Construct validation of the Zimbardo Time Perspectives Inventory

The aim of the present study was to validate the factorial structure and psychometric properties of the Zimbardo Time Perspectives Inventory (ZTPI) in a South African student sample. A total of 200 students completed the ZTPI. The sample comprised 58 0.8% female students. Of these, 61.1% were black students and 38.9% were white students. The average age for the sample was 21.59 years. Exploratory and confirmatory factor analyses were used to examine the construct and discriminant validity of the ZTPI. The data suggest ZTPI to comprise four factors of Present-Fatalistic (PF), Present-Hedonistic (PH), Past-Negative (PN), and Past-Positive (PP). Many of the factors cross-loaded onto one or two others, suggesting poor differentiation in the study sample. Scores from the ZTPI were of acceptable reliability. The study results suggest the ZTPI is usable for research purposes in South Africa.     

Das-Naglieri认知评估系统（中文版）在学前儿童样本中的结构验证

本研究以246名5-6岁幼儿园儿童（男101名,女145名）为研究对象,考察基于智力PASS理论开发的Das-Naglieri 认知评估系统（5-7岁版）在中国学前儿童中的适用性,对评估系统中的12个任务进行了内在一致性信度评估,以幼儿早期数学能力测试作为参考评估其校标效度,并采用验证性因素分析对评估系统的结构效度进行评估。结果发现,该版本评估系统具有较好的信度和校标效度,并且很好地拟合了PASS模型。     

The development of a physical education state anxiety scale: a preliminary study

The aim of the present study was to develop a measure of state anxiety for school physical education. The Physical Education State Anxiety Scale was designed to assess the basic anxiety dimensions plus the related cognitive processes. High school students (n = 631) completed the scale just prior to a test on two track and field tasks, in order to create a stressful condition. Data from the sample were randoml y split in two and subjected to exploratory and confirmatory factor analyses, which supported the proposed three-factor structure of Worry, Cognitive Processes, and Somatic Anxiety. Internal consistency coefficients were acceptable. Moderate correlations among the subscale scores supported its construct validity. Results provide preliminary evidence for validity and reliability.     

Psychometric properties of the Test of Everyday Attention for Children in Greek-speaking school children

The present study aimed at exploring the psychometric properties of the Test of Everyday Attention for Children (TEA-Ch) in normally developing Greek-speaking school population (6–12 years old). TEA-Ch is an assessment that captures the multidimensional nature of the developing attentional system with child-friendly test tasks. The sample consisted of 174 Greek-speaking primary school children of both genders (N = 88 girls). Children were assessed individually using the TEA-Ch and two tasks (Vocabulary and Working Memory) from the Wechsler Intelligence Scale for Children-3rd edition (WISC-III)-Greek Version. Confirmatory factor analyses were conducted to examine the factorial validity of the TEA-Ch in the Greek-speaking population. The results verified both a two-factor (attentional control/switching and sustained attention) and a theory-driven three-factor structure of the TEA-Ch, namely selective attention, attentional control/switching and sustained attention. Moreover, the weak correlations of TEA-Ch tasks with vocabulary and working memory tasks provide evidence for its divergent validity and its usefulness as an additional measure of abilities that are not captured by well-known conventional intelligence tasks. Furthermore, TEA-Ch appears to be an age-sensitive assessment tool.     

Preliminary examination of psychometric properties of the Korean version of the Specific Interpersonal Trust Scale

The purpose of this study was to examine the psychometric properties of the Specific Interpersonal Trust scale of Johnson-George and Swap in Korean samples as a part of the process of providing an exemplary tool for intercultural studies of trust. A translated version of the original scale was administered to 337 university students (157 males, 180 females) in Seoul, Korea. Data were subjected to a principal components analysis and a confirmatory factor analysis. In principal components analysis for the Korean sample (n= 167), three factors were identified and labeled: Overall Trust (Cronbach alpha= .89), Emotional Trust (Cronbach alpha=.88), and Reliableness (Cronbach a=.84). A confirmatory factor analysis (n= 170) showed that the three-factor model was valid for the sample (chi(2)/df= 1.78, RMR= .06, RMSEA= .07, TLI=.92, CFI=.93). Internal consistency reliability and factorial validity were satisfactory in the case of the Korean sample. The Korean version of the Specific Interpersonal Trust Scale made good use of three factors of trust and appeared to be valid without sex differences, while the original scale distinguished the Males subscale from the Females subscale. Implications and limitations of this study were discussed.     

