Development of the Educational and Career Interest Scale in Science, Technology, and Mathematics for High School Students

The Educational and Career Interest scale, a self-report instrument measuring high school students’ educational and career interest in STEM, was developed and validated in two studies conducted during 2010 and 2011. Study 1 included data from 92 high school students, in which exploratory factor analysis (EFA) was conducted with an initial item pool of 20 items. EFA identified three factors: educational and career interest in science, educational and career interest in technology, and educational and career interest in mathematics. Study 2 utilized data from 658 students to revisit the three-factor model using confirmative factor analysis. The two studies provide strong evidence that the scale is both valid and reliable.     

Comparative analysis of academic grades in compulsory secondary education in Spain using statistical techniques

The present study, based on the construct comparability approach, performs a comparative analysis of general points average for seven courses, using exploratory factor analysis (EFA) and the Partial Credit model (PCM) with a sample of 1398 student subjects (M = 12.5, SD = 0.67) from 8 schools in the province of Alicante (Spain). EFA confirmed a one-factor model which explains 74.44% of the variance. Cronbach’s alpha value for this factor was .94. The PCM supported the one-factor model, and an optimal fit was achieved in all of the courses. The analysis of differential item functioning showed no significant differences in any course. Equitable distribution was observed in the evolution of the difficulty indices along the measurement scale for each course. This type of analysis confirms the measurement of a single latent construct in the different topics analysed, despite addressing various theoretical and procedural contents.     

Stability of Individual Differences in Multiwave Panel Studies: Comparison of Simplex Models and One-Factor Models

The purpose of this investigation is to evaluate structural equation models (SEMs) for measures of the same construct collected on multiple occasions (one-variable, multiwave panel studies). Simplex models hypothesize that a measure at any one wave is substantially influenced by the measure at the 0immediately preceding wave; correlations between the same construct measured on different occasions are predicted to decline systematically as the number of intervening occasions increases. Alternatively, a one-factor model posits that a person's score at any one time is a function of some underlying "true" score and a random disturbance that is idiosyncratic to the time; no temporal ordering of correlations is assumed. Both the simplex and one-factor models can befit when there is only a single indicator of each construct at each wave (e.g., scale scores), but there are serious limitations to such models. Stronger models are possible when the same set of multiple indicators (e.g., the items that make up the scale) is measured at each wave. In Study 1, based on students' evaluations of teaching effectiveness collected over an 8-year period, one-factor models fit the data well, whereas simplex models did not. In Study 2, based on personality variables collected over a 4-year period during adolescence, one-factor models again provided an excellent fit to the data, whereas the simplex model did marginally poorer. The results challenge an overreliance on simplex models and demonstrate that a one-factor model is a potentially useful alternative that should be considered in multiwave studies.     

Academic delay of gratification

Academic delay of gratification (ADOG) refers to students' postponement of immediately available opportunities to satisfy impulses in favor of pursuing chosen important academic rewards or goals that are temporally remote but ostensibly more valuable. In Study 1, we developed a course-specific academic delay of gratification scale (ADOGS) with acceptable psychometric properties. Results of Study 2 supported the hypothesized association between ADOG and students' self-regulated learning, which consisted of academic motivation and the use of cognitive, metacognitive, and resource management learning strategies. Discriminant validity of the ADOGS is indicated by its stronger correlations with students' self-regulation than found for instruments that measure closelyrelated constructs (generalized deferment of gratification and impulsivity). The conceptual status of ADOG as a strategy and outcome of successful strategy use is discussed.     

Measuring Quality of Classroom Interactions in Italian Primary School: Structural Validity of the CLASS K–3

Abstract

Through two studies, this work examined the applicability, interpretability, and construct validity of the Classroom Assessment Scoring System K-3 (CLASS) to measure quality of classroom interactions. In the first study, the CLASS was used in 332 classrooms to test three alternative models (in time order, the one-, three-factor, and two-factor models) to examine its factorial structure. The one-factor model showed worse fit than the other two models. The latent factors of the three-factor model were highly correlated. The bifactor model showed adequate fit. The aim of the second study was to investigate the construct validity of the CLASS. We used data collected from 31 classrooms to examine associations between factors extracted from the bifactor model with outcome variables in the domains of the student-teacher relationship, behavioral problems, and academic achievement. General- and domain-specific factors revealed different patterns of associations with child outcomes. The results are discussed relative to the Italian context.     

Improving self-regulation, learning strategy use, and achievement with metacognitive feedback

Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as generative learning strategies.     

