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1.
ABSTRACT

Spiritual health is one of the most important aspects of the elders’ health. The aim of this study was to develop and evaluate psychometric properties of a scale for evaluating spiritual health of older adults in Iran. This is a mixed research, consisted of two phases. First, the perception of elder people regarding the spiritual health was explored, using directed content analysis, and the scale items generated based on the results. Second, the content, face and construct validity were determined. Exploratory factor analysis was used for the construct validity. To determine the reliability, Cronbach’s alpha and test-retest were used. Preliminary designed questionnaire included 94 items, which were reduced to 38 following the content and face validity processes. Exploratory factor analysis demonstrated that 20 items loaded on five factors determined about 66% of variance. The total internal consistency of the scale was 0.89. Results of test-retest indicated a Pearson correlation coefficient of 0.85 while intra-class correlation coefficient of scale was 0.92. The ESHS is a short, user-friendly valid and reliable tool which can be used for assessing the spiritual health of older adults.  相似文献   

2.
Abstract

The High School Characteristics Index is being increasingly used to examine educational environmental conditions but published reliability data about this instrument is virtually non-existent. In this study, 364 students from two high schools constituted the sample to which the HSCI was administered. Three different methods of estimating the reliabilities of the 30 HSCI scales were used, including split-half (corrected), Kuder-Richardson Formula 21, and test-retest methods. The results indicated that it would be inadvisable to treat all 30 scales with equal confidence. However, 18 HSCI scales were found to exhibit average reliabilities above .50, the arbitrary point used to determine minimum acceptable average reliability for each scale.  相似文献   

3.
Educators have need for a procedure to generate alternate forms of tests. The reliability of alternate forms generated from a table of specifications is examined, using 78 high school remedial mathematics students as subjects. Ten forms of a test were constructed and administered; seven of these forms were readministered. Alternate forms correlation, .85, is as high as the test-retest correlation, .82, lending support to the hypothesis that alternate forms generated from a table of specifications are reliable. Discussion includes educational uses for a table of specifications in text books to generate test forms.  相似文献   

4.
Abstract

As experimental studies to compare a control group with an experimental group in new mathematics programs were introduced, experimenters became aware that many variables which could have an observable effect on test scores were not being measured. Among these was the student-subject's attiude toward his preparation for the course work under comparison. In order to ascertain a subject's attitude toward his mathematical preparation for college Calculus an attitude scale of the Thurstone type was developed. Students at two institutions in Oklahoma were used to obtain statements regarding their attitude toward their mathematical preparation, and to scale these statements. Two final scales were developed, one with a high face validity, and one with an abstract, research oriented base.  相似文献   

5.
The present study aimed at developing a scale to evaluate navigational performance as a whole, which is one of the factors influencing learning in hyper media. In line with this purpose, depending on the related literature, an item pool of 15 factors was prepared, and these variables were decreased to 5 based on the views of 38 field experts. In the end, a 3-factor structured was obtained via a pilot application carried out with 32 Information Technologies (IT) students, via the confirmatory factor analysis conducted with 110 IT students and via the reliability analysis carried out with 33 IT students. The scale included 14 items, and the internal consistency coefficient regarding the whole scale was calculated as α?=?0.90. The results of the Pearson correlation analysis revealed that the test-retest correlation coefficients of the items ranged between 0.762 and 0.954. As a result of the analyses conducted, the Hyper-MNP scale was found to be a valid and reliable tool that can be used to measure the navigational performance in hyper media.  相似文献   

6.
Abstract

Previous researchers having established the equivalence of a group administered version of the PPVT with the standard procedure of individual administration and the reliability between alternate forms of the PPVT, an attempt was made to establish the concurrent validity of a group administered version of the PPVT in terms of two criterion variables. An r of .62 was obtained between the Otis, a group test of intelligence, and the PPVT. An r of .55 was found between the PPVT and the Stanford Achievement Test. Both r’s were significant beyond the .01 level. The concurrent validity of the PPVT was established and suggestions for additional research were made.  相似文献   

7.
Abstract

The widely used New Environmental Paradigm (NEP) scale was recently revised to address concerns about its dimensionality and validity. As an ever larger number of researchers from an increasing variety of disciplines incorporate environmental issues into their research, the need for environmental concern measures such as the NEP will broaden. The authors evaluated the predictive validity of the original and revised versions of the NEP scale, some abbreviated NEP-derived scales, and a non-NEP environmental attitudes scale. All of these scales explained a significant amount of the variance in a measure of intention to engage in proenvi-ronmental behavior. Based on the results, the authors suggest how researchers should use these scales in their research.  相似文献   