中文版正念教学量表的信效度检验

目的:修订中文版正念教学量表并检验其在中国教师群体中的信效度。方法:使用样本1(n1=302)进行项目分析、探索性因素分析; 样本2(n2=185)进行验证性因素分析; 使用样本1和2检验量表的跨组测量不变性,并考察效标效度; 样本3(n3=30)进行重测信度检验。结果:中文版正念教学量表为二因子结构,包括个体内正念和人际间正念两个分量表,具有良好的结构效度、效标效度及信度。且该量表在小学、初中及高中教师中达到部分测量强等值。结论:该量表适宜在我国中小学教师群体中使用。     

Environnement psycho-technologique (EPT) et comportements d’apprentissage avec les technologies (CAT) : developpement et adaptation française de deux mesures

The 4th industrial revolution and the omnipresence of technologies have largely modified the work context and more specifically the learning process. We postulate the emergence of a new psycho-technological environment, which is characterized by more opportunities to learn and more accessible technologies. To our knowledge, no measurement can capture the perception of psycho-technological environment (PTE) and learning behaviors with technologies (LBT). The aim of this study is therefore to compensate for this lack of tools with the development of French-language. Two studies that combine 389 students were conducted. In the first study, based on a sample of 151 students, two scales were developed via an explanatory factorial analysis. In the second study, based on a sample of 238 students, a confirmatory factorial analysis confirmed the psychometric qualities of our scales. This first validation study shows good validity and fiability with the good psychometric qualities of our scales.     

简单非一致:以再认启发式使用为例

再认启发式理论认为人们仅依赖再认做出决策。以两项高低不同再认预测力(效度)的任务为材料,选取初中生(N=138,M=14.1岁)和成年大学生(N=136,M=19.3岁)被试,探讨再认启发式使用特征。使用层级多项式加工树模型对数据进行分析,结果显示:(1)初中生较大学生认识的材料数更少或运用知识比较的正确率更低;(2)再认启发式使用存在被试异质性;(3)初中生再认启发式的使用低于大学生。结论:知识表现出随年龄增长的趋势,再认启发式的使用存在较大的个体差异和群体差异,决策时初中生相比大学生会更少依赖再认线索。     

不同类型数学任务的PASS认知加工发展特点

PASS理论是由Das和Naglieri提出的关于智力理论的一种认知过程理论。研究采用以PASS理论为基础编制而成的认知评估系统（第二版简版,CAS-2B）为研究工具,选取226名二年级、四年级以及七年级的学生,探讨PASS过程在数学计算流畅性,数学问题解决及数学推理等不同数学任务中的作用。研究结果显示：PASS模型各过程在三个年级的不同数学任务上各有侧重。在数学推理任务中,同时性加工对三个年级的数学推理任务预测显著,解释率为15%~17%,注意过程只在二年级对学生的数学推理任务预测;在数学计算流畅性任务中,注意过程随着年级的升高,其预测作用逐渐减退,解释率为5%~24%,计划功能的作用随年级的升高而逐渐突显;在数学问题解决任务中,继时性加工与注意功能对二年级预测显著,四年级时突显了计划和同时性加工的作用。不同复杂性的数学任务具有不同的认知特点,编码加工过程对于较复杂数学任务作用明显;计划与注意过程对简单数学任务作用明显。研究结果为今后不同年级学生开展有针对性的数学学习训练提供了理论基础。     

Reliability and validity of a bilingual measure of religiosity in English and Vietnamese: preliminary results from a pilot study

This study reports preliminary psychometric findings for a seven-item religiosity scale in a community-based sample of Vietnamese Americans ages 18 to 83 years (N = 119; 58% women, 42% men). A bilingual survey was distributed to Vietnamese who were evacuated during Hurricane Katrina and had returned after the disaster. Internal consistency, factorial structure validity, and criterion validity were evaluated on the scale items. The bilingual scale had good internal consistency. While exploratory and confirmatory factor analysis results provided support for a two-factor structure which captured Religious Involvement and Religious Coping, a one-factor model had slightly better fit. Individuals who scored high on the religiosity scale reported a significantly lower score on their stressful experiences during the hurricane, providing evidence of criterion validity.     

