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Journal articles 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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1

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 model. A Confirmatory Factory Analysis was used to validate the Exploratory Factor Analysis results and analyse the correlation of the constructs. A Structural Equation Modelling was conducted to analyse the relationships between the constructs, which were evaluated using fit indices. Adopted from the Technology Acceptance Model, the constructs perceived ease of use, perceived usefulness, and attitude were studied. The study reveals that students’ perceived usefulness and attitude towards using Canvas in a web-based platform have direct and significant effects on their intention to use Canvas. The students’ perceived ease of use has a significant effect on their perceived usefulness but has no significant effects on their attitude towards the use of Canvas. The students’ technological maturity and prior experience in using a learning management system influenced their beliefs on the adaptation of similar technology. Exploring the potential benefits of Canvas and factors affecting the students’ adoption amplifies access to quality education to fulfil educational directives. Furthermore, educational institutions should explore technological migration related to teaching and learning processes.
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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 confirmed this three-factor model. A subsample of 93 children (M=4.97, SD = .84, 47 boys) from Study 2 took part in child measures of helping and lying behaviors as well as false belief understanding. The results supported the reliability and validity of the EToMS, making it a useful assessment of children’s social predispositions.
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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), resulting in 47 retained items. Pretesting with 20 teachers directed to the refinement of the scale by removing 10 items based on clarity and discrimination issues. A pilot study involving 296 teachers was subsequently conducted, with data split for Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Exploratory Factor Analysis confirmed a five-factor structure explaining 51.68% of the variance also CFA established excellent model fit (CFI = 0.997, TLI = 0.997, RMSEA = 0.009). The scale confirmed strong reliability (Composite Reliability > 0.70) and acceptable convergent and discriminant validity. The final validated 26-item scale offers a reliable instrument for capturing teachers’ agreement on the education and support processes within schools. It holds significant potential for institutional self-assessment, accreditation readiness, strategic planning, and informing policy-level reforms expected at improving school quality. This instrument is particularly useful for benchmarking internal practices against accreditation standards, identifying improvement areas from the perspective of teaching professionals, and supporting evidence-based decision-making in school quality assurance systems.
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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, category probability curve, item difficulty, exploratory factor analysis, and confirmatory factor analysis. For statistical programs Jmetrik, AMOS 22.0, SPSS 26.0 were used.
 Results The result supporting the model fit, construct, discriminant validity of the 5 factors. And the item fit, categorical probability curve, and item difficulty on the five-point scale were also acceptable. Consequently, 16 items were derived with 5 factors: ‘understanding Process-based Assessment’, ‘establishment of Process-based Assessment plan’, ‘development of Process-based Assessment tool’, ‘execution of Process-based Assessment’, and ‘sharing and utilization of Process-based Assessment results’.
 Conclusions We discussed the academic and practical significance of this study in the aspect of the diffusion and substantialization of the policy, especially, as a tool for measuring educational performance outcomes following the operation of the Process-based Assessment. It is expected that the developed scale will be used to supplement the shortcomings of middle school teachers by identifying the elements necessary for them to have Process-based Assessment expertise.
 
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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, category probability curve, item difficulty, exploratory factor analysis, and confirmatory factor analysis. For statistical programs Jmetrik, AMOS 22.0, SPSS 26.0 were used.
 Results The result supporting the model fit, construct, discriminant validity of the 5 factors. And the item fit, categorical probability curve, and item difficulty on the five-point scale were also acceptable. Consequently, 16 items were derived with 5 factors: ‘understanding Process-based Assessment’, ‘establishment of Process-based Assessment plan’, ‘development of Process-based Assessment tool’, ‘execution of Process-based Assessment’, and ‘sharing and utilization of Process-based Assessment results’.
 Conclusions We discussed the academic and practical significance of this study in the aspect of the diffusion and substantialization of the policy, especially, as a tool for measuring educational performance outcomes following the operation of the Process-based Assessment. It is expected that the developed scale will be used to supplement the shortcomings of middle school teachers by identifying the elements necessary for them to have Process-based Assessment expertise.
 
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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 undergraduates are necessary. Based on previous literature and situations in the Chinese educational context, this study developed and validated a questionnaire to assess the digital skills of Chinese undergraduates. Through factor analysis approaches, the internal factor structure of the questionnaire was explored, and its reliability and validity were verified. Development and validation of a questionnaire, in which 6 factors were extracted, were described: access to and management of digital content, use of digital means, communication of digital content, creation of digital content, digital empathy, and digital safety. The questionnaire was applied to the first sample of 222 undergraduates and the second sample of 231 undergraduates selected randomly from a university located in the east of China. An exploratory factor analysis (EFA) through SPSS 26.0 with the first sample was used to determine the internal factor structure of the whole questionnaire, which showed the expected congruency between items and dimensions. Then a confirmatory factor analysis (CFA) through Mplus 8.3 with the second sample was utilized to check model-data fit of the questionnaire, which showed a good fit between them. Convergent validity and discriminant validity of the questionnaire were also verified. The resulting questionnaire emerged as a useful tool for carrying out nationwide studies on digital skills in higher education generally or in different disciplines specifically in China in the future.
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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, supporting the global adoption of TBL methodologies. Thus far, no Italian validation of this tool has been performed. The aim of this study is to validate the Italian version of the Team-Based Learning Student Assessment Instrument (TBL-SAI) among nursing students. Methods: A methodological-driven translation process and a cross-sectional study design were used. The study was conducted from November 2022 to March 2023 and involved 202 nursing students from the University of Modena and Reggio Emilia (Italy). Convenience sampling was employed to recruit participants who had experienced at least one TBL session during the academic year 2022/2023. The validation process included translation, back-translation, and expert panel review, followed by a pilot test to ensure clarity and comprehension. Data were collected using the self-administered TBL-SAI. The responses were analyzed using Exploratory Structural Equation Modeling (ESEM) to assess the scale’s validity and McDonald’s ω to evaluate internal consistency. Results: The ESEM results supported the validity of the Italian TBL-SAI, maintaining the factor structure proposed in the original instrument. The model fit indices indicated a good fit (χ2(318) = 384.097, p = 0.0065; RMSEA = 0.032; CFI = 0.974; TLI = 0.957). McDonald’s ω values exceeded 0.70 for all factors, confirming adequate internal consistency. Conclusions: This study successfully validated the Italian version of the TBL-SAI, demonstrating its reliability and validity for assessing perceptions of TBL among Italian undergraduate nursing students. However, future studies should employ Confirmatory Factor Analysis to further test the proposed factor structure and explore the instrument’s applicability in various educational settings. The validated TBL-SAI is recommended for use in evaluating students’ attitudes towards TBL, providing actionable feedback for educators to improve teaching methods and integrate TBL methodologies effectively.
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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 assessment of the validity and testing of a proposed model of the Short Food Literacy Questionnaire (SFLQ) culturally adapted into Polish. The analysis was performed on data from an online survey in a representative sample of 1286 adult internet users. Exploratory (EFA) and confirmatory factor (CFA) analyses were performed on two different subsets obtained through random splitting of the initial dataset. The Polish version of the SFLQ had good internal consistency (Cronbach’s α 0.841; Guttman split-half coefficient was 0.812). The EFA revealed that the tool had a three-factor latent structure. The distinguished dimensions were ‘information accessing’, ‘knowledge’, and ‘information appraisal’. The subscales also showed acceptable internal consistency based on the values of the Cronbach’s α coefficients (ranging from 0.768 to 0.845). The CFA confirmed a good fit of the three-factor model with at least five indexes achieving acceptable levels (CFI = 0.972, GFI = 0.963, AGFI = 0.940, NFI = 0.959, and RMSEA = 0.059). The validation of the Polish version of the SFLQ revealed, contrary to earlier reports, not a single but a three-factor structure of the instrument. The SFLQ will be an important tool for the assessment of the effectiveness of educational interventions and population studies analyzing the determinants of food literacy in Poland.
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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 explanatory approach. The research was conducted in two main phases of production on items based on hybrid model and the psychometric evaluation of the tool. The second phase included validity (formal, content and construction) and reliability (multiplex internal similarity, consistency and reliability). Result The integration of systematic and qualitative steps resulted in entering 91 items into the pool of items. After formal and content validity, 73 items remained and 44 were omitted in exploratory factor analysis. A questionnaire with 5 factors explained 52.08% of total variance. Finally, after the confirmatory factor analysis, the questionnaire was extracted with 29 questions and 5 factors including "functional", "architectural", "equipment", "education" and "safety". Internal similarity and stability in all factors were evaluated as good. Conclusion The result showed that the 29-item questionnaire of school resilience in emergencies and disasters is valid and reliable, that can be used to evaluate school resilience. On the other hand, the questionnaire on assessment of school resilience in disasters enables intervention to improve its capacity.
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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 participation of 317 secondary school teachers working in Tehran. The research data collection instrument consisted of 25 items across five latent constructs, whose validity and reliability were evaluated and confirmed through exploratory and confirmatory factor analyses. To test the study’s hypothesized model, structural equation modeling (SEM) techniques were applied. The analysis revealed that none of the four predictor variables examined had a statistically significant effect on the dependent variable—namely, the behavioral intention of teachers to adopt AI technologies. The findings indicate the presence of a significant structural disconnect between teachers' attitudinal awareness of AI and their motivational readiness to actively engage with it. The results suggest that teachers' engagement with AI technologies is influenced more by systemic, institutional, and cultural ambiguities than by individual beliefs. The study underscores the importance of developing and applying context-sensitive models in the investigation of AI technology acceptance in educational settings. Furthermore, it opens new avenues for future research into the mediating and conditional factors affecting teachers’ professional behavior in relation to AI integration.
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Torres, Mario S., Jean Madsen, Wen Luo, Yuhong Ji, and Elisabeth Luevanos. "Development of a Theoretical Model for Achieving Inclusion in Schools." International Journal of Educational Reform 27, no. 4 (2018): 316–40. http://dx.doi.org/10.1177/105678791802700401.

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School systems are in the midst of dealing with changing demographics. It is assumed schools play an important role in addressing the varying educational, cultural, and social needs of an increasingly diverse group of members (Holme, Diem, & Welton, 2013). In response authors reviewed multiple inclusive models and frameworks relevant to schools with changing demographics. The scale was based on three meta-constructs: leadership capacity, organizational justice, and performance outcomes. The School Inclusion Survey used in this study employed robust scales to ascertain inclusiveness. An exploratory factor analysis (EFA) and Cronbach's α for subscale reliability, in addition to confirmatory factor analysis, were employed to evaluate the construct validity of the inclusion model. While the school inclusion model is exploratory, it is believed schools can use this tool to gauge organizational inclusiveness and develop strategies to address gaps or weaknesses to address the needs of their changing demographics.
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Anlianna. "Development of Digital-based Program Evaluation Model (McIPP): A Study on Elementary School Indonesian Language Learning." Journal of Information Systems Engineering and Management 10, no. 49s (2025): 670–76. https://doi.org/10.52783/jisem.v10i49s.9951.

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Introduction: Traditional models of program evaluations are less responsive to learning in the 21st century, particularly with technology incorporation and precision in data. Hence, the construction of the digital-based evaluation model (McIPP) plays an important role in the improvement of Indonesian language skill learning at the Elementary School level. Objectives: The goal of this study was to evaluate the content validity of the digital McIPP Evaluation Model through the Aiken's V method. Additionally, the study aimed to assess the construct validity of the model using Confirmatory Factor Analysis (CFA). Methods: This research is a type of development study aimed at creating a valid and practical digital-based McIPP program evaluation model for use in Indonesian language instruction at the elementary school level. The study follows an adapted version of the Borg & Gall development framework, consisting of four primary phases: a literature review and needs assessment, initial model and indicator design, expert evaluation, and empirical validation of the model’s constructs. Participants in this research included experts in educational evaluation, instructional technology, and Indonesian language for content validation, along with principals, teachers, and students for construct validation. The study involved 15 school principals, 86 teachers, and 508 students from 15 elementary schools representing high, medium, and low quality categories in Pasuruan City and Southeast Sulawesi Province. Data were gathered through the McIPP evaluation questionnaire. Content validity was evaluated using Aiken’s V, with a threshold of 0.70 or above, while construct validity was assessed through Confirmatory Factor Analysis (CFA), utilizing standard loading factor criteria to evaluate the model's fit. Results: The instrument used in this study demonstrates strong content validity, as indicated by Aiken’s V scores 0.08 across all items, with values ranging between 0 and 1.00 confirming the validity of the content in the digital-based evaluation model. Additionally, results from the Confirmatory Factor Analysis (CFA) indicate that the McIPP digital evaluation model aligns well with the empirical data. This is supported by model fit indices that meet established criteria, including Chi-Square/df (1.381), RMSEA (0.058), SRMR (0.072), and other key indicators such as NFI, CFI, TLI, and GFI, all of which score above 0.90. Conclusions: In conclusion, this study confirms that the digital-based McIPP evaluation model satisfies the validity criteria for both content and construct. As a result, it is considered suitable for implementation in the context of contemporary, responsive digital education evaluation.
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Li, Mao, Abdul Qawi Noori, and Yanxi Li. "Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 11 (2023): em2350. http://dx.doi.org/10.29333/ejmste/13671.