8.
This study sought to develop a self-report instrument to be used in the assessment of the project competences of college students engaged in online project-based learning. Three scales of the KIPSSE instrument developed for this study, namely, the knowledge integration, project skills, and self-efficacy scales, were based on related theories and the analysis results of three project advisor interviews. Those items of knowledge integration and project skill scales focused on the integration of different disciplines and technological skills separately. Two samples of data were collected from information technology-related courses taught with an online project-based learning strategy over different semesters at a college in southern Taiwan. The validity and reliability of the KIPSSE instrument were confirmed through item analysis and confirmatory factor analysis using structural equation modeling of two samples of students’ online response sets separately. The Cronbach’s alpha reliability coefficient for the entire instrument was 0.931; for each scale, the alpha ranged from 0.832 to 0.907. There was also a significant correlation (r = 0.55, p < 0.01) between the KIPSSE instrument results and the students’ product evaluation scores. The findings of this study confirmed the validity and reliability of the KIPSSE instrument. The confirmation process and related implications are also discussed.  相似文献   

9.
The Scientific Attitude Inventory (SAI) was developed and field tested 25 years ago. It has been used extensively throughout the world, and it continues to be used. Reports of its use and suggestions for revision provide impetus for revision. The revision retains the original position statements of attitudes assessed and the original attitude statements with changes made only to improve readability and to eliminate gender-biased language. Also, in response to critical analysis, the SAI II uses a five-response Likert Scale. The new version is shorter, 40 items instead of 60 in the original. The SAI II was field tested with 557 students in Grades 6, 9, and 12. The top and bottom 27% of scorers for the total inventory were compared for the subscales. A statistically significant difference was obtained for each t-test comparison. Face validity for the SAI II is claimed on the basis of the original judgments of a panel of judges regarding the attitude position statements which have not been altered. A split-half reliability coefficient of .805 was computed for the entire group of 557 respondents. Cronbach's alpha reliability coefficient is .781. J Res Sci Teach 34: 327–336, 1997.  相似文献   

10.
Abstract

An Investigation utilizing ninety kindergarten and second grade students wan Initiated to assess the degree of reliability associated with the French Pictorial Test of Intelligence (PTI) and to study the level of difficulty and discriminative power of the Individual test Items. The test-retest correlations were .77 and .88 for the kindergarten and grade two samples, respectively, while split-half correlations ranged from .05 to .08. Sub-test Intercorrelations were quite high, In fact, much higher than those reported by French. Few items appeared to discriminate between the high-scoring and low-scoring subjects. The Items appeared to be arranged In ascending order of difficulty but while the Instrument appears to function adequately at the six-year level, the advisability for Its use at the eight-year level seemed subject to some doubt.  相似文献   

11.
ABSTRACT

Because already existing classroom environment scales are unsuitable for science laboratory classes, a new instrument was developed and validated in a Class form (student's perceptions of the class as a whole) and a new Personal form (student's perceptions of his/her own role within the class). The instrument was cross‐nationally field tested with 5,447 students in 269 classes in six countries, and cross‐validated with 1,594 students in 92 classes in Australia. Each scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. Use of the new instrument revealed that: science laboratory classes are dominated by closed‐ended activities; Class form means consistently were more favorable than Personal form means; associations existed between attitudinal outcomes and laboratory environment; and the Class and Personal form each accounted for unique variance in student attitudes.  相似文献   

12.
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13.
BackgroundBullying is a widespread phenomenon that has captured attention from mental health researchers. Several studies have assessed bullying prevalence with some methodological concerns.ObjectivesPreliminary, we analyzed the psychometric properties of two bullying scales for victimization (the multidimensional peer victimization scale – MPVS) and for perpetration (the bully subscale of the Illinois bully scale – IBS-B); then, we estimated bullying prevalence; finally, we evaluated the effect of gender and classroom on the phenomenon.Participants and setting2959 students from the metropolitan city of Naples constituted the sample.MethodsData collection was obtained using a multi-assessment approach that included both single-item questions and intensity scales in order to compare the two methods.ResultsThe two scales resulted valid and showed good reliability. The MPVS displayed a 1-factor second order model. The IBS-B had a mono-factorial structure. Both showed full invariance for gender and classroom. Prevalence of victimization was 37% whereas that for perpetration was 21%. As expected we obtained several bullying prevalence results depending on the specificity of questions and in particular repetitiveness of episodes. There was a good correspondence between results of single-item questions and multi-item scales. Finally results demonstrated several differences for gender and classroom attended.ConclusionIn this epidemiological study the multi-assessment approach identified different but complementary features of bullying phenomena. The use of the two measurement approaches allowed us to obtain more precise and exhaustive information on bullying prevalence and compare it with previous findings.  相似文献   