Confirmatory factor analysis of the five-item version of the Francis scale of attitude towards Christianity in adolescent students

ABSTRACT

The brief scale of Francis for religiosity (Francis-5) has shown acceptable psychometric performance in Colombian adolescents. However, a confirmatory factorial analysis (CFA) has not been performed. The objective of the researche was to make a CFA to the Francis-5 in a sample of students of Santa Marta, Colombia. A validation study was performed. 350 students between 10 and 17 years old, and 54% were female. A CFA was performed to test the dimensionality of different versions of five and four items of the scale. Authors calculated five goodness of fit indexes indices (Chi square, RMSEA, CFI, TLI, and SMSR). The Francis-5 presented as goodness-of-fit coefficients, chi squared = 18.5, gl = 5, p = .002, RMSEA = .09 (CI90% .05 to .13), CFI = .99, TLI = .99, and SMSR = .01. And the version with the best coefficients of goodness was the Francis-5 without the fourth item (‘Pray helps me a lot’) with chi squared = .55, gl = 2, p = .76, RMSEA = .00 (CI90% .00 to .07), CFI = 1.00, TLI = 1.00, and SMSR = .01. As conclusions, the dimensionality of the Francis-5 is questionable. For a version without the item 4 the data are better fit.     

Associations between religious behavior and attitude to Christianity among Australian Catholic adolescents: scale validation.

In a sample of 1,166 Catholic high school students (age = 13-18 years), the author used confirmatory factor analysis to validate a 30-item instrument that assesses 6 dimensions of attitude to Christianity (viz., attitude to prayer, attitude to God, attitude to Jesus, attitude to the Bible, attitude to Christian practice, attitude to social justice). Goodness-of-fit indices for the proposed measurement model revealed that the model fitted the data very well, thus confirming the instrument's structure. A correlation analysis revealed associations between religious behavior and attitude to Christianity.     

The generalizability of reactions to assessment: An application of the Selection Procedural Justice Scale (SPJS) in academic settings

This study tested the Selection Procedural Justice Scale (SPJS) in an educational setting. The sample consisted of 617 students. Four different confirmatory models were tested, followed by an IRT analysis to test the scale structure at the item level in the two different contexts (selection vs. academic exams). Results indicated that the 11‐factor structure is the best factorial solution, and SPJS items were found to be free of DIF.     

An examination of the factorial dimensionality of the Marlowe Crowne Social Desirability Scale

Using a sample of 555 undergraduate students, the present study examined the factorial dimensionality of the Marlowe-Crowne Social Desirability Scale (MCSDS). In particular, using confirmatory factor analysis, the study explored the goodness of fit of both one and two factor models, the latter of which were based upon the work of Paulhus and Reid (1989). Findings indicate that while both one and two factor models demonstrate many features of adequate fit, the two factor model emerged as superior. The study concludes with a discussion of the meaning of the results and suggestions for future research.     

Associations Between Religious Behavior and Attitude to Christianity Among Australian Catholic Adolescents: Scale Validation

Abstract

In a sample of 1,166 Catholic high school students (age = 13–18 years), the author used confirmatory factor analysis to validate a 30-item instrument that assesses 6 dimensions of attitude to Christianity (viz., attitude to prayer, attitude to God, attitude to Jesus, attitude to the Bible, attitude to Christian practice, attitude to social justice). Goodness-of-fit indices for the proposed measurement model revealed that the model fitted the data very well, thus confirming the instrument's structure. A correlation analysis revealed associations between religious behavior and attitude to Christianity.     

