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1.
Understanding infectious diseases such as influenza is an important element of health literacy. We present a fully validated knowledge instrument called the Assessment of Knowledge of Influenza (AKI) and use it to evaluate knowledge of influenza, with a focus on misconceptions, in Midwestern United States high-school students. A two-phase validation process was used. In phase 1, an initial factor structure was calculated based on 205 students of grades 9–12 at a rural school. In phase 2, one- and two-dimensional factor structures were analyzed from the perspectives of classical test theory and the Rasch model using structural equation modeling and principal components analysis (PCA) on Rasch residuals, respectively. Rasch knowledge measures were calculated for 410 students from 6 school districts in the Midwest, and misconceptions were verified through the χ 2 test. Eight items measured knowledge of flu transmission, and seven measured knowledge of flu management. While alpha reliability measures for the subscales were acceptable, Rasch person reliability measures and PCA on residuals advocated for a single-factor scale. Four misconceptions were found, which have not been previously documented in high-school students. The AKI is the first validated influenza knowledge assessment, and can be used by schools and health agencies to provide a quantitative measure of impact of interventions aimed at increasing understanding of influenza. This study also adds significantly to the literature on misconceptions about influenza in high-school students, a necessary step toward strategic development of educational interventions for these students.  相似文献   

2.
This study examined the underlying structure of the Depression scale of the revised Minnesota Multiphasic Personality Inventory using dichotomous Rasch model and factor analysis. Rasch methodology was used to identify and restructure the Depression scale, and factor analysis was used to confirm the structure established by the Rasch model. The item calibration and factor analysis were carried out on the full sample of 2,600 normative subjects. The results revealed that the Depression scale did not consist of one homogeneous set of items, even though the scale was developed to measure one dimension of depression. Rasch analysis, as well as factor analysis, recognized two distinct content‐homogeneous subscales, here labeled mental depression and physical depression. The Rasch methodology provided a basis for a better understanding of the underlying structure and furnished a useful solution to the scale refinement.  相似文献   

3.
目的:通过Aitken拖延问卷和Nowicki-Strickland成人内/外控量表研究拖延行为与心理控制源的关系.方法:随即取样,样本总体为来自北京、吉林、广东等地82所高校在校大学生396人.结果:Aitken拖延问卷信度值为0.818; Nowicki—Strickland成人内/外控量表信度值为0.717;回归分析得到三个显著方程(p＜0.001).心理控制源对拖延行为影响显著(t=3.210,p＜0.001).结论:心理控制源对于拖延行为具有显著的预测作用,外控倾向越强的个体拖延行为越严重.  相似文献   

4.
We explore the reliability and validity of a self‐report measure of procrastination and conscientiousness designed for use with third‐ to fifth‐grade students. The responses of 120 students are compared with teacher and parent ratings of the student. Confirmatory and exploratory factor analyses were also used to examine the structure of the scale. Procrastination and conscientiousness are highly correlated (inversely); evidence suggests that procrastination and conscientiousness are aspects of the same construct. Procrastination and conscientiousness are correlated with the Physiological Anxiety subscale of the Revised Children's Manifest Anxiety Scale, and with the Task (Mastery) and Avoidance (Task Aversiveness) subscales of Skaalvik's (1997) Goal Orientation Scales. Both theoretical implications and implications for interventions are discussed. © 2002 Wiley Periodicals, Inc.  相似文献   

5.
The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ2 (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008  相似文献   

6.
We examined doctoral students’ experiences of nondisclosure with their dissertation chairs. Using a hermeneutic phenomenology design, we analyzed two individual interviews of 10 doctoral students. We identified the following three themes: (a) the professional dynamics in the relationship, (b) the interpersonal and cultural dynamics in the relationship, and (c) prioritization of completing the dissertation. Implications for doctoral students and dissertation chairs are discussed.  相似文献   

7.
The Multidimensional School Anger Inventory–Revised (MSAI-R) is a measurement tool to evaluate high school students' anger. Its psychometric features have been tested in the USA, Australia, Japan, Guatemala, and Italy. This study investigates the factor structure and psychometric quality of the Persian version of the MSAI-R using data from an administration of the inventory to 585 Iranian high school students. The study adopted the four-factor underlying structure of high school student anger derived through factor analysis in previous validation studies, which consists of: School Hostility, Anger Experience, Positive Coping, and Destructive Expressions. Confirmatory factor analysis of this four-factor model indicated that it fit the data better than a one-factor baseline model, although the fit was not perfect. The Rasch model showed a very high internal consistency among items, with no item misfitting; however, our results suggest that to represent the construct sufficiently some items should be added to Positive Coping and Destructive Expression. This finding is in agreement with Boman, Curtis, Furlong, and Smith's Rasch analysis of the MSAI-R with an Australian sample. Overall, the results from this study support the psychometric features of the Persian MSAI-R. However, results from some test items also point to the dangers inherent in adapting the same test stimuli to widely divergent cultures.  相似文献   