Development and validation of the short use of creative cognition scale in studying

This paper reports the development and validation of a short Use of Creative Cognition Scale in Studying (UCCS) that was inspired by the Cognitive Processes Associated with Creativity (CPAC) scale. In Study 1, items from two of the six subscales of the CPAC were excluded due to conceptual and psychometric issues to create a 21-item CPAC scale, which was administered to 517 university students. Exploratory factor analysis revealed that the 21-item CPAC scale is unidimensional. Five items were selected to create the new unidimensional UCCS. In Study 2, 696 students completed the UCCS and a set of scales measuring related constructs. Confirmatory factor analysis corroborated the unidimensional structure of the scale. The scale correlated positively with measures of flow, trait intrinsic motivation, adaptive metacognitive traits and positive affect, it correlated negatively with negative affect, and it did not correlate with core maladaptive metacognitive traits. The findings indicate that the scale is a valid and reliable tool for research and monitoring.     

A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling

In this study, we contrast two competing approaches, not previously compared, that balance the rigor of CFA/SEM with the flexibility to fit realistically complex data. Exploratory SEM (ESEM) is claimed to provide an optimal compromise between EFA and CFA/SEM. Alternatively, a family of three Bayesian SEMs (BSEMs) replace fixed-zero estimates with informative, small-variance priors for different subsets of parameters: cross-loadings (CL), residual covariances (RC), or CLs and RCs (CLRC). In Study 1, using three simulation studies, results showed that (1) BSEM-CL performed more closely to ESEM; (2) BSEM-CLRC did not provide more accurate model estimation compared with BSEM-CL; (3) BSEM-RC provided unstable estimation; and (4) different specifications of targeted values in ESEM and informative priors in BSEM have significant impacts on model estimation. The real data analysis (Study 2) showed that the differences in estimation between different models were largely consistent with those in Study1 but somewhat smaller.     

Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale

Self-Determination Theory specifies the existence of three basic psychological needs: autonomy, competence, and relatedness. The current set of studies (a) provides a narrative review of past research on the Basic Needs Satisfaction in General Scale, (b) examines its dimensionality which has been assumed but not empirically studied, and (c) gathers external validity evidence. Confirmatory factor analysis was used to test the existence of a one- and a three-factor solution; neither model fit the data. After patterns of misfit were examined across three independent samples, a reduced, 16-item three-factor model with a negative-worded method effect was championed. External validity evidence, collected by examining the differential relationships between the three needs and measures of well-being and worry, supported the distinctiveness of the three needs. Although the results are promising, future research is needed to examine the generalizability of the psychometric properties of the modified scale.     

The content and construct development of the PACT survey

The authors created a psychometrically sound instrument that could be used to examine K-12 teachers’ perceptions of arts integration. Ten content experts reviewed the initial survey items for construct-fit and readability. Scores from 354 K-12 teachers were examined for the survey’s initial factor structure through exploratory factor analysis (EFA). Then, scores from 1,072 K-12 teachers were analyzed to complete a confirmatory factor analysis (CFA) of the Putting the Arts and the Classroom Together (PACT) data. EFA results indicated a three-factor structure (i.e., value, willingness, and barriers), and CFA results produced model indices showing good fit of the three-factor model. For purposes of examining teachers’ practices in integrating the arts, establishing teacher receptiveness to arts integrated curriculum is important in designing and implementing any professional development program. This survey could be used to establish baseline participant perceptions for staging targeted professional development to support educators in creating appropriate arts integrated curricula.     

Measuring Elementary Student’s Mathematics Motivation: A Validity Study

The psychometric properties of a 10-item math motivation scale were empirically validated with an independent sample consisting of 182 elementary-school students. Analysis of the model dimensionality supported a one-factor structure fit. Item parameter estimates from a Classical Test Theory framework revealed that most items were highly discriminating, and the survey is informative for students of low to average math motivation. Differential item functioning (DIF) analyses found two items exhibiting gender bias. Overall, the instrument was a psychometrically valid instrument for measuring math motivation at the elementary level.     

压力知觉量表在大学生样本中的因素结构研究

分别对414名和163名大学生的PSS-10进行探索性因素分析和验证性因素分析,确定量表的因素结构。结果表明：探索性因素分析,PSS-10可以抽取两个因子。验证性因素分析表明二因素相关模型对数据有更好的拟合。两因子及总量表的内部一致性信度可以接受。危机知觉因子存在显著的性别和年级差异,而应对能力知觉因子没有性别和年级差异。回归分析表明,对男生,两因素都可以解释抑郁分数的变异,但对女生则只有危机因素可以预测抑郁分数。因此,PSS-10是包含两个相互关联维度的测量。     

Development of the self-regulated learning teacher belief scale

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools.     

Teachers Don’t Always Do What They Think They Should: A Preliminary Validation of the Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire

The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers’ knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach’s alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed.     

Moving beyond academic achievement goal measures: A study of social achievement goals

The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts.     