Prevalence, symptoms and distribution of oppositional defiant disorder

The purpose of this work was to determine the epidemiological evolution of the Oppositional Defiant Disorder (ODD) in adolescents, using a sample of Secondary School students of the region of Campo de Gibraltar (Cadiz). The students' age ranged from 12 to 16 years old. Two evaluations were completed, the first one during the school year 2001-2002 and the second one in the school year 2006-2007. The sample comprised 2310 students in the first study and 2351 students in the second one. We used a comparative-selective approach. The results of the comparison revealed a prevalence ranging from 3.77% to 3.83% of students with this disorder, maintaining the main symptoms and with some changes in its distribution as a function of the school grade. Indeed, the data showed more cases in the final courses (1st study) in contrast with a higher concentration of cases in the initial courses (2nd study). With regard to the frequency of ODD by sex, we found that whereas in the earlier study (2001-2002), the relationship between boys and girls was 3.5:1, in the school year 2006/2007, the number of boys with ODD quadrupled the number of girls.     

Effects of Sign Language Instruction on Social Interaction Between Hearing-Impaired and Normal-Hearing Children

This experiment investigated the efficacy of a practical intervention designed to improve the social integration of hearing-impaired students within the school environment. The study involved the development, implementation, and empirical evaluation of a sign language course offered to 16 normal-hearing students in a public elementary school in which 6 mainstreamed hearing-impaired students were enrolled. Sixteen additional normal-hearing students served as controls. A measure of acceptance attitudes on the part of the hearing subjects toward their hearing-impaired peers, as well as a sociometric index of social interaction, were administered pre-mid-, and post-intervention to all subjects. The results revealed no significant difference between the experimental and control subjects on the measure of acceptance attitudes toward the hearing-impaired students as a group. However, for both experimental and control groups, there were significant improvements over time in the scores of some subscales of the acceptance measure and significant increases in aspects of the sociometrically measured peer interaction. In addition, one hearing-impaired student was involved in significantly more social interaction with experimental subjects than with control subjects.     

Utility of the REDFLAGS Model for Supporting Community College Students’ Mental Health: Implications for Counselors

The counseling literature is lacking in research on supporting the mental health needs of the growing community college student population. A number of past investigators have demonstrated the utility of mental health literacy for supporting college students’ mental health on 4‐year universities. The present researchers examined the validity of the REDFLAGS model (a theoretical model for promoting mental health literacy) with a national stratified random sample (N = 640, stratified by age, gender, and ethnicity) of community college students. Collectively, the results of the confirmatory factor analysis, hierarchical logistic regression, and factorial analysis of variance supported the use of the model with community college students. Implications for enhancing counseling practice as well as directions for future research are provided.     

Measuring Readiness and Success at a Higher Education Institution

This study investigated readiness as a correlate of academic success among beginning university students. A total of 829 first-time entering students from a large business sciences faculty were participants (males = 319, females = 510, mean age = 19, SD = 0.50 years). They completed the Academic Readiness Questionnaire (Lemmens, 2010) during the first-year orientation week. Data on academic success, consisting of subject marks and credits were collected in 2009 after a results verification process. Data were analysed with three separate multiple regression analyses. The first analysis consisted of the overall student sample, the second and third consisted of the black and the white students separated from the overall student sample. The main findings reveal that high school marks, the number of subjects in first year (credits registered), goal orientation, race, learning-efficacy, gender and the geographical area of high school have a direct relationship with academic success. The variables that predict academic success for black students are high school marks, credits registered, and parental education. The variables that predict academic success for white students are high school marks, goal orientation, credits registered, learning-efficacy, gender, and parental education.     

Factorial validity of the Job Expectations Questionnaire in a sample of Mexican workers

The aim of this study was to examine the factorial validity of the Job Expectations Questionnaire (Cuestionario de Expectativas Laborales CEL) in a sample of Mexican workers. Following a cross validation approach, two samples were used in the study. The first sample consisted of 380 professionals who mainly performed administrative work in the Health Services in Puebla-Mexico. The second sample comprised 400 health professionals from the Hospital de la Mujer in Puebla-Mexico. Exploratory factor analysis yielded a three-factor solution, accounting for 51.8% of the variance. The results of confirmatory factorial analysis indicate that the three-factor model provided the best fit with the data (CFI = .96, GFI = .95, NNFI = .95, RMSEA = .04), maintaining the structure with 12 items. The reliability of the questionnaire and the diverse subscales showed high internal consistency. Significant correlations were found between job expectations and autonomy, vigor, dedication, and absorption, providing evidence of its construct validity. The evaluation of the psychometric qualities confirms this questionnaire as a valid and specific instrument to measure job expectations.