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Relevant bibliographies by topics / Needs-based model exploratory factor analysis confirmatory factor analysis validity psycho-educational assessment

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Academic literature on the topic 'Needs-based model exploratory factor analysis confirmatory factor analysis validity psycho-educational assessment'

Author: Grafiati

Published: 3 June 2025

Last updated: 20 July 2025

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Journal articles on the topic "Needs-based model exploratory factor analysis confirmatory factor analysis validity psycho-educational assessment"

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Garcia, Julius G., Mark Gil T. Gañgan, Marita N. Tolentino, Marc Ligas, Shirley D. Moraga, and Amelia A. Pasilan. "Canvas Adoption: Assessment and Acceptance of the Learning Management System on a Web-Based Platform." ASEAN Journal of Open Distance Learning 12, no. 1 (2020): 24–38. https://doi.org/10.5281/zenodo.4812971.

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The acquisition of non-proprietary and proprietary learning management system has provided a richer learning experience to users and raised interest among education providers. This study aims to assess student adoption of Canvas as a new learning management system and its potential as a webbased platform in the e-learning programme of the University of the East. This study also assessed student readiness in using Canvas. A survey was administered to 214 students of the University of the East through snowball sampling. An Exploratory Factor Analysis was conducted to examine the validity of the

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Wang, Zhenlin, and Lamei Wang. "The Mind and Heart of the Social Child: Developing the Empathy and Theory of Mind Scale." Child Development Research 2015 (November 10, 2015): 1–8. http://dx.doi.org/10.1155/2015/171304.

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Empathy and theory of mind (ToM) are distinctive psychological constructs in predicting children’s social functioning. This study provided evidence of the independent nature of these constructs and developed a parent questionnaire for measuring individual differences in children’s empathy and ToM. In Study 1, exploratory factor analysis and confirmatory factor analysis based on responses of 116 parents of Hong Kong children established a three-factor structure of the Empathy and Theory of Mind Scale (EToMS), that is, Empathy, Nice ToM, and Nasty ToM. An additional 189 parents of Study 2 confir

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Dey, Biplab, and Anoop Beri. "Development and validation of a teacher agreement scale based on the accreditation standard for quality school governance (ASQSG) by NABET." Multidisciplinary Reviews 8, no. 11 (2025): 2025416. https://doi.org/10.31893/multirev.2025416.

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This study focused on developing and validating a teacher agreement scale based on the Education and Support Process domain, grounded in the Accreditation Standard for Quality School Governance (ASQSG) prepared by the National Accreditation Board for Education and Training (NABET, 2016). The scale was systematically developed by interpreting institutional standards into items intended to capture teachers’ agreement regarding educational and support processes. Following initial item generation, content validation was conducted through expert evaluation using the Content Validity Index (CVI), re

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Kim, Sukwoo, Hyungran Kim, Gana Bae, and Jaehyuck Chang. "A Validation of Process-based Assessement Scale for Middle School Teachers' Expertise." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (2022): 411–28. http://dx.doi.org/10.22251/jlcci.2022.22.12.411.

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Objectives The purpose of this study is to develop and validate a Process-based Assessement Scale for meddle school teachers' expertise to enhance the assessment competencey. Methods The preliminary version of the scale which was developed based on a theoretically grounded definition of teacher’s evaluation expertise and Process-based Assessment was refined and revised through focus group interview with middle school teachers and experts in the field of educational measurement and evaluation. A pilot test was conducted on samples of 315 middle school teachers to perform Rasch item fit, c

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Kim, Sukwoo, Hyungran Kim, Gana Bae, and Jaehyuck Chang. "A Validation of Process-based Assessement Scale for Middle School Teachers' Expertise." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (2022): 420–37. http://dx.doi.org/10.22251/jlcci.2022.22.12.420.