14.
Comparable scales to measure quality of early intervention services for infants and toddlers as perceived by parents and service providers were developed based on the Recommended Practices in Early Intervention. Each scale consisted of four subscales focusing on: home-based therapies/instruction, centre-based therapies/instruction, medical/ health services, and service coordination. The scales were administered to 209 parents and 177 of their service providers. A sample of 24 parents completed the instrument twice during a two-week interval to assess test-retest reliability of the parent scale. Test-retest reliability for the parent scale was .785. Validity of the scale was assessed by examining the correlation of parent and provider perceptions of quality with family demographic and early intervention service characteristics. Parents' perceptions of quality were related to family centredness of services. Neither parents' nor providers' perceptions of quality were related to family socioeconomic status. Problems and prospects for measuring quality of early intervention services are discussed.  相似文献   

15.
Abstract

An instrument was developed to assess the relative student-centeredness of junior high and middle school teachers. The final 16-item semantic differential version had a reliability coefficient of .83. It correlated .47 (substantial relationship) with principals’ judgments of the student-centeredness of individuals on a junior high school faculty.  相似文献   

16.
Abstract

The development of the Children's Attitudes Toward the Environment Scale-Preschool Version (CATES-PV) is reported. The scale was administered to 42 preschool children. Their parents (34 mothers, 30 fathers) completed 2 environmental attitude scales, an environmental knowledge scale, and a questionnaire concerning environmentally related home practices. The scale has acceptable reliability, with a Cronbach's alpha of .68. Construct validity of the scale was suggested by the pattern of relationships found between child and parent measures. Specifically, children's attitudes were not correlated with verbal ability, but with the degree to which children participated in environmentally relevant activities in the home. The implications of those results for preschool curricula and practices are discussed.  相似文献   

17.
Book Reviews     
Abstract

The basic problem of this investigation was to explore the attitudes of student teachers in elementary education before and after their student teaching experience in an effort to determine whether attitudinal change had occurred. The sample consisted of forty-four senior students enrolled as student teachers in elementary education at Indiana University.

A situational type teacher attitude scale was developed and validated, and the reliability coefficient of .80 was established. The test was administered to the student teachers at the begining and again at the end of their student teaching.

The data was analyzed using chi square and the McNemar test for the significance of change in the expressed attitudes of the student teachers.

1. The Lipscomb Scale of Teacher Attitudes appears to have reasonable validity and reliability for the measurement of expressed teacher attitudes.

2. Significant change occurs in the expressed attitudes of student teachers during their student teaching experience. This was found to be true at better than the .001 level of confidence.  相似文献   

18.

This paper reports the development of attitudes to science and science teaching scales for primary teachers. The investigation is part of a project intended to improve pupil achievement in science in 16 English city schools. The baseline performance of the attitude scales is reported with 76 teachers, half of whom formed a control group. The 49-item attitudes to science teaching scale of Cronbach-alpha reliability 0.96 has sub-scales of practical science teaching and professionalism. The project teachers were less confident of teaching science than teaching the English language. They particularly lacked confidence in teaching physical processes, 'guided discovery' investigations and planning lessons within the National Curriculum as required in English schools. Attitude findings suggest appropriately focused in-service might be successful. Being a promoted teacher with some subject or administrative responsibility tends to lower certain attitudes to effective science teaching. This 'regression upon promotion effect' is speculated to be a consequence of the demands of the English school National Curriculum.  相似文献   

19.
ABSTRACT

We investigate whether Anchoring Vignettes (AV) improve intercultural comparability of non-cognitive student-directed factors (e.g., procrastination). So far, correlation analyses for anchored and non-anchored scores with a criterion have been used to demonstrate the effectiveness of AV in improving data quality. However, correlation analyses are often used to investigate external validity of a scale. Nonetheless, before testing for validity, the reliability of the measurement of a construct should be examined. In the present study, we tested for measurement invariance across countries and languages and compared anchored and non-anchored student-directed self-reports that are highly relevant for the students’ self and their behaviour and performance. In addition, we apply further criteria for testing reliability. The results indicate that the data quality for some of the constructs can – in fact – be improved slightly by anchoring; whereas, for other self-reports, anchoring is less successful than was hoped. We discuss with regard to possible consequences for research methodology.  相似文献   

20.
The population discrepancy between unstandardized and standardized reliability of homogeneous multicomponent measuring instruments is examined. Within a latent variable modeling framework, it is shown that the standardized reliability coefficient for unidimensional scales can be markedly higher than the corresponding unstandardized reliability coefficient, or alternatively substantially lower than the latter. Based on these findings, it is recommended that scholars avoid estimating, reporting, interpreting, or using standardized scale reliability coefficients in empirical research, unless they have strong reasons to consider standardizing the original components of utilized scales.  相似文献   

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