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This study aimed to develop and validate the secondary mathematics teachers’ technological pedagogical and content knowledge (TPACK) scale (SMTTS) to assess the knowledge domains of TPACK framework among secondary mathematics teachers in China. SMTTS was designed to be subject-oriented and culturally relevant, addressing the specific needs and context of mathematics education in China. Data were collected using a web-based questionnaire from secondary mathematics teachers in Chongqing Jiulongpo District. Exploratory and confirmatory factor analyses were conducted to assess the reliability and validity of the scale. The findings demonstrated that SMTTS exhibited strong reliability and validity, supporting its use as a robust measurement tool for assessing secondary mathematics teachers’ TPACK. The scale demonstrated good psychometric properties, including satisfactory factor loadings, internal consistency, and model fit indices. The development of SMTTS contributes to the field by providing a precise and reliable instrument that can inform the design of targeted professional development programs and guide policy decisions regarding technology integration in mathematics education. This study has theoretical and practical implications. SMTTS addresses the need for a subject-specific and culturally relevant assessment tool for measuring TPACK in mathematics education. It acknowledges mathematics teachers’ unique challenges in integrating digital technologies into their instructional practices. The scale’s development and validation process incorporated considerations of the Chinese educational context, enhancing its relevance for practitioners and researchers in China. SMTTS can facilitate the identification of areas for improvement in teachers’ TPACK and guide the implementation of tailored interventions and support initiatives.
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Selmo, Pirko, Tobias Koch, Janine Brand, Birgit Wagner, and Christine Knaevelsrud. "Psychometric Properties of the Online Arabic Versions of BDI-II, HSCL-25, and PDS." European Journal of Psychological Assessment 35, no. 1 (2019): 46–54. http://dx.doi.org/10.1027/1015-5759/a000367.

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Abstract. The Beck Depression Inventory (BDI-II), Hopkins Symptom Checklist (HSCL-25), and Posttraumatic Diagnostic Scale (PDS) are three widely applied clinical instruments for assessing depression, anxiety, and posttraumatic stress symptoms, respectively. Use of online-based psychological help and assessment is rapidly growing which necessitates the need for the validation of online assessment. To address these needs, data from 1,544 Arabic mother tongue treatment-seeking participants, who filled in the Arabic versions of these instruments online, was analyzed in two steps. In the first step, exploratory structural equation modeling (ESEM) was used to scrutinize factorial validity and eliminate items. In the second step, we examined the interrelationships between the latent factors (dimensions) using confirmatory factor analysis (CFA) of multitrait-multimethod (MTMM) data. Results show an acceptable to good fit of the hypothesized model, providing some first insights into the factorial and construct validity of the Arabic versions of BDI-II, HSCL-25, and PDS under consideration of cultural-specific aspects. Present evidence speaks for construct validity of the three instruments and the reliability and usefulness of online assessment.
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Conesa, Pedro, and Jon Andoni Duñabeitia. "Adaptation and Validation to Spanish elementary school children of the Academic Self- Regulation Questionnaire (SRQ-A)." Electronic Journal of Research in Education Psychology 20, no. 57 (2022): 403–26. http://dx.doi.org/10.25115/ejrep.v20i57.6013.

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Introduction. The assessment of student motivation can be a powerful tool for understanding the factors that can influence the school environment, where students, families, teachers, psychologists or administration can develop interventions related to the improvement of learning through the motivational style based on the Self-Determination Theory (SDT). The present study aims to offer a Spanish version of the Academic Self-Regulation Questionnaire (SRQ-A), one of the most widely used instruments worldwide to measure academic motivation. Method. A confirmatory factor analysis (CFA) was conducted on a sample of 1343 elementary school students aged 8 to 13 years. To analyse the divergent validity, a correlation analysis was carried out between the four-factor model of the SRQ-A and to analyse its reliability, Cronbach's alpha and McDonald's omega were used. Also, its invariance was tested taking gender and grade as reference. Finally, in order to analyse its convergent validity, a Pearson correlation of the motivational regulatory styles with the level of satisfaction of basic psychological needs was carried out. Results. A good convergent and discriminant validity of the reduced Spanish version of the SRQ-A was shown, as a positive correlation was observed between the most self-determined styles and the level of satisfaction of autonomy, competence and relatedness needs. A multiple-group CFA showed that the structure of the four-factor model did not vary according to gender or grade level. Discussion or Conclusion. The Spanish version of the SRQ-A demonstrates that it is a reliable instrument for measuring academic motivation described in the TAD in elementary school students.
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Riscaputantri, Anggarwati, and Sri Wening. "Pengembangan instrumen penilaian afektif siswa kelas IV sekolah dasar di Kabupaten Klaten." Jurnal Penelitian dan Evaluasi Pendidikan 22, no. 2 (2018): 231–42. http://dx.doi.org/10.21831/pep.v22i2.16885.

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Penelitian ini bertujuan untuk menghasilkan instrumen yang memenuhi syarat untuk mengukur afektif siswa kelas IV, dan mengetahui gambaran afektif siswa kelas IV tahun ajaran 2016/2017 di Kabupaten Klaten. Pendekatan yang digunakan dalam penelitian ini adalah Research and Developmentdengan Model Thiagarajan. Instrumen penilaian afektif telah dinyatakan valid dan reliabel. Validitas isi diuji oleh ahli dan diperoleh indeks Aiken sebesar 0,85. Validitas konstruk dilakukan dengan analisis faktor eksploratori dan konfirmatori. Hasil analisis faktor eksploratori menunjukkan nilai KMO sebesar 0,726 sedangkan Bartlett’s Test sebesar Sig. 0,000. Hasil analisis faktor konfirmatori menunjukkan nilai Chi-Kuadrat sebesar 0,039; RMSEA= 0,012; GFI=0,93; SRMR=0,033; AGFI=0,90; CFI=1,00; RFI=1,00. Hasil reliabilitas menunjukkan bahwa koefisien Cronbach’s Alpha sebesar 0,653 sedangkan pada reliabilitas konstruk menunjukkan bahwa pada sikap disiplin koefisien CR=0,99 dan VE=0,99; sikap jujur CR=0,99 dan VE=0,99; sikap peduli CR=0,99 dan VE=0,99; sikap percaya diri CR=0,94 dan VE=0,95; sikap santun CR=0,99 dan VE=0,81; sikap tanggung jawab CR=0,99 dan VE=0,79. Gambaran afektif siswa adalah (a) berdasarkan tingkatan afektif Krathwohl, Bloom & Masia pada tingkatan karakterisasi sebesar 42,9%, mengorganisasi sebesar 50,9 %, menilai 6,2% sedangkan tahapan merepon dan menerima sebesar 0%, (b) berdasarkan acuan Kurikulum 2013 pada kategori baik sekali sebesar 62%, kategori baik 38% dan kategori cukup 1%, kategori butuh bimbingan sebesar 0%.Kata kunci: penilaian afektif, sikap, tingkatan afektif Krathwohl, Bloom & Masia, analisis faktor eksploratori, analisis faktor konfirmatori DEVELOPING AFFECTIVE ASSESMENT INSTRUMEN OF FOURTH GRADE STUDENT IN KLATEN REGENCYAbstractThis study aimed to: produce qualified instrument to measure an affective of grade IV students and find out the affective picture of fourth grade students in academic year 2016/2017 Klaten. This study used Research and Development approach by using Thiagarajan Model. Affective assessment instruments were stated as valid and reliable. Content validity was judged by experts. The Aiken index of instruments is 0.85. Construct validity was measured by using both exploratory and confirmatory factor analysis. The results of exploratory factor analysis showed that the KMO value is 0.726 while the Bartlett’s Test is equal to Sig. 0,000. Confirmatory factor analysis showed that Chi-Square value is 0.039; RMSEA = 0.012; GFI = 0.93; SRMR = 0.033; AGFI = 0.90; CFI = 1.00; RFI = 1.00. Cronbach's Alpha coefficient is 0.653 while the construct reliability showed the coefficient of discipline CR = 0.99 and VE = 0.99; honest attitude CR = 0.99 and VE = 0.99; attitude caring about CR = 0.99 and VE = 0.99; self-confidence CR = 0.94 and VE = 0.95; polite attitude CR = 0.99 and VE = 0.81; the attitude of responsibility CR = 0.99 and VE = 0.79. The description of students’ affective was (a) based on the affective level of Krathwohl, Bloom & Masia, level of characterization 42.9%, organizing 50.9%, assessing 6.2% while phoning and receiving 0%, (b) based on the 2013 Curriculum reference, it could be stated as excellent category 62%, favorable category 38% and fair category 1%, the category needs guidance at 0%.Keywords: affective assessment, attitude, Krathwohl affective level, Bloom & Masia, exploratory factor analysis, confirmatory factor analysis
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Sandoval-Ríos, Fabián, Carola Cabezas-Orellana, and Juan Antonio López-Núñez. "Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers." Education Sciences 15, no. 7 (2025): 789. https://doi.org/10.3390/educsci15070789.

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This study validates a Spanish-language instrument designed to assess self-efficacy, digital competence, and anxiety in data-driven decision-making (DDDM) among pre-service teachers. Based on the 3D-MEA and the Beliefs about Basic ICT Competencies scale, the instrument was culturally adapted for Chile and Spain. A sample of 512 participants underwent exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Given the ordinal nature of the data and the assumption of non-normality, appropriate estimation methods were utilized. Results supported a well-defined four-factor structure: Interpretation and Application, Technology, Identification, and Anxiety. Factor loadings ranged from 0.678 to 0.869, and internal consistency was strong (α = 0.802–0.888). The CFA confirmed good model fit (χ2 (129) = 189.25, p < 0.001; CFI = 0.985; TLI = 0.981; RMSEA = 0.041; SRMR = 0.061). Measurement invariance was established across gender and nationality, reinforcing the validity of cross-group comparisons. The study is framed within an educational context aligned with socioformative principles and sustainable education goals, which support reflective and ethical data use. This validated tool addresses the lack of culturally adapted and psychometrically validated instruments for assessing DDDM competencies in Spanish-speaking contexts, offering a culturally and linguistically relevant instrument with strong internal consistency and a well-supported factor structure. It supports the design of formative strategies in teacher education, enabling the identification of training needs and promoting evidence-based pedagogical decision-making in diverse Hispanic contexts. Future studies should test factorial invariance across additional contexts and explore longitudinal applications.
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Zheldibayeva, Raigul. "The adaptation and validation of the global competence scale among educational psychology students." International Journal of Education and Practice 11, no. 1 (2023): 35–46. http://dx.doi.org/10.18488/61.v11i1.3253.

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Global competence is supposed to possess a transformative capacity allowing for building bridges across cultural diversity to foster international cooperation. Literature searches indicate the paucity of robust tools evaluating global competence. This research strove to adapt and validate a measure for the assessment of students’ global competence in Kazakhstan. For this purpose, the Global Competence Scale was chosen. A total of 467 graduate and undergraduate educational psychology students responded to the adapted scale. Based on the scores collected, the instrument was examined using exploratory and confirmatory factor analyses. Good reliability was yielded (Cronbach’s alpha for the factors ranging from 0.722 to 0.924) and the original nine-factor structure was replicated and accounted for 61.84 % of the total variance. The model fit indices met the criteria set a priori. The Kazakh version of the Global Competence Scale was unprecedented and proved to be a reliable and valid tool for gauging the construct. In contrast to the original study, surveyees with international experience reported no superior scores relative to non-experienced counterparts. Holistically, findings suggest the respondents should work on their global competence, in particular with regard to international academic knowledge and communication. Further validation of the scale with larger sample sizes to increase its generalizability and use is encouraged.
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Rajabi, Mahboobeh, Saeid Moradi, Leila Sharifian, and Firoz Kiyoumarsi. "Identification of Dimensions and Components of Performance Improvement Management for Educational Group Managers." ‪Iranian Journal of Educational Sociology 3, no. 1 (2024): 27–34. http://dx.doi.org/10.61838/kman.ijes.7.3.4.

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Purpose: This study aims to develop a comprehensive model for performance improvement management among educational group managers by identifying critical factors and components that influence managerial effectiveness in educational settings. Methodology: The research adopts a descriptive-survey methodology, with a statistical population comprising 400 educational group managers from Islamic Azad University in Tehran. Using the Morgan table, a sample of 196 participants was randomly selected. Data were collected using a researcher-made questionnaire and analyzed using structural equation modeling (SEM) based on an exploratory factor analysis approach with LISREL software. Validity was assessed using composite reliability (CR) and Cronbach's alpha, with additional evaluations through Bartlett's test and KMO measure. Findings: The analysis identified six significant factors affecting performance improvement management: continuous monitoring and evaluation (R = .67, t = 9.56), knowledge management (R = .58, t = 8.27), professional development (R = .61, t = 8.70), empowerment (R = .89, t = 13.12), professional ethics (R = .71, t = 15.81), and managerial role (R = .69, t = 9.85). These factors encompass 25 specific components, such as planning, educational needs assessment, knowledge sharing, self-development skills, cognitive support, and strategic planning ability, all demonstrating significant factor loadings (p < .001). Conclusion: The findings underscore the importance of structured and continuous management practices in educational settings. Emphasizing continuous monitoring, effective knowledge management, professional development, empowerment, ethical standards, and strong managerial roles can significantly enhance the performance of educational group managers. These insights provide a robust framework for educational institutions to improve their management strategies and achieve better organizational outcomes.
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Yang, Lan, Feifan Pang, and Kuen-Fung Sin. "Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms." Sustainability 15, no. 19 (2023): 14576. http://dx.doi.org/10.3390/su151914576.