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Objectives The purpose of this study is to develop and validate a Process-based Assessement Scale for meddle school teachers' expertise to enhance the assessment competencey. Methods The preliminary version of the scale which was developed based on a theoretically grounded definition of teacher’s evaluation expertise and Process-based Assessment was refined and revised through focus group interview with middle school teachers and experts in the field of educational measurement and evaluation. A pilot test was conducted on samples of 315 middle school teachers to perform Rasch item fit, c

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Fan, Cunying, and Juan Wang. "Development and Validation of a Questionnaire to Measure Digital Skills of Chinese Undergraduates." Sustainability 14, no. 6 (2022): 3539. http://dx.doi.org/10.3390/su14063539.

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To keep sustainable development in a digital society, it is essential for young people to possess certain digital skills. Levels of the digital skills of Chinese undergraduates take a certain role in the process of educational digitalization promoted by the Chinese government, becoming an important concern for Chinese universities and policymakers. However, few valid and reliable instruments are available for the assessment of the digital skills of undergraduates in China. Thus, developing, and testing the reliability and validity of a questionnaire to measure the digital skills of Chinese und

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Vannini, Valeria, Rosario Caruso, Sara Alberti, Sergio Rovesti, and Paola Ferri. "Translation and Validation of the Italian Version of the Team-Based Learning Student Assessment Instrument (TBL-SAI) in Nursing Students." Nursing Reports 15, no. 1 (2025): 26. https://doi.org/10.3390/nursrep15010026.

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Background/Objectives: Team-based learning is an educational strategy that promotes active learning and student engagement through structured team activities. It contrasts with traditional teaching models by emphasizing student preparation and collaboration. The TBL-SAI is a reliable and valid instrument designed to evaluate students’ attitudes towards TBL, assessing dimensions such as accountability, preference for lecture or team-based learning, and satisfaction with TBL. Validating the TBL-SAI in different languages ensures its applicability and accuracy in diverse educational contexts, sup

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Zwierczyk, Urszula, Mateusz Kobryn, and Mariusz Duplaga. "Validation of the Short Food Literacy Questionnaire in the Representative Sample of Polish Internet Users." International Journal of Environmental Research and Public Health 19, no. 15 (2022): 9710. http://dx.doi.org/10.3390/ijerph19159710.

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Analogous to health literacy, food literacy can be defined as a set of cognitive and social skills associated with the ability to acquire and understand information about food and nutrition to make appropriate nutritional decisions. In the literature, several terms such as food, nutrition, or nutritional literacy are used in parallel, differing in some aspects of their meaning. Food literacy is an important measure of the effectiveness of nutritional education interventions and appropriate instruments for its measurement should be available in every society. The aim of this study was the asses

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Mirzaei, Samaneh, Leila Mohammadinia, KHadijeh Nasiriani, et al. "Design and psychometric evaluation of schools’ resilience tool in Emergencies and disasters: A mixed-method." PLOS ONE 16, no. 7 (2021): e0253906. http://dx.doi.org/10.1371/journal.pone.0253906.

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Background In addition to their educational role, resilient schools have a good capacity in response to disasters. Due to the large student population, the schools can be a safe and secure environment during disasters, in addition to maintaining their performance after. Given the role and importance of the schools, the impact of culture and environment on resilience, without any indigenous and comprehensive tool for measuring the resilience in Iran, the study aimed to design and psychometrically evaluate the measurement tools. Method This study was conducted using a mixed-method sequential exp

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Omidi, Mostafa, and Mahsa Rostami Beyraq. "Teachers’ Perceptions and Attitudes Toward the Use of Artificial Intelligence in Teaching and Evaluation Processes (Case Study: Secondary School Teachers in Greater Tehran and Surrounding Areas)." Journal of Cognition, Behavior, Learning 1, no. 4 (2024): 77–94. https://doi.org/10.61838/jcbl.1.4.7.

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The increasing integration of artificial intelligence (AI) technologies into educational systems has introduced multifaceted and complex challenges across pedagogical, ethical, and institutional domains—particularly in contexts where the process of digital transition intersects with the cultural and structural constraints of a given society. This study investigates the perceptions and evaluations of secondary school teachers regarding AI-based technologies in teaching and student academic performance assessment processes. Employing a cross-sectional survey design, the study involved the partic

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