS 20. The results of the study showed that the social studies teacher candidates' levels of individual social responsibility are high while those of global social responsibility are at medium level. It is also found that there is a significant difference in the individual and global social responsibility levels in terms of gender in favor of female pre-service teachers while there is no significant difference in terms of age variable. Also, the results show that the individual and social responsibility levels of pre-service teachers who have foreign friends are higher than those who do not have foreign friends. Another result of the study is that individual social responsibility levels predict social responsibility levels.</span></p>

Criminal Responsibility Scale: Development and Validation of a Psychometric Tool Structured in Clinical Vignettes for Criminal Responsibility Assessments in Brazil

Criminal responsibility assessment is undertaken by psychologists or psychiatrists to assess offenders' legal capacities, which vary among countries or regional legislations. There are two psychometric tools (i.e., checklists) validated for criminal responsibility assessment: the Roger Criminal Responsibility Scale, and the rating scale of criminal responsibility for mentally disordered offenders. Despite the existence of psychometric tools structured in clinical vignettes for evaluating legal capacities, none serve the purpose of assessing criminal responsibility. This study aims to validate a novel psychometric tool structured in vignettes for the assessment of criminal responsibility called the “Criminal Responsibility Scale.” We applied the tool to 88 defendants referred for criminal responsibility assessment in a forensic medical institute in the city of Rio de Janeiro, Brazil, from December 2017 to December 2018. The validity of the Criminal Responsibility Scale and subscales were evaluated using confirmatory factor analysis. The two-factor solution proved satisfactory and met the needs for practical application of the tool (Kaiser–Meyer–Oklin = 0.82; p &lt; 0.001). Moreover, the inter-rater reliability was evaluated by comparing the tool's final score with that of the expert's conclusion in each case and was found to be satisfactory (k = 0.667–1.0), with a resulting cutoff point of 30.50 (±2) and a Youden index of 0.509. Hence, the Criminal Responsibility Scale is an effective psychometric tool for assessments of criminal responsibility that may encourage future research in assessments of legal capacity with clinical vignette-based psychometric instruments.

Moral Intelligence and Its Relationship to Social Responsibility and Achievement Motivation Among Jadara University Students

The study aimed at revealing moral intelligence and its relationship to social responsibility and achievement motivation among students at Jadara University. The random stratified sample consisted of (355) male and female students from Jadara University in Irbid.The researchers adopted the descriptive approach and used the following measures: the moral intelligence scale that they developed (Shawara, 2017); The social responsibility scale he developed (Al-Obeisat, 2017); The motivation scale of his achievement (Al-Essa, 2016). The findings showed that: 1) there is a statistically significant positive relationship between “moral intelligence” and “social responsibility and achievement motivation” among the students at Jadara University. The results also showed that there are statistically significant differences in moral intelligence and achievement motivation due to the variable, where the differences came in favor of the excellent. The results also indicated that there are statistically significant differences in moral intelligence and social responsibility attributable to the college variable, where the differences came in favor of the humanities college. The results also showed that there are statistically significant differences in achievement motivation attributable to the variable of the year of study and the differences came in favor of the fourth year.

The Relationship Between Prospective Teachers' Learning Responsibility and Their Readiness for Teaching Profession

This study aims to investigate the relationship between prospective teachers' level of performing behaviors related to learning responsibility and their level of readiness for teaching profession. The pre-service teachers (n = 408), who are in their second year at the Faculty of Education, filled in the Learning Responsibility Scale and the Readiness Scale for Teaching Profession. The Learning Responsibility Scale consists of 28 Likert-type questions and includes the subscales entitled preparation for learning, active engagement in learning, monitoring learning outcomes and enriching learning. Pearson's correlations and multiple linear regression analyzes were used to analyze the data. The results of the analysis revealed that there was a negative by moderately significant relationship between the prospective teachers’ learning responsibilities and their readiness for teaching profession. In addition, it was found out that the variables of learning responsibility explained 12% of the variation in prospective teachers' scores of readiness for the profession. Active engagement in learning contributed negatively to explain the prospective teachers’ readiness for teaching profession.