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Globally prevalent, Autism Spectrum Disorders (ASDs) have negative consequences on students’ social, intellectual, emotional, and post-school transition results. While assessment tools exist, the majority of them were developed from the perspective of clinical psychology and/or healthcare. Some are lengthy and commercialized, and some have weak factorial validity. A feasible and practical assessment method, from the perspective of educational psychology and assessment, is required to better accurately and effectively assess the social and academic performance of ASD students in inclusive settings. With an emphasis on teachers’ practice and output in helping students with ASD in inclusive education, this study evaluated the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA) psychometric qualities. PPI-SSA was designed to be practical, concise, and especially suited for quantitative research on ASD. The inventory was administered to 411 teachers in Hong Kong, and exploratory and confirmatory factor analyses confirmed the PPI-SSA’s reliability and validity. A follow-up path analysis examined the concurrent validity of the PPI-SSA, revealing significant pathways between teachers’ intentions to implement inclusive education and each of the respective dimensions within the PPI-SSA. Measurement invariance results showed that the PPI-SSA demonstrated configural, metric, scalar, and residual invariance across primary and secondary teachers. The PPI-SSA, as a non-commercial instrument, has meaningful implications. It can facilitate the efficient collection of more empirical data on the social and academic achievements of students with ASD, informing evidence-based improvement of inclusive practices. It can assist in teachers’ practice to identify the diverse social and academic needs of students with ASD to align with their corresponding adjustments of teaching strategies.
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Choi, Mi Sun, Holly Dabelko-Schoeny, Katie White, and Marisa Sheldon. "Development and Validation of Age-Friendly Employment Measurement." Innovation in Aging 4, Supplement_1 (2020): 64–65. http://dx.doi.org/10.1093/geroni/igaa057.210.

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Abstract Scholars have paid attention to the concept of age-friendly to address aging workforce issues. Although prior research has been conducted to conceptualize age-friendly work environments by investigating older workers’ perspectives, little is known about the practices and conditions that promote organizations to employ older employees longer and theory driving measurement of age-friendly employment (AFE). To address these knowledge gaps, we developed the AFE measurement tool based on the existing measures, focus group data, two-round Delphi study and a pilot test. We collected primary data from human resource professionals working in a large city in the midwestern state and evaluated the reliability and validity of the AFE measurement using exploratory factor analysis and confirmatory factor analysis. Results supported the hypothesized five-factor structure. We obtained 16 indicators of AFE: 1) accommodation: fewer physical work demands, reduced work hours, mobility and transportation support; 2) development: career advice, a training needs assessment, and training opportunities to employees all ages; 3) maintenance: financial and medical benefits for full-time workers of all ages, and wellness programs benefits for full-time and part-time workers; 4) utilization: move into a different position, involvement in decision making, knowledge or skills transfer). Accommodation, maintenance, and inclusion factors were predicted by organizational size. A major strength of this study was that the AFE measurement was constructed using a lifespan theory (Selection Optimization Compensation model). The findings of the current study enable employers to self-monitor their ability to employ and retain older employees, especially for small organizations with less than 20 employees.
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Pavlova, Iu O., K. A. Tymruk-Skoropad, and L. M. Tsizh. "Instruments for Monitoring the Quality of Higher Education: Structural Validation of the Ukrainian Version of the ETLQ Questionnaire." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 2 (2021): 196–203. http://dx.doi.org/10.26693/jmbs06.02.196.

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The problem of ensuring the quality of higher education and the formation of a culture of quality causes a significant interest. That determines the practice of collecting, analyzing, and taking into account information about the academic environment, requires identifying and constantly monitoring of factors that affect the effectiveness of curricula, and determines student success. To better monitor the effectiveness of the proposed approaches, keep up with emerging challenges, and adjust decisions, it is necessary to develop special tools to study participants’ opinions of the educational process. Such tools should have sufficient validity and meet current trends and approaches. The purpose of the study was to check the internal structure and validate the Ukrainian version of the content part “Experiences of teaching and learning” of the ETLQ tool. Materials and methods. The study involved students (n = 632, 59.81 % were women; age (M±SE) – 21.5±0.2 years old) of Ivan Boberskyj Lviv State University of Physical Culture, who studied in the specialty 227 “Physical therapy, occupational therapy”. Data collection was conducted during the 2019/2020 and 2020/2021 academic years upon completing mandatory special subjects. The convergent, discriminant, and criterion validity of the “Experiences of teaching and learning” part of the ETLQ tool were evaluated. Exploratory and confirmatory factor analyses were used in the research; α-Cronbach values, composite reliability coefficient, and average extracted variance were calculated. Results and discussion. Based on the results of the work, a modified version of the questionnaire was proposed, which contained 29 questions and had a sufficient level of validity. The final model consisted of four factors, which explained 51.353% of the total variance (the first factor – 39.339 %, the second – 5.224 %, the third – 4.281 %, the fourth – 2.509 %). The model was characterized by satisfactory indices: χ² / df (920/344) = 2.67, CFI = 0.923, TLI = 0.935, RMSEA = 0.055, SRMR = 0.058. Based on the validation results, a modified Ukrainian version of the questionnaire “Experiences of teaching and learning” was proposed, which is one of the content parts of the ETLQ tool. It consists of separate scales “Organization and structure,” “Teaching, learning, assessments and other set work”, “Teachers’ enthusiasm and responsiveness to students”, “Climate and support from peers”. The proposed questionnaire has sufficient validity to assess the quality of the academic environment, the effectiveness of specialists’ educational process in physical therapy, occupational therapy, and physical culture and sports
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Jain, Sonali, and Sanjay K. Jain. "Does outcome quality matter? An investigation in the context of banking services in an emerging market." Journal of Consumer Marketing 32, no. 5 (2015): 341–55. http://dx.doi.org/10.1108/jcm-10-2014-1169.

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Purpose – This paper aims to measure outcome quality in banks in India and to make a comparative assessment of its influence on customer service quality perceptions. Though both functional quality (i.e. how service is delivered) and outcome quality (i.e. what is delivered) are important aspects of service quality, it is the functional quality which has primarily been the focus of past studies. Design/methodology/approach – The data used in the study are based on a survey of bank customers located in Delhi and National Capital Region. Using the exploratory factor analysis and confirmatory factor analysis, validity and dimensionality of the multi-item functional and outcome quality scales used in the study were assessed. A structural model of relationships of functional and outcome quality with overall service quality was tested through use of the structural equation modeling (SEM) approach. Findings – The study finds outcome quality as being a significant and major determinant of customer service quality perceptions in banks. Inclusion of outcome quality in the analysis is, moreover, found to be helpful in capturing more exhaustively the variations present in customer overall service quality perceptions. Research limitations/implications – Both the functional and outcome quality in the study have been measured through scales adapted from past studies. But the same have not been found able to fully capture variations in customer service quality perceptions. More psychometrically sound scales to measure functional and outcome quality are needed. Studies in both the developing and developed countries and additional service sectors are called for to increase the generalizability of the study findings. Furthermore, nomological validity of the outcome quality scale needs to be investigated by relating it with other anent constructs, such as customer satisfaction and their behavioral intentions. Practical implications – Instead of simply remaining preoccupied with functional quality, i.e. process or how part of service delivery, bank management also needs to gauze customer outcome quality perceptions (i.e. what the customers think they are eventually getting out of their transactions with the service provider) and exercise due care to see that customers in fact are getting the core banking tasks performed for which they approach the banks in the first instance. Originality/value – Present study is first of its kind in investigating role of outcome quality in banking services sector in the context of an emerging market like India. Use of SEM for analyzing both the measurement and structural models constitutes another noteworthy feature of the study.
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Ershova, R. V., A. V. Sokolova, and D. A. Shlyakhta. "Psychometric substantiation of the multifactorial scale of codependency." Вестник Вятского государственного университета, no. 3(153) (February 28, 2025): 131–42. https://doi.org/10.25730/vsu.7606.24.045.

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The phenomenon of codependency has been studied from the standpoint of personological, in teractive, convergent approaches and the disease model for more than seventy years. However, there is still no unified understanding of the nature, internal structure, and factors of codependency formation, and the meth ods of its diagnosis vary depending on the approach. The purpose of the study was the psychometric substantia tion of the multifactorial scale of codependency and the empirical verification of the theoretical concept of its five-component structure. Exploratory analysis using Cronbach's alpha and McDonald's omega coefficients and confirmatory factor analysis based on the ML estimator (maximum likelihood method) confirmed the high reli ability and internal consistency of the five–factor codependency structure, correlation analysis of the multifac tor scale with the Spann-Fisher codependency questionnaire confirmed its constructive validity. The conducted research allowed us to confirm the assumption of codependency as an integral characteristic of a personality, which is realized through dysfunctional relationships with others, is formed under the influence of a complex of social, psychological, biological factors, manifests itself on the motivational (the need for social approval, avoid ing negative evaluation by others); cognitive (self-depreciation, negative self-image); emotional (suppression of one's own emotions, mild emotional infection); regulatory (external locus of control) and behavioral (self sacrifice, neglect of one's own needs for the sake of the interests of another) levels and leads to a sharp decrease in the quality of life of a codependent, the formation of a complex of psycho-emotional, communicative, somatic problems. Феномен созависимости изучается с позиций персонологического, интеракционного, конвергентного подходов и модели болезни более семидесяти лет. Однако до сих пор отсутствует единое представление о природе, внутренней структуре, факторах формирования созависимости, а методы ее диагностики разнятся в зависимости от подхода. Целью исследования стало психометрическое обоснование многофакторной шкалы созависимости и эмпирическая проверка теоретической концепции ее пятикомпонентного строения. Эксплораторный анализ с использованием коэффициентов альфа Кронбаха и омега МакДональда и конфирматорный факторный анализ на основе эстиматора ML (метод максимального правдоподобия) позволили подтвердить высокую надежность и внутреннюю согласованность пятифакторной структуры созависимости, корреляционный анализ многофакторной шкалы с опросником созависимости Спанн–Фишер подтвердил ее конструктную валидность. Проведенное исследование позволило подтвердить выдвинутое предположение о созависимости как интегральной характеристике личности, которая реализуется через дисфункциональные отношения с другими, формируется под воздействием комплекса социальных, психологических, биологических факторов, проявляется на мотивационном (потребность в социальном одобрении, избегании негативной оценки со стороны других); когнитивном (самообесценивание, негативные представления о себе); эмоциональном (подавление собственных эмоций, легкое эмоциональное заражение); регулятивном (экстернальный локус контроля) и поведенческом (самопожертвование, пренебрежение собственными потребностями ради интересов другого) уровнях и приводит к резкому снижению качества жизни созависимого, формированию комплекса психоэмоциональных, коммуникативных, соматических проблем.
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蕭佳純, 蕭佳純. "國小教師專業成長量表編制之研究". 臺東大學教育學報 33, № 2 (2022): 021–40. http://dx.doi.org/10.53106/102711202022123302002.

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<p>教師專業是提升教育品質的關鍵，也是教育成功的基礎，然而目前國內的專業成長量表多是著重在教師自己認知目前專業成長的程度，並非強調是參加專業發展活動或研習後的專業成長程度，因此量表可能有侷限性，不符合使用。所以，本研究目的在以實踐取向為依歸，編制一套適合衡量教師在參加專業發展活動後的專業成長量表。本研究透過探索性因素分析、驗證性因素分析、聚斂效度、區別效度以及測量恆等性等步驟，編製教師專業成長的量表，量表內涵在文獻探討時一共包含專業知能（以教學工作為主軸）、專業倫理與態度（包含教師理念、反思等）、專業實踐（強調學習是否能實際應用在教學上，並且以關注學生學習為焦點），三個構面。經過14位學者專家的修訂，以及314樣本進行量表預試分析與因素結構探索，建構出四個構面分別為專業倫理、專業實踐、專業知能以及專業反思。而後以656名正式樣本進行量表之驗證性因素分析、聚斂效度、區別效度以及年資測量恆等性等各項考驗。研究結果顯示，本量表建構的二階四因素模式具有良好的契合度，且本量表模式更具有跨樣本的穩定性，同時適用不同年資群組的分析。整體而言，本研究量表具有實務應用之參考價值。</p> <p> </p><p>It is the key element to improve the quality of education as well as the foundation of educational success by improving teachers’ teaching profession. However, the current scales used for professional growth are mostly focused on teachers’ personal perception of their professional growth level, rather than the profession degree after participating in the professional development activities or studies. Therefore, the scale may be limited and unsuitable for use in that case. Thence, the purpose of this research is to develop a set of Professional Growth Scales which is suitable for measuring the degree of teachers’ professional growth after participating in professional development activities based on practice orientation. Via the steps of exploratory factor analysis, confirmatory factor analysis, convergent validity, discriminant validity, and measurement invariance, this research has developed a scale for teachers’ authentic participation in professional learning communities. There are three dimensions considered and discussed in the literature review to be the connotation of this scale. They are professional knowledge and ability which focus on teaching tasks, professional ethics and attitude including teachers’ teaching philosophy and reflection, and professional practice with emphasizing on practical teaching skills to assist students’ learning needs. After revision by 14 scholars and experts with 314 samples for pre-test analysis of the scale and exploration of factor structure, four dimensions were constructed. They are professional ethics, professional practice, professional knowledge and professional reflection. Then, 656 formal samples were employed to test the scales’ confirmatory factor analysis, convergent validity, discriminant validity and the identity of seniority measurement. The research results show that the second-order with four-factor model which constructed by this scale made a positive model fit, and it is applicable to analysis the different seniority groups. Overall, this research scale makes valuable reference for practical application.</p> <p> </p>
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Xie, Junjun, Yongtao Gan, and Surreal Polgampala. "INVESTIGATION ON SATISFACTION AND EMOTIONAL BEHAVIOR CHANGES OF TIBETAN EDUCATIONAL LANGUAGE POLICY IN GANZI TIBETAN AUTONOMOUS PREFECTURE." International Journal of Neuropsychopharmacology 25, Supplement_1 (2022): A8—A9. http://dx.doi.org/10.1093/ijnp/pyac032.011.