8.
Current referral and identification procedures for students with learning disabilities (LD) have been criticized on conceptual and procedural dimensions, including difficulties in operationalizing the definition and in making eligibility decisions that are data based. Recognizing these difficulties, the Texas Education Agency appointed a task force to examine various issues associated with the identification, assessment, and programming of students with LD. Task force members recognized the need to identify classroom behaviors that differentiate students with LD from their non-disabled peers. Two scales of 83 items each were devised and piloted in 70 school districts. Five significant factors or subscales were identified through discriminant factor analyses. Two subscales and 18 individual items discriminate students later classified as LD and those referred but not subsequently classified as LD. Results are discussed, with implications for further investigation of behaviors that distinguish students with and without LD.  相似文献   

9.
The potential influences of affective perceptions on cognitive engagement in learning, particularly with emotionally charged topics such as evolution, provide justification for acknowledging and assessing learners' attitudes toward content. One approach to determining students' attitudes toward a construct is to explicitly ask them to what degree they accept the related content. This was the approach we took as we developed the Inventory of Student Evolution Acceptance. Our goal was to make a finer-grained instrument that would assess acceptance on three evolution subscales: microevolution, macroevolution, and human evolution. Further, we sought to not conflate understanding with acceptance of the constructs. We began our instrument development with a series of interviews and open-ended questionnaires to determine students' perceptions of evolution acceptance. Based on the responses we developed and field tested a 49-item Likert scale instrument with stems distributed across our three targeted subscales. Using the data from our field test, we reduced the instrument to 24 items evenly distributed across the three subscales, and the revised instrument was again field tested with high school and undergraduate college students. The final instrument has an internal reliability of Cronbach's alpha of 0.96 and the items loaded onto three components that reflect documented evolution acceptance conditions. The instrument development, implications, and applications are discussed.  相似文献   

10.
What do Doctoral Students Value in their Ideal Mentor?   总被引：1，自引：0，他引：1  
The purpose of this study was to contribute to the construct validity of the scores from Rose’s (2003) 34-item Ideal Mentor Scale (IMS) and to examine whether male and female doctoral students value different attributes in their ideal mentor. Two hundred and twenty-four doctoral students from colleges (Education, Public Health, Nursing, Arts and Sciences, Engineering, and Business) throughout a large state research university participated in the study. Confirmatory factor analysis of the IMS revealed that the fit of the three-factor model (Integrity, Guidance, and Relationship) was not satisfactory. A major source of misfit involved covariances between errors of similarly worded items. Gender comparisons of the three subscales and individual items on the IMS indicated that male and female doctoral students were more alike than different regarding qualities they desire in their ideal mentor. The largest difference was observed on the item Believe in me (Integrity subscale) with female doctoral students rating this as more important than male students. The potential of the Ideal Mentor Scale for stimulating conversations about mentoring and clarifying expectations of students and faculty is discussed.
Robert F. DedrickEmail:
  相似文献   

11.
Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self‐report questionnaire called the Self‐Regulation Strategy Inventory–Self Report. Confirmatory factor analysis revealed that the fit indexes for a hierarchical model (composite, three factors) and a single‐level, three‐factor model were highly similar but mixed. Respecification of the hierarchical model based on conceptual overlap of items led to substantial improvement in the overall fit of the model, as indicated by the root mean square error of approximation, chi‐square/df, and the comparative fit index. Correlational analyses also provided strong convergent validity evidence, as the three subscales exhibited statistically significant relations with four motivation beliefs (i.e., self‐efficacy, perceived instrumentality, task interest, perceived responsibility) and two distinct markers of regulation‐related behaviors (i.e., teacher ratings, office discipline referrals).  相似文献   

12.
A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the twenty-two-item scale was completed by 338 postsecondary students with and without online learning experience. Separate principal components analyses were performed using data collected from participants who had and had not completed an online course. The results were similar for the two groups. A three-subscale structure was selected for use with all individuals. The three subscales represent items concerning (1) learning in the online environment, (2) time management, and (3) technology use. The reliability and validity of scores on the OLSES was explored through group comparisons and correlations. Suggestions for the use of the instrument with other populations are discussed.  相似文献   

13.
Recycling and its applications are growing significantly due to the great potential for solving a range of environmental problems in society. Nevertheless, there are currently very few instruments that can provide valid and reliable data on students’ attitudes toward recycling. In this regard, this article focuses on the development and validation of Recycling Attitude Scale (RAS). The items in the RAS were developed initially from the responses to three open-ended items by 53 tenth and eleventh grade students and literature review on recycling attitude. This initial form was pilot tested with 356 tenth and eleventh grade students and then subjected to exploratory factor analysis. Subsequently, the revised version of the scale was administrated to 694 tenth grade students, and the results were subjected to confirmatory factor analysis and reliability analysis. The RAS consists of 21 items in three subscales, with responses recorded on a four-point Likert scale, options ranging from strongly agree to strongly disagree. Cronbach’s alpha reliability coefficient (α) of the scale was found to be .87. The results indicate that the RAS a potentially valuable tool for both instructors and researchers in Turkey for the assessment of the attitudes toward recycling held by students in secondary education.  相似文献   