A factor analytic study of the Childhood Trauma Questionnaire-Short Form in an all-female South African sample with and without HIV infection

BackgroundThe Childhood Trauma Questionnaire-Short Form (CTQ-SF) is widely used around the world but no norms have been established for South African users of the CTQ. The CTQ has been employed in South Africa but not yet validated. The present study aims to address this gap. There is great need in both clinical and research settings for an assessment tool that adequately measures childhood trauma, a sensitive and challenging construct to measure.ObjectiveThis study explores the psychometric properties of the CTQ-SF in an all-female cohort living with and without HIV infection in South Africa, the first study of its kind in this population.Participants and settingThe CTQ-SF was administered to 314 women (170 HIV uninfected; 144 HIV infected) in Cape Town, South Africa.MethodInternal consistency of the CTQ-SF was determined by Cronbach alpha coefficients. Using Lisrel, a confirmatory factor analysis (CFA) was performed, followed by an exploratory factor analysis (EFA) to explore an alternative factor structure model in this cohort.ResultsFor the group as a whole, the model fit was acceptable but not good. However, for the sub-sample of women living with HIV, the CFA revealed poor model fit. The EFA revealed a three-factor model, with mostly stable factor loadings for four of the five subscales. However, the Physical Neglect (PN) subscale cross loaded on two of the three factors.ConclusionOur findings revealed an alternative factor structure from the original model in this study cohort. The PN subscale does not have stable factor loadings and is not homogenous. The original instrument may therefore benefit from revision for use in this population. Measures such as the CTQ can be informative for preventative strategies in HIV-infected or at-risk youth and for clinical interventions aimed at mitigating the negative psychological sequelae of childhood maltreatment.     

Self-regulation in three types of online interaction: a scale development

The purpose of this study was to develop a scale with which to examine students’ self-regulation (SR) in three types of online interaction. Using scale development steps, we constructed the online self-regulation questionnaire (OSRQ), a self-report survey. A total of 799 online students participated in the study. Data from 400 randomly selected participants were used for exploratory factor analysis (EFA), and data of the remaining 399 participants were used for confirmatory factor analysis (CFA). The EFA yielded three factors as hypothesized: SR in interaction between student and content, SR in interaction between student and student and SR in interaction between student and teacher. The CFA demonstrated that the factor structures appearing in the EFA were also observed with different participants. In addition, we found convergent validity in the OSRQ. The study contributes to understanding SR in online learning settings.     

Applying structural equation modeling in the context of the theory of reasoned action: Some problems and solutions

This study identifies and attempts to solve problems encountered in applications of structural equation modeling (SEM) to the theory of reasoned action. This theory is often used in social psychology and aims at explaining and predicting behavior. The few studies that test this theory with SEM have, in general, 2 methodological problems, which cast serious doubt on the validity of the conclusions. The first problem is that in most of the tests the data do not fit the model. The second problem is that part of the theory is formulated by multiplying 2 variables, which implies that the results are highly dependent on the arbitrarily chosen scale values. These problems are illustrated with a secondary analysis of survey data gathered by Burnkrant and Page (1988) and by new data presented in this study. In this article, an alternative model specification is proposed that strongly improves the fit of the data, but leaves intact the structural part of the model being tested. It is also advisable to omit 1 of the variables that forms part of the multiplicative composite.     

Effects of Missing Data Methods in SEM Under Conditions of Incomplete and Nonnormal Data

Using Monte Carlo simulations, this research examined the performance of four missing data methods in SEM under different multivariate distributional conditions. The effects of four independent variables (sample size, missing proportion, distribution shape, and factor loading magnitude) were investigated on six outcome variables: convergence rate, parameter estimate bias, MSE of parameter estimates, standard error coverage, model rejection rate, and model goodness of fit—RMSEA. A three-factor CFA model was used. Findings indicated that FIML outperformed the other methods in MCAR, and MI should be used to increase the plausibility of MAR. SRPI was not comparable to the other three methods in either MCAR or MAR.     

An empirical analysis of an alternative configuration of the Academic Motivation Scale

The purpose of this study was to examine an alternative configuration of the Academic Motivation Scale (AMS), a psychometric instrument used as a measure of academic motivation in various academic environments. The analyses utilised data from a convenience sample of 2354 business students, broken into two random subsamples of 1177 cases. Exploratory factor analysis of the 28 AMS scale items was conducted on the estimation sample. The results indicated good model fit for a four-factor configuration consisting of amotivation, external regulation, identified regulation, and intrinsic motivation as indicated by factor loadings, as well as internal consistency and reliability statistics.

Confirmatory factor analysis was conducted on the holdout sample to independently assess the construct validity and internal consistency of the item loadings on the reconfigured scale. Results indicated good model fit for the four-factor configuration and a significant loss of fit for competing three- and one-factor models. The uncovered factor structure advances our understanding of how the items on this scale cluster into theoretically meaningful constructs. This knowledge may be utilised in research designed to further assess the impact of motivational states on educational outcomes such as academic performance, absenteeism, dropout rates, etc.