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Abstract Background From the early empirical research results, we found the special methods and dimensions of education policy performance evaluation. These studies transition to outcome assessment and process assessment. Recent work has combined performance evaluation and education policy evaluation, and combined them. This study reconsiders the structure and measurement criteria of education policy performance in Tibet. To understand the current situation and characteristics of the implementation of educational language policy in Tibet and the changes of emotional behavior. Participants and Methods A questionnaire survey was conducted among 945 middle school students in Ganzi Prefecture. Based on the results of Wang Shiying's questionnaire survey in Taiwan and the suggestions of the members and leaders of the research group, this study compiled a self-made Tibetan language education language policy scale. There are two types of balances, one is closed and the other is open. From the perspective of item reliability, structure reliability, alpha, ave and partition validity, this study makes an item analysis and reliability analysis on the four dimensions of language acquisition, policy attitude, policy awareness and policy satisfaction. Statistical software package amos21. 0 for confirmatory factor analysis (CFA). Results The results show that the structural model of Tibetan educational language policy has been supported by the local government, which shows that the Tibetan educational language policy is effective. From large to small, the performance dimensions of educational language policy are: satisfaction with Tibetan educational language policy > Tibetan ability > Tibetan use > Tibetan educational language policy awareness. The standard deviation of each dimension from large to small is: Tibetan use > Tibetan ability > satisfaction with Tibetan educational language policy > recognition of Tibetan educational language policy. At present, the average value of the average performance evaluation of education policy in the questionnaire analysis is 3.6150 ~ 4.0595, which is equivalent to the degree of “above average”, and the overall performance is ideal. The correlation between Wittenberg coefficient and UCA was 0.81; The correlation between emotional language table and it is 0.59. Consistent with the expected results, language function is related to the evaluation of various policies; Emotional factors are related to the evaluation of the relationship between language recognition. (most correlation values are 0.30-0.70). From the perspective of discriminant validity, the correlation between social and emotional language items of Russell et al is only 0.170. As mentioned above, their correlation with other variables is also different. The correlation between Wittenberg's social and emotional language subscales is 0.44, which is significantly lower than the reliability of various scales, and the correlation between the two languages and other variables is also inconsistent. One of Wittenberg's findings is that social language has a high correlation with the UCLA scale, but this may also be partly due to the imbalance of the UCLA scale, that is, there are too many items for policy and less items for language and attachment. Conclusion This paper discusses the dimensions and components of the performance of education policy in Tibet. In the analysis, some theoretical hypotheses of the performance structure of Tibet's education policy are tested, and the empirical data are combed to give an overall view of the criticism contained in these studies. This study constructs the model blueprint of the performance structure of Tibetan language education language policy, which provides reference and suggestions for future researchers. However, Ganzi Tibetan language education is a complex project, which will take a long time to implement. Therefore, the implementation of Tibetan language education needs unremitting efforts. On the basis of summarizing the successful experience of Tibetan language education, local governments and education departments should further study and accurately grasp the laws of education, promote the innovation of Tibetan language education ideas and clarify the objectives of Tibetan language education. Acknowledgements This article is a research project of the social science department of Hainan Province"(No. HNSK(ZC) -19 -08).
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Ryan, Dale B. Elnar. "UTILITY ESTIMATES OF A NEEDS-BASED MODEL INSTRUMENT IN COLLEGE STUDENTS HAVING ACADEMIC ISSUES: INITIAL REPORTS OF VALIDITY AND ITS IMPLICATIONS TO PSYCHOEDUCATIONAL ASSESSMENT AND INTERVENTION." May 10, 2018. https://doi.org/10.5281/zenodo.1293716.

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This paper reports the utility of a needs-based model psychological instrument in students beset with personal and academic issues using content analysis, and further discusses its initial validity measures using exploratory and confirmatory factor analyses (EFA, CFA) in order to explain its psychometric soundness as needs model comprising these domains: Personal autonomy, Affective integration, Spiritual enrichment, Self-management, Career exploration, and Family attachment (PASSCF). After series of data analyses, the one-factor-six-dimensional model shows high consistency and validity wherein it signifies strong diagnostic ability to measure students? personal and academic problems affecting their college life in conjunction with other measures. Finally, implications for psycho-educational assessment and intervention are discussed based on research findings.
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Hajialibeigloo, Reza, Yaser Moradi, Hossein Habibzadeh, Rahim Baghaei, Vahid Alinejad, and Mohammad Namazi Nia. "The COVID-19 patients' educational needs assessment questionnaire (COPENAQ): development and psychometrics." Health and Quality of Life Outcomes 20, no. 1 (2022). http://dx.doi.org/10.1186/s12955-022-01922-0.

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Abstract Background Despite the importance of assessing COVID-19 patients' educational needs, there is currently no standard tool for a comprehensive assessment of these needs. The present study was aimed at developing a questionnaire to assess the educational needs of COVID-19 patients and determining its psychometric properties. Methods This study was conducted using an exploratory sequential mixed methods design in 3 stages. At the first stage, patients' educational needs were explained and determined using conventional content analysis so that a total of 15 COVID-19 patients were first selected using purposive sampling and then interviewed. At the second stage, the questionnaire items were developed using the qualitative findings and a review of valid sources related to the study subject. At the third stage, the psychometric properties of the questionnaire were determined using internal consistency reliability and the face, content, and construct validities. Results The mean content validity ratio and the content validity index were obtained to be 0.94 and 0.92, respectively. The internal consistency was evaluated using Cronbach's alpha, which was measured to be 0.97. Based on the exploratory factor analysis, the questionnaire was developed with 36 items in four subscales of "disease recognition and treatment follow-up", "prevention of infection transmission", "medication regimen", and "psychological and physiological needs". The results of confirmatory factor analysis also showed appropriateness and approval of the structural model obtained from the questionnaire. Conclusion This questionnaire was found to have the necessary psychometric criteria (validity and reliability) so that it can be applied to assess the educational needs of COVID-19 patients and provide better and more effective patient education for them.
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Lukitasari, Marheny, Ivayuni Listiani, Sri Utami, et al. "Development and Validation of the STEM-DT Instrument: A Confirmatory Factor Analysis for Assessing Readiness STEM and Design Thinking Competencies." TEM Journal, February 27, 2025, 836–47. https://doi.org/10.18421/tem141-74.

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This research aims to develop and assess the STEM-DT instrument's validity, reliability, and external validity through small-scale implementation. The development process entailed three stages: literature review, expert validation, and small-scale trials. The research sample comprised 603 current and prospective teachers in a teacher professional program. The research findings indicated that the STEM-DT instrument effectively captured three key dimensions: identification and development of learning needs, innovation and collaboration in learning, and implementation and evaluation of integrated learning. These dimensions were supported by both exploratory and confirmatory factor analyses, demonstrating strong construct validity and an overall good model fit. The external validity assessment revealed that the instrument was able to differentiate STEM-DT abilities across diverse demographic groups. Gender differences were observed, with women showing a higher proficiency in STEM-DT abilities than men. Additionally, the study found that STEM-DT abilities varied with age, with older participants exhibiting stronger competencies than their younger counterparts. These findings underscore the instrument's robustness in measuring STEM-DT capabilities and its sensitivity to demographic variations, highlighting its potential utility in diverse educational contexts.
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Lombardi, Allison R., Graham G. Rifenbark, Marcus Poppen, et al. "Development and Validation of the Secondary Transition Fidelity Assessment." Assessment for Effective Intervention, May 25, 2021, 153450842110149. http://dx.doi.org/10.1177/15345084211014942.

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In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools’ use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students at-risk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children’s Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators ( N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis which resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students’ transition to college and career.
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Piredda, Michela, Alessio Lo Cascio, Maddalena De Maria, et al. "Cross‐Cultural Adaptation and Cross‐Validation of the Italian Version of the EPICC Spiritual Care Competency Self‐Assessment Tool for Clinical Nurses." Journal of Clinical Nursing, March 18, 2025. https://doi.org/10.1111/jocn.17738.

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ABSTRACTAimTo cross‐culturally adapt and psychometrically test the Italian version of the EPICC Spiritual Care Competency Self‐Assessment Tool for clinical nurses (EPICC Tool‐It).DesignMulticentre, cross‐sectional validation study.MethodsThe 28‐item EPICC Tool was translated into Italian and culturally adapted following a rigorous methodology. A nationwide survey was conducted. Psychometric evaluation included content validity, structural validity (exploratory and confirmatory factor analyses), construct validity (known group analysis) and reliability using Cronbach's alpha, McDonald's omega and factor score determinacy.ResultsThe sample included 725 clinical nurses (76% female, 80% hospital‐based), on average 38.7 years old (SD 11.33), with 14.6 years (SD 11.03) of experience. Confirmatory factor analysis supported a four‐factor model (Knowledge of spirituality, Attitudes towards spirituality and spiritual care, Knowledge of spiritual care and Skills in spiritual care), with a second‐order factor for the EPICC Tool‐It. Construct validity was supported through known group analysis, showing score variation based on nurses' experience, education and religiosity. Internal consistency was excellent across all factors and the overall scale.ConclusionA valid, multidimensional instrument is provided to assess spiritual care competencies in Italian‐speaking nurses. The EPICC Tool‐It is suitable for research and practice, facilitating evaluation of self‐perceived competencies and educational effectiveness.Implications for the Profession and/or Patient CareThe use of the EPICC Tool‐It by nursing managers, educators and clinicians is recommended in both clinical and research settings to support education on spiritual care competencies.ImpactThe EPICC Tool‐It sets reliable measurement standards for spiritual care competencies, enhancing holistic care and comprehensive understanding of competencies globally.ReportingThis study adheres to the Strengthening the Reporting of Observational studies in Epidemiology (STROBE) guidelines.Patient or Public ContributionPatients, service users, caregivers, or the public were not involved in the study. However, nurses as target users of the tool participated in the cultural adaptation and validation process.
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Etoom, Mohammad, Laila Akhu-Zaheya, and Rafi Alnjadat,. "Psychometric Properties of the Arabic Version of the Self-assessment Nursing Informatics Competency Scale." Jordan Journal of Nursing Research 3, no. 4 (2024). http://dx.doi.org/10.14525/jjnr.v3i4.08.

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Background: Nursing informatics competency is a critical component of nursing practice, since it plays a major role in promoting the quality of patient care and safety. The Selfassessment Nursing Informatics Competency Scale (SANICS) has been developed in English to assess the nursing informatics competency level. However, a valid and reliable Arabic version of the SANICS is lacking. Therefore, it is essential to translate the SANICS instrument into Arabic language and assess its psychometric properties. Purpose: This study aims to evaluate the psychometric proprieties of the Arabic version of the selfassessment nursing informatics competency scale among Arabic-speaking nurses. Methods: A methodological, cross-sectional study was carried out on 176 nurses using a translated SANICS questionnaire. The nurses’ selection was based on the non-probability convenience sampling technique, from three governmental hospitals. The psychometric proprieties were assessed using content validity, exploratory factor analysis, confirmatory factor analysis, convergent and divergent validity, and reliability tests. Results: The scale content validity index (S-CVI) was excellent, amounting to 0.93. Exploratory factor analysis revealed five factors with eigenvalues greater than 1.00, accounting for 71.62% of the total variance. Confirmatory factor analysis showed that the fit indices for the tested scale model were acceptable as follows: χ2/df = 1.994, p <0.001, RMSEA = 0.075, CFI = 0.916, SRMR= 0.070, TLI= 0.901, IFI = 0.917. The internal consistency of the overall scale was supported by Cronbach's α, McDonald's omega, composite reliability, and split-half reliability ranging between 0.959 and 0.984. Conclusion: The psychometric proprieties of the Arabic version of SANICS were examined using content validity, EFA, CFA, convergent validity, divergent validity, and internal consistency methodologies. It was concluded that the Arabic version of SANICS is valid and reliable. This scale can be used to assess the nursing informatics competency level among nurses and nursing students in the Arab region. Implications for Nursing: Nursing informatics plays a significant role in the areas of practice, education, research, and administration. Healthcare facilities can accurately assess a nurse's informatics competency level by using this tool. In addition, the presented tool can serve as a valuable resource for designing educational strategies aimed at enhancing nursing students’ informatics competencies within the dynamic healthcare information technology environment.
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Luca Bahr, J., Lars Höft, Jennifer Meyer, and Thorben Jansen. "Receptivity to Instructional Computer-Based Feedback (RIF)." European Journal of Psychological Assessment, May 29, 2024. http://dx.doi.org/10.1027/1015-5759/a000841.