14.
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15.
The Devereux Early Childhood Assessment (DECA) is a social-emotional assessment widely used by early childhood educational programs to inform early identification and intervention efforts. However, its construct validity is not well-established in independent samples of children from low-income backgrounds. We examined the construct validity of the teacher report of the DECA using a series of confirmatory factor analyses, exploratory factor analyses, and the Rasch partial credit model in a large sample of culturally and linguistically diverse Head Start children (N = 5,197). Findings provided some evidence for consistency in the factor structure of the three Protective Factors subscales (Initiative, Self-Control, and Attachment); however, the factor structure of the Behavioral Concerns subscale was not replicated in our sample and demonstrated poor fit to these data. Findings suggested that the 10 items of the published Behavioral Concerns subscale did not comprise a unidimensional construct, but rather, were better represented by two factors (externalizing and internalizing behavior). The use of the total Behavioral Concerns score as a screening tool to identify emotional and behavioral problems in diverse samples of preschool children from low-income backgrounds was not supported, especially for internalizing behavior. Implications for the consequential validity of the DECA for use as a screening tool in early childhood programs serving diverse populations of children and directions for future research are discussed.  相似文献   

16.
The development and evaluation of science students’ metacognition, learning processes and self‐efficacy are important for improving science education. This paper reports on the development of an empirical self‐report instrument for providing a measure of students’ metacognition, self‐efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self‐regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self‐Efficacy and Metacognition Learning Inventory—Science (SEMLI‐S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations.  相似文献   

17.
Forty science students received training for 12 weeks on delivering effective presentations and using a tertiary-level English oral presentation scale comprising three subscales (Verbal Communication, Nonverbal Communication, and Content and Organization) measured by 18 items. For their final project, each student was given 10 to 12 min to present on 1 of the 5 compulsory science books for the module and was rated by the tutor, peers, and himself/herself. Many-facet Rasch measurement, correlation, and analysis of variance were performed to mine the data. The results show that the student raters, tutor, items, and rating scales achieved high psychometric quality, though a small number of assessments exhibited bias. Although all of the biased self-assessments were underestimations of presentation skills, the peer and tutor assessment bias had a mixed pattern. In addition, self-, peer, and tutor assessments had low to medium correlations on the subscales, and a significant difference was found between the assessments. Implications are discussed.  相似文献   

18.
Few research-based measures of the family literacy environment are commercially available, especially in Spanish. One exception is the Familia Inventory (Taylor, 1995). The present study investigated the 10 subscales of this instrument and the factor structure they imply, using data from a low-socioeconomic (SES), largely Hispanic population. Confirmatory factor analysis (CFA) was used to test the structure of the instrument as well as whether it is invariant across English and Spanish language versions. The scale was administered to 232 parents of preschoolers. Results of the CFA revealed that the a priori dimensions of the Familia Inventory were not supported for this sample. Follow-up analyses suggested poor fit both within and between subscales. The scale fit poorly within both English and Spanish, precluding testing of invariance across language. Supplemental analyses using exploratory factor analysis (EFA) on a subset of the items that had adequate variance suggested that a four-factor solution accounting for 53% of the variance best represented the English data and that a two-factor solution accounting for 43% of the variance best represented the Spanish data. Implications are discussed.  相似文献   

19.
Abstract

This study describes the development of the Social Conflict Inventory (SCI), a self‐report teacher belief scale for assessing beliefs about young children's classroom peer conflicts. Three phases were involved in the construction of the SCI: item development, initial testing with one sample (n = 218), and follow‐up field test with a second sample (n = 395) that also addressed the convergent and concurrent validity of the instrument. Reliability and factor analyses conducted during the initial field test resulted in a reduction to 20 items (Cronbach’ s α = .87) with three subscales: General Orientation to Peer Conflict (α = .81), Cessation (α = .84), and Facilitation (α = .65). Similar patterns of factor loadings and reliabilities resulted from analyses of the follow‐up field test data. Overall, the SCI proved to be a reliable instrument for assessing the beliefs concerning the role of classroom conflicts in children's development and for differentiating among groups of teachers. Further use of the SCI in conjunction with other measures of teacher beliefs will contribute to a better understanding of its concurrent validity. Finally, the potential for its use in future studies to clarify the relationship between beliefs and actual classroom practices and as an instrument for assessing the effectiveness of specific classroom management training programs is discussed.  相似文献   

20.
Procrastination has been defined in different ways. Two instruments—the Irrational Procrastination Scale (IPS) and the Pure Procrastination Scale (PPS)—focus on a core problem in procrastination—the irrational delay of intended behavior. The present paper examined the psychometric properties of the Norwegian translations of these scales. In five samples with students as well as non-students (aggregated n?=?1045), standard psychometric properties of the instruments were assessed and their factor structures were compared in replication analyses. In addition, correlations between the instruments as well as other instruments (i.e., the Susceptibility to Temptation Scale and the Satisfaction with Life Scale) were examined to determine convergent and divergent validity. Overall, the results indicated that both IPS and PPS are suitable for use as measures of procrastination.  相似文献   

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