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Abstract: Feedback can play a pivotal role in learning but is only effective when students use it. However, the use of feedback varies greatly from student to student and these differences must be explained. Hence, the construct receptivity to instructional feedback (RIF) was introduced to assess students’ attitudes towards and engagement with human-provided feedback in multiple English-speaking countries. However, RIF scales have not yet been used in computer-based assessment contexts nor in German-speaking countries; their application is thus limited. This study examined an adapted and translated RIF scale using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). We capitalized on data sets comprising German-speaking university ( N = 464) and secondary school ( N = 1,207) students. The bifactor-CFA model showed a good model fit and revealed a general receptivity factor alongside the four specific factors: experiential attitudes, instrumental attitudes, cognitive engagement, and behavioral engagement with feedback. Scalar measurement invariance allowed for cross-gender and educational level comparisons. The relationships with broader personality characteristics were consistent with other contexts, thus indicating discriminant validity. General receptivity, cognitive engagement, and experiential attitudes positively correlated with GPA, suggesting convergent validity. Results support the stability of the RIF scale’s adaptation and translation. Assessment implications are discussed.
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Grazia, Valentina, and Luisa Molinari. "School Climate Research: Italian Adaptation and Validation of a Multidimensional School Climate Questionnaire." Journal of Psychoeducational Assessment, October 20, 2020, 073428292096714. http://dx.doi.org/10.1177/0734282920967141.

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In this article, we present a multidimensional school climate questionnaire, based on an adaptation and validation of the Socio-Educational Environment Questionnaire, which is an instrument developed in Canada, assessing several dimensions of school climate. In particular, the aim of this research was to create a Multidimensional School Climate Questionnaire, which is adding to the original measure by testing a second-order factor model. We conducted two studies with different samples of middle school students (aged from 10 to 16 years) from Northern Italy (Study 1: 575 students and Study 2: 1070 students), and collected data on the psychometric features of the instrument, its reliability and validity. In particular, in Study 1, we carried out the adaptation process and an exploratory factor analysis. In Study 2, we conducted first- and second-order confirmatory factor analysis and tested the associations with school engagement and burnout scales. Overall, our results supported the stability of the adaptation and offered further insights into the original instrument. Assessment implications are discussed.
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Fallon, Lindsay M., Sadie C. Cathcart, Austin H. Johnson, et al. "A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts." Assessment for Effective Intervention, August 7, 2022, 153450842211113. http://dx.doi.org/10.1177/15345084221111338.

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When students require support to improve outcomes in a variety of domains, educators provide youth with school-based intervention. When educators require support to improve their professional practice, school leaders and support personnel (e.g., school psychologists) provide teachers with professional development (PD), consultation, and coaching. This multi-study article describes how the Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed with the purpose of assessment driving intervention for teachers in need of support to engage in culturally responsive practice. Items for the ACCReS were created via a multi-step process including review by both expert and practitioner panels. Then, results of an exploratory factor analysis with a national sample of teachers ( N = 500) in Study 1 yielded three subscales. A confirmatory factor analysis conducted with a separate sample of teachers ( N = 400) in Study 2 produced adequate model fit. In Study 3, analyses with another final sample of teachers ( N = 99) indicated preliminary evidence of convergent validity between the ACCReS and two measures of teacher self-efficacy of culturally responsive practice. Data from the ACCReS can shape the content of educator intervention (e.g., PD) and promote more equitable student outcomes for youth.
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Berger, Christian, and Lisandra Angulo Gallo. "Dimensional model of socioemotional learning built on a large‐scale sample of Chilean students." Social Development, June 5, 2024. http://dx.doi.org/10.1111/sode.12752.

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AbstractEven though Social and Emotional Learning (SEL) has become a central domain in education, there is still a lack of clarity in the underlying conceptual models guiding educational efforts and insufficient empirical evidence supporting these models. The Chilean Agency for Quality in Education developed a socioemotional questionnaire as part of the Comprehensive Learning Diagnosis (DIA), administered in educational institutions nationwide. Its underlying conceptual model considers nine SEL competencies structured into three dimensions: Individual, Communal, and Civic, mapping onto the Chilean educational curriculum and learning goals relative to SEL. Even though this model was built based on a thorough revision of existing approaches to SEL and assessment tools, this dimensional structure has not been empirically tested. This study explores a dimensional model of SEL based on a large‐scale sample of Chilean students assessed through the DIA (882,553 7th–12th graders). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to determine the dimensional structure, also testing for invariance by educational level (basic vs. secondary education) and gender. EFA evidenced a three‐dimensional structure, with factors labeled as individual, relational, and socio‐moral based on their composition. CFA confirmed these dimensions with adequate fit indices. Factorial invariance of the identified model was found between basic and secondary school students, and between boys and girls. The study allowed for the construction of a theoretical model of SEL based on a large‐scale sample. The identification of a moral factor as a key dimension of SEL constitutes a novel and promising perspective, in line with recent research providing new insights into SEL. Further evidence regarding the reliability and validity of the instrument should be analyzed. Also, the proposed SEL model should be tested in different countries and populations to broaden our understanding of SEL and inform educational policies and practices.
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Cheng, Hui, Xu Sun, Jing Xie, et al. "Constructing and validating the museum product creativity measurement (MPCM): dimensions for creativity assessment of souvenir products in Chinese urban historical museums." Humanities and Social Sciences Communications 11, no. 1 (2024). http://dx.doi.org/10.1057/s41599-024-02780-5.

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AbstractAs museums continue to play an increasingly significant role in the preservation, innovation, and dissemination of cultural heritages, the products sold in their souvenir shops have become a vital carrier of cultural and creative industries. The creativity of these products has drawn intensive attention from various industries. However, the evaluation of museum products’ creativity still lacks objectivity, scientific rigour, and systematisation. This study aims to construct a contextual and comprehensive measurement model to evaluate the creativity of products purchased in souvenir shops affiliated with urban historical museums in China. Based on the literature, ten related hypotheses were introduced, and a conceptual model was illustrated. Six relevant dimensions and 28 corresponding indicators were identified, and then a 7-point Likert-styled questionnaire was developed. An online survey was conducted, which invited 931 participants to take part. Among them, 708 responses are valid (rate 76.05%). The overall reliability of the survey is 0.96 (Cronbach’s α). Then, exploratory factor analysis, confirmatory factor analysis and a structural equation modelling analysis using SPSS and SmartPLS were conducted. The results supported most hypotheses proposed by this study and confirmed the validity of the museum product creativity measurement (MPCM). The validated instrument comprises five dimensions: Affect, Usefulness, Aesthetics, Cultural Values and Novelty, with a total of 21 indicators. Additionally, the findings revealed that Aesthetics mediates Affect, and Cultural Values mediate Usefulness. Moreover, a negative moderating effect of Educational Level on the perception of Cultural Values was detected.
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Li, Wenbo, Hongyu Yu, Bing Li, Yanli Zhang, and Mingshu Fu. "The transcultural adaptation and validation of the Chinese version of the Attitudes Toward Recognizing Early and Noticeable Deterioration scale." Frontiers in Psychology 13 (December 6, 2022). http://dx.doi.org/10.3389/fpsyg.2022.1062949.

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BackgroundIn China, clinical deterioration events present a real problem for every clinical nurse. Patient deterioration is determined in part by nurses’ attitudes toward early recognition of clinical deterioration. However, research on attitudes toward the early identification of clinical deterioration is still in its infancy, and even less research has been done on ward nurses’ attitudes toward the early identification of clinical deterioration. To drive behavioral change and improve the care of deteriorating patients, nurses need comprehensive, valid, and reliable tools to assess their attitudes toward early identification of deterioration.ObjectiveIn this study, we aimed to translate the Attitudes Toward Recognizing Early and Noticeable Deterioration (ATREND) scale into Chinese and to assess its validity and reliability tests.MethodsFrom March 2022 to July 2022, the ATREND scale was translated, back-translated, and cross-culturally adapted into the Chinese version using a modified Brislin translation model. Then, 460 ward nurses were recruited from tertiary Grade A general hospitals in two cities: Shenyang and Jinzhou in Liaoning Province, China. Reliability analyses were conducted using internal consistency, split-half, and test–retest reliability. We convened a committee of experts to determine the validity of the content. Tests of the structural validity of the scale were conducted using exploratory and validation factor analyses.ResultsThe Cronbach’s α value of the Chinese version of the ATREND scale was 0.804, and the Cronbach’s α value of the dimensions ranged from 0.782 to 0.863. The split-half reliability and test–retest reliability were 0.846 and 0.711, respectively. Furthermore, the scale has an index of content validity of 0.922, indicating a high level of content validity. In exploratory factor analysis, eigenvalues, total variance explained, and scree plot supported a three-factor structure. The three-factor model supported by this study was confirmed by confirmatory factor analysis (CFA). Moreover, the model fitting indexes (e.g., χ2/DF = 1.498, GFI = 0.954, RMSEA = 0.047) were all within acceptable limits based on the CFA.ConclusionThe Chinese version of the scale is reliable and valid among ward nurses. Nursing educators and clinicians will be able to develop targeted educational programs to enhance the competence and behaviors of Chinese ward nurses in recognizing clinical deterioration. It will be based on the developed scale to assess Chinese nurses’ attitudes and practices regarding early recognition of clinical deterioration. As a result, it is necessary to consider the Chinese scale’s three-factor structure. The developed three-factor structured scale will assess Chinese ward nurses’ attitudes and practices toward patient observation and vital sign-monitoring empowerment, enlightening them on the importance of patient observation, encouraging ward nurses to use a wider range of patient assessment techniques to capture early signs of clinical deterioration, and helping ward nurses to develop clinical confidence to monitor clinical deterioration.
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Siraji, Mushfiqul Anwar, Munia Rahman, Bishal Saha, and Shamsul Haque. "Validation of the Five Facet Mindfulness Questionnaire-Bangla Using Classical Test Theory and Item Response Theory." Mindfulness, October 31, 2023. http://dx.doi.org/10.1007/s12671-023-02240-2.

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Abstract Objectives Mindfulness-based interventions are common in contemporary mental health practices. Hence, the assessment of mindfulness is necessary during those interventions, and the 39-item Five Facet Mindfulness Questionnaire (FFMQ) is one of the most frequently used tools. As there is a scarcity of mindfulness scales for Bangla-speaking people, we translated this questionnaire into Bangla and validated it with a Bangladeshi community sample. Method We collected data from 532 Bangladeshi adults (mean age = 30.22; SD = 5.19), of which 390 were females and 142 were males. The participants completed FFMQ-Bangla, Mindfulness Attention Awareness Scale, Emotional Intelligence Scale, Depression Scale, and Openness and Neuroticism sub-scales of the Big Five Personality Inventory. Item response theory–based analysis evaluated the item quality of the Bangla FFMQ. Confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) assessed the scale’s structural validity. Results Item response theory–based analysis discarded 10 items. Both CFA and ESEM supported the five-faceted model (CFA: CFI = 0.94; TLI = 0.94; ESEM: CFI = 0.99; TLI = 0.99) and indicated satisfactory reliability for the remaining 29-item scale (≥ 0.80). ESEM revealed two general components (self-regulated attention and orientation to experience) encompassing the five facets (CFI = 0.99; TLI = 0.93). All those facets exhibited positive correlations with the Mindfulness Attention Awareness Scale, Emotional Intelligence Scale, and the Openness trait and negative correlations with Depression and the Neuroticism trait, revealing the scale’s concurrent validity. Conclusions Since the FFMQ-Bangla has exhibited satisfactory reliability and structural and concurrent validity, we recommend that researchers and mental health practitioners use this scale to assess mindfulness among Bangla-speaking people. Preregistration This study is not preregistered.
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Hessam, Somayeh, Shaghayegh Vahdat, Irvan Masoudi Asl, and Seyede Mehrnaz Mirsoheil. "Designing A Quality Assessment Model for Nursing Services Management in Selected Medical Universities of Iran." Journal of Clinical Research in Paramedical Sciences 11, no. 2 (2022). http://dx.doi.org/10.5812/jcrps-124128.

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Background: Advancing a culture of care greatness, at distinctive levels of management and care such as nursing management, has created way better desires and inspiration. Objectives: To design a suitable model for measuring the quality of nursing services management in selected universities of medical sciences in Iran. Methods: This was exploratory mixed research. In the qualitative stage, the data collection tool was interview. Semi-structured interviews with 12 experts and university professors were used. Qualitative data is first collected, then, based on the findings of qualitative data, research tools are taken, and quantitative data are collected. Categories are extracted after implementing the discussions on paper, open coding (reading the data line by line, extracting the main concepts and sentences, forming the first categories and classes) and axial coding (data classification, subcategory specification, final class formation). In the next step, there is optional coding. The statistical population in this study is all nurses in Tehran, Kermanshah and Guilan, totally 255 people. A researcher-made questionnaire was used to collect data in a quantitative phase. 152 completed questionnaires were collected from the samples. After collecting the questionnaires, it was statistically analyzed. Confirmatory factor analysis was used to evaluate the validity of the questionnaire, and structural equation modeling (SEM) with the help of SmartPLS 3 software was used to evaluate the research questions. Results: Factors affecting the quality of nursing services management in Tehran, Kermanshah and Guilan Universities of Medical Sciences are: individual factors, educational factors, motivational factors, international factors, social factors, environmental factors, intra-organizational factors and technological factors. Conclusions: The Proposed model has a strong fit. Suggestions based on the research results are: Evaluation of training courses, repetition of skills in the program by the trainee should be predicted so that the skill in the person becomes a behavioral habit and, in fact, behavioral consolidation, repetition of skills in the program by the trainee should be so in order for a skill to become a behavioral habit in the individual and in fact to be behaviorally established, the difference between individuals must be identified.
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Torphaiboon, Punyarat, Duangduen L. Bhanthumnavin, Duchduen E. Bhanthumnavin, Kosol Meekun, Li Renliang, and Naksit Sakdapat. "Development and Validation of Sensitivity for Needs of Elderly Scale Among Caregivers Based on Maslow’s Theory." South Eastern European Journal of Public Health, November 14, 2024, 1721–28. http://dx.doi.org/10.70135/seejph.vi.2204.

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The world currently lives in an aging society. Demand for elderly caregivers and services is rapidly rising. Elderly care encompasses not only medical care, but also the art of human care. Love and respect are usually considered the backbone of the modality of caregivers. This study aimed at developing a sensitivity for needs of elderly scale (SNES) among caregivers. Maslow’s theory of hierarchical needs, especially stage 3 (love and belongingness needs) and stage 4 (esteem needs), was used as a conceptual framework. This study consisted of four steps. The sample groups for the first two steps of item quality and exploratory factory analysis were 420 nursing students. A three-factor model emerged, which includes the sensitivity of needs for love and empathy, the sensitivity of needs for respect, and the sensitivity of needs for honor and dignity. The newly constructed measure consisted of 10 items, which explained the variance by 52.18%. The third step of confirmatory factor analysis, using a new group of 384 nursing students, indicated the model fit. In the final step, the scale was validated using 171 elderly caregivers. Moderate to strong absolute magnitudes of correlations between the new scale and psycho-moral strength, core self-evaluation, future orientation and self-control, moral disengagement, and caring behavior were found. Incremental validity was tested. Discussion and recommendations for further research and implications of the newly constructed measure were offered.
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Saeed, Bilal, R. Tasmin, Ayyaz Mahmood, and Aamer Hafeez. "Development of a multi-item Operational Excellence scale: Exploratory and confirmatory factor analysis." TQM Journal ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/tqm-10-2020-0227.

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PurposeConsidering the relevance of operational excellence as a business strategy, organizations are striving to improve themselves by adopting best practices and universally accepted principles through the process of continuous improvement, and these principles should be embedded in the culture of an organization. Organizations pursue to align themselves by continuously improving their processes by adopting scientifically proven techniques and cultural transformation throughout the organization. However, there is a lack of scientific instruments for the assessment of operational excellence. The objective of this study is to develop a scale for the assessment of practices of operational excellence principles in the organizations. Further reliability and validity of the developed scale are measured by testing the relationship between Human Resource Practices (HRP) and Operational Excellence (OE).Design/methodology/approachThis study comprises quantitative design through exploratory and confirmatory studies and also includes qualitative analysis to develop a scale for the assessment of Operational Excellence (OE). Interviews from industry experts have been conducted to identify the major components for which organizations are striving for OE. Previous literature and excellence models, especially principles of the Shingo Operational Excellence Model (SOEM), have been reviewed and considered to finalize the scale items. Data were collected in two stages from both Telecommunication subsectors (Cellular Mobile Operators and Fixed Local Loop Operators) of Pakistan through the cross-sectional survey. In the first stage, exploratory factor analysis (EFA) was performed on the sample of 611 respondents from both Cellular Mobile and Fixed Local Loop operators of Pakistan. In the second stage, confirmatory factor analysis (CFA) was performed on the sample of 423 respondents from the Fixed local loop operators. EFA was conducted by using SPSS version 23 to finalize the OE scale, and for confirmatory factor analysis, PLS-SEM using Smart PLS was used to confirm the reliability and validity of the OE Scale.FindingsThe results of EFA reveal that OE is a multidimensional construct with three dimensions and 23 items. The dimensions of the developed OE Scale explored in this study are cultural enablers (CE), continuous process improvement (CPI) and enterprise alignment (EA). The confirmatory factor analysis of OE confirmed the scale dimensionality, reliability and validity along with the hypothesis testing to measure the impact of antecedent variable HRP on OE.Research limitations/implicationsOrganizations pursue to improve and align their operational processes but usually unable to confirm the implementation of their desired objectives. Based on the developed OE scale, managers may assess the implementation of OE principles in their organizations. This research has been conducted in the telecommunication sector of Pakistan only, and the developed instrument needs to be further tested in other organizations.Practical implicationsThe instrument developed in this study will help both researchers and practitioners to assess the principles of operational excellence in their organizations and enable them to design the strategies for improving organizational performance.Social implicationsThe results of this study will create awareness about the principles of operational excellence. The developed OE instrument will assist in identifying the gaps in organizational norms and values from the perspective of paying respect to every individual inside and outside the organization. OE instrument will be further helpful in the identification and assurance of health, safety, protection of the environment and community issues.Originality/valueThis study provides a reliable and validated scale for the scientific area of operation management and helps managers with the assessment of operational excellence in their organizations. This newly developed scale is also valid to test and use in different studies and industries by researchers and practitioners.
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Zou, Zhijie, Jinbing Bai, Yaohua Gu, et al. "Cultural adaptation and psychometric evaluation of the Chinese version of the nurse-specific end-of-life professional caregiver survey: a cross-sectional study." BMC Palliative Care 20, no. 1 (2021). http://dx.doi.org/10.1186/s12904-021-00725-2.

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Abstract Background Nurses’ palliative and hospice care-specific education is associated with the quality of palliative and hospice care that influences health outcomes of patients with life-limiting illnesses and their caregivers. However, China lacks measures available to assess nurses’ educational needs in palliative and hospice care. The End-of-Life Professional Caregiver Survey (EPCS) is a psychometrically reliable self-reporting scale to measure multidisciplinary professionals’ palliative and hospice care educational needs. This study was performed to explore the psychometric properties of the Chinese version of the EPCS (EPCS-C) among Chinese nurses. Methods We translated and culturally adapted the EPCS into Chinese based on Beaton and colleagues’ instrument adaptation process. A cross-sectional study design was used. We recruited 312 nurses from 1482 nurses in a tertiary hospital in central China using convenience sampling to complete the study. Participants completed the EPCS-C and a demographic questionnaire. Exploratory and confirmatory factor analysis was carried out to test and verify the construct validity of the nurse-specific EPCS-C. Cronbach’s alpha coefficient was used to appraise the reliability of the nurse-specific EPCS-C. Results A three-factor structure of EPCS-C was determined, including cultural, ethical, and national values; patient- and family-centered communication; and effective care delivery. The exploratory factor analysis explained 70.82% of the total variances. The 3-factor solution of the nurse-specific EPCS-C had a satisfactory model fit: χ2 = 537.96, χ2/df = 2.96, CFI = 0.94, RMSEA = 0.079, IFI = 0.94, and GFI = 0.86. Cronbach’s alpha coefficient of the overall questionnaire was 0.96. Conclusions The nurse-specific EPCS-C showed satisfactory reliability and validity to assess nurses’ palliative and hospice care educational need. Further research is required to verify the reliability and validity of the EPCS-C in a larger sample, especially the criterion-related validity.
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Edwards, Rebecca L., Marie Bakitas, Peng Li, et al. "Adaptation and psychometric testing of the end-of-life professional caregiver survey in Jamaica." BMC Health Services Research 23, no. 1 (2023). http://dx.doi.org/10.1186/s12913-023-09497-2.

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Abstract Background Using a validated instrument to measure palliative care (PC) educational needs of health professionals is an important step in understanding how best to educate a well-versed PC workforce within a national health system. The End-of-life Professional Caregiver Survey (EPCS) was developed to measure U.S. interprofessional PC educational needs and has been validated for use in Brazil and China. As part of a larger research project, this study aimed to culturally adapt and psychometrically test the EPCS among physicians, nurses, and social workers practicing in Jamaica. Methods Face validation involved expert review of the EPCS with recommendations for linguistic item modifications. Content validation was carried out by six Jamaica-based experts who completed a formal content validity index (CVI) for each EPCS item to ascertain relevancy. Health professionals practicing in Jamaica (n = 180) were recruited using convenience and snowball sampling to complete the updated 25-item EPCS (EPCS-J). Internal consistency reliability was assessed using Cronbach’s $$\alpha$$ coefficient and McDonald’s $$\phi$$. Construct validity was examined through confirmatory factor analysis (CFA) and exploratory factor analysis (EFA). Results Content validation led to elimination of three EPCS items based on a CVI < 0.78. Cronbach’s $$\alpha$$ ranged from 0.83 to 0.91 and McDonald’s $$\phi$$ ranged from 0.73 to 0.85 across EPCS-J subscales indicating good internal consistency reliability. The corrected item-total correlation for each EPCS-J item was > 0.30 suggesting good reliability. The CFA demonstrated a three-factor model with acceptable fit indices (RMSEA = 0.08, CFI = 0.88, SRMR = 0.06). The EFA determined a three-factor model had the best model fit, with four items moved into the effective patient care subscale from the other two EPCS-J subscales based on factor loading. Conclusions The psychometric properties of the EPCS-J resulted in acceptable levels of reliability and validity indicating that this instrument is suitable for use in measuring interprofessional PC educational needs in Jamaica.
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Patti-Signorelli, Anna, and José Javier Romero-Díaz de la Guardia. "CHAPTER 4: The biopsychosocial model and what it means for understanding inclusion in education - Brahm Norwich Introduction This chapter focuses on two specific pieces of Paul Cooper’s writing from 19 and 15 years ago respectively, namely his ideas about the biopsychosocial model and how he developed and used this perspective in unique ways to expand our thinking about inclusion and inclusive education. I believe this will give me the opportunity to show the detail of his analyses and way he engaged in the key debates going on in the field. It will also enable me to show the continuing relevance /of the arguments he voiced to current issues and concerns. Paul’s intellectual approach has been to oppose what he sees as false oppositions or dichotomies and this is something I have learned from and shared with him. The biopsychosocial model was for him a way to combine and bring together a more complex synthesis not just as an intellectual exercise, but as critical to enhancing educational practice, especially for those with disability and difficulties. A critical discussion of education, ADHD and the biopsychosocial (BPS) perspective Paul Cooper’s paper on the biopsychosocial perspective (Cooper, 2008) focuses on ADHD to propose a BPS model or what is called here a ‘paradigm’ as a way forward to address controversies amongst educationalists. Its argument had and continues to have much wider significance for the field of special educational needs and inclusive education. The main point in the paper was to show how the polarity between biological and social explanations for learning and behaviour problems had become redundant and unhelpful. ADHD it was stated was influenced by both biology and the social environment and indeed was ‘socially constructed’. But, this notion of social construction was not like the one adopted by the social model advocates referenced in the paper and still widely used in the 2020s. Shakespeare (2018, p. 68), for example, refers to the social model of disability as ‘the idea that people are disabled by society, rather than by their bodies’. What motivated Paul was the negativity towards the ADHD concept based on what he saw as: ‘outdated thinking and a lack of understanding of the diagnosis and the biopsychosocial paradigm through which it can be usefully understood’ (p. 457). Before examining the arguments about a social or a BPS model of ADHD, it worth exploring the usage of the terms in these models in written publications generally and in relation to academic research publications in education. Using the google ngram viewer system shows that the phrase ’social model of disability’ is used 114 times more in those texts covered within the google system than the phrase ‘biopsychosocial model of disability’ published in 2019. In addition, references to the phrase ‘social model of disability; increased 2.6 times from 2000 to 2019. By contrast, the use of the phrase ‘biopsychosocial model of disability’ increased more rapidly by 9.3 times, over the same period. Though this analysis is confined to those ngram accessed books in English, it does show that the ‘social model’ was used in this corpus considerably more than the ‘BPS model’. This is so even when the ‘BPS model’ had a greater increase in usage compared to the ‘social model’ over this almost two decade period. This picture is repeated when examining research literature references in education using the Education Research Complete database (ERC). In a search for literature with the terms ‘inclusive education or inclusion or mainstreaming or integration’ and either ‘biopsychosocial model’ or ‘social model’, it was found that there were 13 times as many references for social model than BPS model. It is clear from these analyses that Paul Cooper’s position has not been widely adopted since the 2000s and into the late 2010s, despite the international interest in the WHO International Classification of Functioning (ICF), which adopts a BPS model of disability (Hollenweger, 2012). My argument here is that this does not detract from the value and importance of the arguments in his paper. I am not going into the details of the case for the usefulness and risks in the use of medical classification systems that include ADHD as the most prevalent of childhood behaviour disorders. Cooper’s 2008 paper does this, and no doubt since then the current state of knowledge about ADHD has changed. What I will focus on is the argument made by Paul Cooper about the involvement of biological processes in functioning that comes to be identified as ADHD. Here he considered evidence for there being a problem in the response inhibition system, involving neuropsychological executive functioning mechanisms implicating physiological processes in the frontal lobes of the brain. In addition, he also implicates the genetic studies that have shown a much greater incidence of ADHD among identical than non-identical twins and among children who are biologically related as opposed to adopted. What he resists is the polarising between recognising these biological processes on human behaviour and the social processes; the either – or in favour of the both – and perspective. This is a central point in the commentary I am making of Paul Cooper’s positions and one which will be made too in relation to his ideas about inclusion in education below. The BPS model he is advocating rejects a biological determinism and represents biological factors as being mediated by psychosocial processes; the biological is subjected to social construction at various social and psychological levels. See Figure 4.1 which represents this kind of BPS model. In this respect the BPS model he advocates has strong links to Bronfenbrenner’s bio-ecological model (Bronfenbrenner and Morris, 2006). It is notable that many references to Bronfenbrenner’s ecological model have tended to also split the biological from the psycho-social (Tudge et al., 2009). Figure 4.1 Factors in interaction in the bio-psycho-social model of ADHD Critical reactions to ADHD have involved the dismissal of ADHD by some as a medical construct that individualises educational failure and disruptive behaviour. Part of the aversion to ADHD has been its use to legitimise the practice of using drugs as a form of social control of defiant children. Some argued this approach represented wrong-headed pseudo-science. The argument which Paul Cooper focussed on was the assertion that this individualised these problems, distract from how schools and teachers were involved in these problems, and so absolve them of responsibility to provide relevant opportunities for these groups. He countered this argument by claiming that the BPS model recognises that schools are a major setting through which institutional control and pedagogical practices contribute to the construction of ADHD. In his argument for a more complex BPS model, he countered the arguments of authors like Slee (1995) who were critical of what they portrayed as: ‘The monism of locating the nature of [classroom] disruption in the neurological infrastructure of the child is myopic and convenient’ (Slee, 1995, p. 74). Slee has continued this critical line of argument with his more recent views about the language of special educational needs in referring to: ‘the saturation of our discourse and thinking with the quasi-medical posturing of special educational needs. The conceptual foundations and usage of terms like special educational needs passes without a second thought’ (Slee, 2018; p. 78). Paul Cooper’s thorough response to four challenges from the critical perspective continue to be very relevant to the current circumstances. Firstly, it has been claimed that the ADHD diagnosis is somehow bogus or ‘illicit’ because there is an absence of neuro-scientific evidence. In this article he illustrates how this is ‘patently untrue’ (p. 463). Secondly, ADHD is sometimes claimed to be an example of biological determinism, a claim which expresses a fear of determinism and its associated denial of human agency. Here he has sympathy with this fear but shows how this is not well founded as regards developmental opportunities, given the interaction between biological inheritance and environmental factors in the development of behavioural difficulties. Paul Cooper argued that not only were there several biological pathways implicated in the development of ADHD, but that ADHD is not biologically determined in the simplistic sense suggested by some; see the Slee quote above. He turns the argument by ADHD critics about ADHD diverting attention from school factors against their position. He suggests that portraying ADHD as an example of biological determinism, itself diverts attention from converting a biopsychosocial account of ADHD into pedagogical and other interventions. By knowing more about the biological, psychological and social factors in ADHD enables us, he argued, to avoid aggravating experienced difficulties and promoting educational engagement. The third challenge he addressed was that an ADHD ‘diagnosis’ rests on value-laden, culturally-specific judgements about behavioural or cognitive norms. Here Paul Cooper adopts a perspective, not often found in debates about behaviour difficulties and school education norms. He recognised that children who are biologically predisposed to develop ADHD can be at a disadvantage by culturally based assumptions about appropriate school and classroom behaviour. But, this, he argues, does not reflect on the clinicians who identify ADHD, but reflects on the weaknesses of, what he called, ‘Western mass education’. This issue is about whether to change the educational environment to accommodate the student or to change the student to enable him or her to engage with an unchanging environment. As Paul Cooper recognised the attempt is often made to combine environmental and individual changes. He suggested that using medication can be seen as the failure of the school to make changes that enable the student with ADHD to engage effectively. The implications for those wanting to make schools more inclusive is to learn the lesson that ADHD teaches about shaping the educational environment to improve learning opportunities. In discussing how he approached this challenge, it is also notable that some psychologists have adopted more recently a BPS model of ADHD and supplemented the social aspects with a focus on the cultural aspects that relate to the mental health needs of culturally and linguistically diverse children and young people (Pham, 2015). The fourth challenge Paul Cooper responded to was that accepting an ADHD diagnosis ‘legitimise[s] the practice of drugging defiant children into docility’ (Skidmore, 2004, p. 4). To this he points out that informed opinion does not consider medication for ADHD as an essential treatment, and that whatever is decided is to be in the context of a multi-modal treatment programme that includes psychosocial and educational interventions. In his paper he refers to the UK guidance from 2000 and this is still the current guidelines (NICE, 2018). How parents participate in intervention selection is also illustrated in Pham (2015). The linked and final challenge he dealt with was that ADHD represents the wrongful medicalisation of defiance in school children. Here Paul Cooper questioned the link between defiance and the functional issues associated with ADHD. He suggested that defiance is better considered as a cognitive distortion affecting social engagement rather than a deficit in executive functioning associated with ADHD. So, not complying with parent wishes is seen as non-volitional and not to be confused with defiance. For him what was concerning was the ‘high moral tone’ (p. 470) which concealed limited understanding about ADHD that he believed could be dangerous. A crucial difference between the social and BPS models In defending the BPS model from critical arguments, Paul Cooper did not examine the ideological or value basis for the knowledge claims in these debates. From a critical perspective, it has been suggested by Slee & Weiner (2001) that it is possible to identify two groups of researchers, which they characterise in these terms, namely those who work within, what they call the ‘positivist paradigm’, accept the way things are, attempt to make marginal reforms and who criticise ‘full inclusion’ as ideological; and those who see inclusive education as cultural politics and call for educational reconstruction. This distinction between a positivist / technical versus cultural political position can be aligned with one between an investigatory versus an emancipatory perspective to research about disability (Oliver, 1999). Oliver frames the research-as-investigation as the dominant form of social research which is unacceptable to oppressed groups, such as those with disabilities, who aim to collectively empower themselves. In this perspective the social model of disability expresses the emancipatory stance which is pursued through cultural politics. This contrasts with a technical – interventionist perspective that derives from what Slee and Weiner (2001) call a ‘positivist paradigm’ and is associated with what is called a medical or a bio-medical model. It can be seen that this dichotomy between research stances embraces the splitting which Paul Cooper argued against. Figure 4.2 below represents these distinct research stances as adopting emancipatory or investigatory values, while showing their main focus and linked assumptions. With emancipatory values the main focus is on reducing the oppression of the vulnerable with this being done through collective socio-political action and in doing so entailing a causal assumption that it is the dominant social system that oppresses. With investigatory values, the main focus is on identifying complex causal models of a phenomenon and in doing so assumes that this knowledge can be used for subsequent improvement interventions. Figure 4.2 Value bases underlying different research stances One of the main arguments in this chapter is that there are links and common elements to these two basic value positions, so raising questions about the split and opposition between them. Both connect knowledge with action for social change, on one hand, and both assume some causal processes, on the other. The difference is in the assumptions of their main focus. Identifying complex causal processes (e.g. that includes social processes as part of a BPS perspective) is the primary focus of the investigatory stance, while change depends on applying this knowledge in interventions. This stance represents an outsider-spectator-intervenor perspective. By contrast, reducing the oppression of the vulnerable is the primary focus of the emancipatory stance, with this being through collective political and social action. This stance represents an insider-participator perspective. So, while distinct, there are connections to be recognised between them which can help to understand what the social stands for in these two models. The social in the social model stands for where change is to be focussed; in the socio-political arena. The social, by contrast, in the BPS model stands for the social factors that need to be understood in their interaction with bio-psychological causal factors. Making use of the distinction between insider-outsider role perspectives enables us to see how these different value stances can be connected and not seen as opposites to select between. As Paul Cooper argued in his 2008 paper, informed opinion does not consider medication for ADHD as an essential treatment / intervention; the BPS model implies multi-modal methods including psychosocial and educational interventions (NICE, 2018). Intervention / treatment acceptability is also an important consideration when considering individual children with identified ADHD from a BPS perspective, as illustrated in Pham’s (2015) case study. This implies that parents and young people will participate in action decisions, which gives them an insider role. However, the social model goes beyond insider participation at the individual level, to involve collective participation at institutional and societal levels too. This is where the BPS model could be open to insider participation beyond the individual level, to see the value of institutional and societal participation too. And, as the BPS can be open to the collective action of the social model, so the social model can be open to the outsider perspective’s recognition of multi-level causal processes (including the bio-psychological levels) and their associated interventions. Inclusion as a buzz-word In this 2008 paper Paul Cooper suggested that the use of insights from the BPS model in developing educational provision is likely to lead to a more genuinely inclusive education system. This was written after an earlier editorial he wrote in the journal Emotional and Behavioural Difficulties in 2004 (Cooper, 2004). Here he pointed to the overuse and misuse of the word inclusion, suggesting that it will lose its meaning and that the purposes for which it was coined will become neglected. One way of challenging this misuse, he mentioned, was to be vigilant about how it is used and to call for greater clarity. In this editorial he stated that social inclusion is about active participation and engagement with other people. With inclusive education, he continued, it is not just about social inclusion, but an individual’s active engagement in formal learning processes. Here Paul Cooper goes beyond common ideas about inclusion which are defined in terms of social and academic participation (as in the Inclusion Index; Booth and Ainscow, 2011), by clarifying that it is also about academic and social engagement. From this it was clear that inclusion was more than both location / placement and social interaction with other people; it was also about personal engagement with others and with formal learning. Paul Cooper was not alone in linking engagement with inclusion, he shared this with Mary Warnock, the chair of the Warnock Committee which in 1978 set out new policies about the education of children and young people with disabilities and difficulties (Warnock, 2005). In her 2005 policy paper she rejected the idea of educational inclusion as about ‘all children under the same roof’. She preferred a learning concept of inclusion, which was about: ‘including all children in the common educational enterprise of learning, wherever they learn best’ (Warnock, 2005). Though she does not use the term ‘engagement’ as such, her notion of learning where done best connects with ‘engagement’ and prioritises this over placement, a view which was also adopted later by Paul for the area of education of children and young people with social, emotional and behaviour difficulties (Cooper and Jacobs, 2011). Paul Cooper drew on the psychological ideas of Marjorie Boxall in the Boxall Profile (Bennathan and Boxall, 2003) to connect Inclusion with engagement, as he mentioned in his 2004 editorial. For him engagement was at the heart of educational inclusion from a cognitive perspective. He adopted the five subskills of what the Boxall Profile termed ‘the organization of experience’: whether the child gives purposeful attention, participates constructively, connects up experiences, shows insightful involvement and engages cognitively with peers. Within this framework he recognised that children with social, emotional and behavioural difficulties (SEBD) can have problems with some or all of these skills. So, it can be argued that the child who experiences SEBD is socially, emotionally and cognitively excluded from what is going in class lessons; with SEBD being framed as a barrier to inclusion. This concept of a barrier is very different to that proposed from a social model perspective as in the Inclusion Index (Booth and Ainscow, 2011), in which barriers are only external to the person. But, Paul Cooper does not draw the conclusion that children with SEBD can never be ‘included’. Here he makes the distinction between inclusion-as-location and inclusion-as-engagement, with the implication that in some cases when there is not mainstream class inclusion this does not mean there cannot be some engagement inclusion. He also reminded us that inclusion is such that nobody is ever fully included in any situation all the time. In this sense his ideas resemble Qvortrup and Qvortrup’s (2018) argument that inclusion and exclusion are connected through peoples’ simultaneous involvement in different social arenas. With social interactions involving negotiations in all situations, Paul Cooper argued that any episode can result in tensions and the rejection of the people involved . This is a feature of our lives and in this respect the child experiencing SEBD is no different from others. However, he pointed out that the child or young person with a SEBD is at greater risk of rejection or exclusion, which may be attributed to individual characteristics in interaction with social circumstances (in line with a BPS model). Using this notion of engagement, he also approached the questions of teaching children and young people with SEBD in terms of the BPS model. In avoiding a focus just on problems located in the student, he adopted an interactionist perspective that combined specialist teaching knowledge about individual differences with teachers’ practical thinking about decision-making that led to adapted teaching (Cooper, 2004). He reviewed in this 2004 chapter and in his later 2008 paper discussed above, the various teaching strategies that research had shown to promote further engagement for children with ADHD. It is useful here to compare his engagement perspective to a well-known ‘Inclusive Pedagogy (IP) framework for participation in classrooms’ developed by Florian and Black-Hawkins (2011). This framework in covering access, collaboration, achievement and diversity aimed to extend what was typically available in the classroom community to all. It avoided having learning activities for most being alongside different activities for some who experience difficulties. It also proposed differentiation by pupil choice for everyone while rejecting ability grouping. This is an approach that required flexibility to be driven by need and not curriculum coverage, while seeing difficulties in learning as professional challenges rather than learner deficits. Though Paul Cooper’s perspective agreed with some elements of this inclusive pedagogy framework (e.g. flexibility and responding to learning difficulties as a challenge), his does not accept the either-or polarity at the core of the framework with the adoption of only one option: differentiation by choice v. by grouping and only opting for the former, or seeing learning difficulties as a professional challenge v. learner deficits and opting only for the challenge option). This IP framework reflects the medical v social model polarity that he argued against while favouring a BPS model. Based on his approach of seeing social and academic engagement as being at the heart of educational and social inclusion, he believed that it followed that: ‘students are best placed in educational settings where they have access to and support for maximum social and academic engagement’. (Cooper, 2004, p. 222). In his view, this meant that there was no simple way to decide about the provision setting. For some pupils this meant access to various forms of provision, but always a detailed analysis of individual capabilities and needs as well as what provision affords should determine the decisions. Conclusion This chapter has focussed on two of Paul Cooper’s papers in which he explained and justified his ideas about the biopsychosocial model and how he developed and used this perspective in unique ways to expand our thinking about inclusion and inclusive education. Through relating and contrasting these with other contemporary and current ideas I hope to have shown his distinctive and insightful contribution. I have also tried to extend his adoption of a both-and rather than an either-or approach by discussing the epistemological and value bases of different models, on one hand, and how difference and distinction does not imply irreconcilable opposition between the key models in the field. References: Bennathan, M. & Boxall, M. (2003) The Boxall Profile. East Sutton: SEBDA. Booth, T. and Ainscow, M. (2011) Index for Inclusion: developing learning and participation in schools. 3rd ed. Bristol: CSIE. Bronfenbrenner, U., and Morris, P. (2006) The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793–828). Hoboken, NJ: Wiley. Cooper, P. (2004) Is ‘inclusion’ just a buzz-word?, Emotional and Behavioural Difficulties, 9:4, 219-222, DOI: 10.1177/1363275204051391 Cooper, P. (2004) ‘AD/HD’, in A. Lewis & B. Norwich (eds) Special Teaching for Special Children? Pedagogies for Inclusion. Buckingham: Open University Press. Cooper, P. (2008) Like Alligators Bobbing for Poodles? A Critical Discussion of Education, ADHD and the Biopsychosocial Perspective. Journal of Philosophy of Education, 42, 3-4, 457-474. Cooper, P. and Jacobs, B. (2011) From Inclusion to Engagement: Helping Students Engage with Schooling Through Policy and Practice. London: Wiley. Florian, L. and Black-Hawkins, K. (2011) Exploring inclusive pedagogy, British Educational Research Journal, 37, 5, pp. 813-828. Hollenweger, J. (2012) Using the International Classification of Functioning, Disability and health Children and Youth version in education systems. American Journal of Physical Medicine and Rehabilitation, 91, 13, pp. 97-102. NICE (2018) Attention deficit hyperactivity disorder: diagnosis and management NICE guidelines. Published: 14 March 2018. Access on 23.5.23 www.nice.org.uk/guidance/ng87 Oliver, M. (1999) Final accounts and the parasite people. in Corker, M. and French, S. (eds.) Disability discourse. (eds.) Maidenhead: Open University Press. Pham, A.V. (2015) Understanding ADHD from a Biopsychosocial-Cultural Framework: A Case Study. Contemporary School Psychology, 19:54–62. Qvortrup, A. and Qvortrup, L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7), 803-817. Shakespeare, T. (2018) Disability: the basics. London: Routledge. Skidmore, D. (2004) Inclusion. Buckingham,: Open University Press. Slee, R. (1995) Changing Theories and Practices of Discipline. London, Falmer. Slee, R. and Weiner, G. (2001). Education Reform and Reconstruction as a Challenge to Research Genres: Reconsidering School Effectiveness Research and Inclusive Schooling. School Effectiveness and School Improvement, 12:1, 83-98, DOI: 10.1076/sesi.12.1.83.3463 Slee, R. (2018) Inclusive Education isn’t Dead, it Just Smells Funny. London: Routledge. Tudge, J.R.H., Mokrova, I., Hatfield, B.E. and Karnik, R.B. (2009) Uses and Misuses of Bronfenbrenner’s Bioecological Theory of Human Development. Journal of Family Theory & Review, 1, 198–210. Warnock, M. (2005) Special Educational Needs: A New Look. London: Philosophy of Education Society of Great Britain, Impact Series No. 11." International Journal of Emotional Education 15, no. 2 (2023). http://dx.doi.org/10.56300/esja4186.

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The present study aimed to determine the emotional characteristics of the Trait-Meta-Mood-Scale (TMMS-24) in music-oriented secondary school students in Italy. A 24-item self-assessment protocol was applied to measure the level of perceived emotional intelligence according to 3 dimensions: attention, clarity and repair. This tool represents one of the most widely used self-assessment measures of perceived emotional intelligence. The objective of the study was to conduct construct validation to examine reliability of the Italian version of the TMMS-24 in order to identify its feasibility for the assessment of emotional intelligence. Exploratory and confirmatory factorial analyses were conducted on a sample of music-oriented secondary school students in Italy (n=402). Exploratory factor analysis outcomes revealed that the three dimensions of the original scale (attention, clarity and emotional repair) are supported in the examined context, showing adequate internal consistency and describing 52.6% of overall variance. Outcomes were confirmed via confirmatory analysis, obtaining good fit indices (CFI=0.986; TLI=0.985; RMSEA=0.038). The TMMS-24 scale is a valid and reliable instrument for measuring the emotional intelligence of secondary school students in Italy. Keywords: TMMS-24, emotional intelligence, secondary school education, exploratory factor analysis, confirmatory factor analysis.
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Arimoto, Azusa, and Etsuko Tadaka. "Developing and Validating a New Scale to Assess Signs of Neglect of Infants and Caregivers." Journal of Interpersonal Violence, July 22, 2019, 088626051986372. http://dx.doi.org/10.1177/0886260519863724.

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This study aimed to develop a scale assessing the early signs of infant neglect and to test its reliability and validity. Neglect is a frequent type of child maltreatment and a serious problem worldwide, but it has received limited research attention. Previous studies of neglect assessment have mainly been targeted toward assessing the risk of apparent neglectful caregivers and neglected children. Early needs assessment scale focused on neglect evaluated by public health professionals in infants is necessary for the urgency of preventing neglect from infancy. Participants were community/public health nurses across Japan with experience working with neglectful caregivers of infants. The initial Signs of Neglect in Infants Assessment Scale (SIGN) was developed and refined based on previous studies, community/public health nurse consultation, and expert review. In 2017, 474 community/public health nurses completed a questionnaire regarding one infant neglect case. Item analysis, exploratory factor analysis, confirmatory factor analysis, and comparisons with a preexisting scale and case reporting status were used to narrow the scale and assess its psychometric properties. Item and exploratory factor analyses reduced the scale to 14 items on three factors: lack of basic supervisory care, child underdevelopment, and lack of emotional behavior. A confirmatory factor analysis indicated a good model fit (adjusted goodness-of-fit index = 0.921). Cronbach’s alpha was >.80 for total SIGN and all three factors. SIGN score was positively correlated with the preexisting scale ( r = .335, p < .001) and with child protection services reporting status ( M = 12.8 for reported cases vs. 9.2 for unreported cases, p < .001). The SIGN is an innovative scale with good psychometric properties for assessing signs of infant neglect. It has the potential to contribute to preventing infant neglect by providing early support to infants and their caregivers.
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Li, Mao. "Assessing Chinese primary mathematics teachers’ self-efficacy for technology integration: Development and validation of a multifaceted scale." Asian Journal for Mathematics Education, May 22, 2024. http://dx.doi.org/10.1177/27527263241254496.

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This study was dedicated to developing the Scale of Mathematics Teachers’ Technology Integration (SMTTI), a comprehensive instrument designed to assess the competencies of primary mathematics teachers in integrating digital technologies. The research encompassed data collection through a web-based questionnaire distributed to mathematics teachers across Chongqing, China. Both exploratory and confirmatory factor analyses were conducted to determine the SMTTI's efficacy as a measurement tool. These analyses established the robust reliability and validity of the SMTTI, affirming its effectiveness as an instrument for assessing the technology integration capabilities of mathematics teachers. The scale exhibited excellent psychometric properties, characterized by strong factor loadings, high internal consistency, and good model fit indices. The SMTTI advances educational technology research by providing a nuanced self-efficacy assessment tool that aligns with the emergent needs of post-pandemic education environments. Its distinctiveness lies in its empirical foundation and tailored approach to evaluating primary mathematics teachers’ self-efficacy for technology integration. The scale fills a critical gap in the existing literature by delivering a context-specific tool designed for the post-digital transition in educational practice, aiding in the formulation of targeted professional development programs and policy making. This addresses a need for updated instruments in the field, complementing the self-reported surveys focusing on practical application and current educational demands. The SMTTI contributes to refining the use of digital technology in educational settings by providing an instrument sensitive to the context-specific needs of teachers, thereby supporting more accurate instruments in this evolving domain.
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Ojio, Yasutaka, Asami Matsunaga, Shin Kawamura, et al. "Validating a Japanese Version of the Athlete Psychological Strain Questionnaire." Sports Medicine - Open 7, no. 1 (2021). http://dx.doi.org/10.1186/s40798-021-00385-9.

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Abstract Background There is increasing international interest in clinical practice and research related to mental health in the international sports society. The athlete-specific psychological distress assessment tool that addresses potential mental health needs can help promote early detection and recovery of mental illness, as well as physical illnesses. Currently, little is known about the applicability of the useful assessment tool for Japanese elite athletes. The Athlete Psychological Strain Questionnaire (APSQ) is a brief, effective and reliable screening tool to identify early signs of athlete-specific distress and potential mental health symptoms. We examined the applicability and reliability of a Japanese version of the APSQ (APSQ-J) in a Japanese elite athlete context. Further, we examined the construct validity of the APSQ-J. Methods We collected web-based anonymous self-report data from 219 currently competing Japanese professional male rugby players. A two-stage process was conducted to validate the factor structure of the APSQ-J using exploratory factor analysis (EFA) in a randomly partitioned calibration sample and confirmatory factor analysis (CFA) in a separate validation sample. Cronbach’s alpha is used to assess internal consistency. Pearson product-moment correlation coefficients were calculated to determine if the APSQ-J was significantly associated with measures of psychological distress and well-being using Kessler-6 (K6) and the WHO-5 Well-Being Index, respectively. Results We identified a one-factor structure for the APSQ-J. Confirmatory factor analysis supports this one-factor model, revealing good model fit indices. The standardized path coefficients for each of the items were β = 0.41–0.83 (p < 0.001). A Cronbach’s alpha of 0.84 was obtained for the APSQ-J. The APSQ-J demonstrated significant correlations with the K-6 (r = 0.80, p < 0.001) and WHO-5 (r = −0.58, p < 0.001). Conclusion The APSQ-J can be an appropriate and psychometrically robust measure for identifying athlete-specific distress in elite athletes in Japan. Widely disseminating and utilizing this scale in Japanese sports society may support athletes' mental health via early detection of symptoms of psychological distress.
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Fatima, Seerat, and Muhammad Mubbashar Hassan. "Meaningful group culture: development of a multidimensional measure using multilevel assessment." Journal of Advances in Management Research, December 13, 2022. http://dx.doi.org/10.1108/jamr-07-2022-0150.

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PurposeThere is a growing array of literature that supports various implications of positive organizational psychology on workplace outcomes such as the positive work cultures. However, lack of appropriate measuring instruments is halting the progress in this field. Laid down in this article are the conceptual and empirical perspective regarding a positive group culture, i.e. meaningful group culture (MGC) and elaboration of what MGC is and how to measure it. For this study, the MGC is defined as a culture of humane orientation and explained through five dimensions: ideology infused, caring for employees, pro diversity, helping and employee-centric organization identification. The purpose of this paper is to address this issue.Design/methodology/approachTo further elucidate, development and validation of the MGC instrument was carried out in three phases. In the very first phase, content and face validity was assessed by experts. Following it, the second phase construct validity was undertaken through exploratory factor analysis of the results from the use of the instrument on a sample of 540 professionals. To end with, in the third phase, multilevel confirmatory analysis was conducted on an organizational sample of 397 individuals and 106 groups.FindingsThe results of the Multilevel Confirmatory Factor Analysis (MCFA) provided further evidence of confirmation that the extraction of five factors was appropriate, and reliability analysis showed the MGC to be both valid and reliable. Consequently, the applications of the tool to Human Resource Development (HRD) professionals are suggested.Research limitations/implicationsTo broaden the coverage and enhance generalizability, the study focused on multi-sector convenient based sample.Practical implicationsHRD professionals can use it as a diagnostic tool for deeper exploration into systematic and organizational issues. The use of it can provide a window for addressing the developmental needs within the organizations.Originality/valueThis study is possibly one of the first to develop a psychometrically valid scale to measure higher order measure of a work group culture through multilevel assessment of the model.
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Xu, Liping, Zhihua Yin, and Jian Wang. "A047: Research on the Structure and Scale of Service Quality of Sports Park." International Journal of Physical Activity and Health 3, no. 3 (2024). https://doi.org/10.18122/ijpah.3.3.47.boisestate.

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Background/Purpose: Since the "14th Five-Year Plan" period, with the vigorous promotion of China and the provincial and municipal governments, the number of sports parks has shown a continuous positive trend of growth. While accelerating the construction progress, how to improve the service quality of sports parks should become the primary issue that needs to be solved to promote the sustainable and healthy development of sports parks. Therefore, based on the perspective of public demand, this study formed a scientific assessment scale by exploring the specific content structure contained in the service quality of sports parks, to promote the high-quality development of sports parks in China. Methods: Based on Maslow's hierarchy of needs theory, service quality evaluation theory, new public service theory and other theoretical bases, this paper comprehensively applied mixed methods research to conduct in-depth interviews with 23 experts and formed the sports park service quality structure model with NVivo software. To verify the reliability and validity of the service quality evaluation system of sports parks, 700 people in China were investigated by questionnaire and statistics. Results: 1) Based on the rooted theory and from the perspective of public perception, a structural model of sports park service quality was constructed, including five dimensions of tangibility, reliability, assurance, responsiveness, and empathy. There are 34 dimensions, 43 concepts and 173 sentences, including location and transportation convenience, health environment quality, ecological landscape resources, park guiding sign setting, park characteristic brand construction, the perfection of sports facilities and the richness of sports events. 2) In the stage of verifying the rationality and validity of the sports park service quality evaluation scale, a reasonably structured, scientific, and standardized sports park service quality evaluation system was formed by sending questionnaires online twice. Following the procedures of project analysis, exploratory factor analysis, reliability and validity tests, and confirmatory factor analysis based on structural equation model were performed. The model contained a total of 34 items in 5 dimensions, that is, 10 items in tangibility, 7 items in reliability, 5 items in responsiveness, 7 items in assurance and 5 items in empathy. Conclusion: In the future, China needs to continue to strengthen research on sports parks, form a more accurate sports park service quality assessment system, and promote and apply it nationwide to more accurately meet the needs of Chinese people for health promotion, sports fitness, leisure, and entertainment.
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