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IntroductionThis study investigates the confounding effects of reverse-coded items on the measurement of confidence in mathematics using data from the 2019 Trends in International Mathematics and Science Study (TIMSS).MethodsThe sample came from the Saudi Arabian cohort of 8th graders in 2019 involving 4,515 students. Through mixture modeling, two subgroups responding in similar ways to reverse-coded items were identified representing approximately 9% of the sample.ResultsTheir response to positively valenced and negatively valenced items showed inconsistency and the observed unexpected response patterns were further verified using Lz*, U3, and the number of Guttman errors person fit indicators. Psychometric analyses on the full sample and the truncated sample after deleting the aberrant responders indicated significant improvements in both internal consistency reliability and factorial validity.DiscussionIt was concluded that reverse-coded items contribute to systematic measurement error that is associated with distorted item level parameters that compromised the scale’s reliability and validity. The study underscores the need for reconsideration of reverse-coded items in survey design, particularly in contexts involving younger populations and low-achieving students.

The purpose of the present study was to understand students’ school readiness as a function of student and teacher behaviors but also school size and class size using both linear and non-linear analytical approaches. Data came from 21,903 schools distributed across 80 countries as per the 2018 cohort of the PISA database. Results pointed to a preference for the Cusp model in that the relationship between school and class sizes with achievement proved to be best described by the non-linearity of the Cusp catastrophe model. The critical benchmarks were a school size of 801 students and a class size of 27 students for which increases beyond those thresholds were linked to nonlinearity and unpredictability in school readiness. For this reason, we suggest using the cusp catastrophe model from Nonlinear Dynamical Systems Theory (NDST) to understand more fully such complex phenomena.

The purpose of the present study was to test the efficacy and appropriateness of the 4-point response option of the Principal’s Goals Scale of the SASS (1999–2000) survey. Competing dichotomous models with various conceptualizations were constructed and tested against the original polytomous conceptualization. Participants were 8,524 principals from whom 64% were males and 36% females. Principals’ goals were assessed using a 6-item scale anchored across points reflecting proximity to achieving a goal. The original polytomous conceptualization was contrasted to a dichotomous two-pole conceptualization using a model with freely estimated discriminations (two-parameter logistic model, 2PL) as well as the Rasch model assuming equal discrimination parameters. Results indicated that the 2PL dichotomous model provided the most optimal model fit. Furthermore, item-related, and person-related estimates pointed to enhanced accuracy and validity for the dichotomous model conceptualization compared to the polytomous model. It is suggested that a dichotomous scaling system is considered in subsequent measurements of the scale as a means of enhancing the accuracy and validity of the measured trait.

The aim of this study was threefold: First, to examine the dimensionality of the construct of General Academic Ability (GAA) at the subscale level providing additional insights over and above on the conceptualization of the construct. Second, to explore different degrees of measurement invariance of the GAA across gender using more recent advancements in the examination of Measurement Invariance (i.e., Bias-Corrected bootstrap Confidence Intervals). Third, to examine gender differences across the different facets of the GAA at the latent mean level. The sample consisted of 1,800 high school graduates who applied for higher education in Saudi Arabia. The results from the analysis indicated that the hierarchical model with one higher-order factor (i.e., general academic ability) and four lower-order cognitive factors (i.e., verbal ability, quantitative ability, scholastic aptitude, and GPA) exhibited an excellent fit to the data. In terms of the measurement invariance hypothesis, it was found that the hierarchical model exhibits full configural and metric invariance and partial scalar invariance. Finally, using the Latent Mean Difference procedure, the results showed gender differences in the Verbal and GPA domains. Although significant differences were also found in the Scholastic aptitude domain, this finding is not stable due to several non-invariant items within the domain. In both cases, females scored higher than males. Finally, regarding the higher-order factor (GAA), the results showed that females scored higher than males. There were no significant differences in the Quantitative domain.

The purpose of the present study was to evaluate the factorial structure of the bullying scale on the Trends in International Mathematics and Science (TIMSS 2019) for eighth graders and evaluate the instrument’s invariance across gender so that tests of level between males and females can be conducted. Data came from the 2019 cohort of TIMSS in Saudi Arabia. The 14-item scale was evaluated using three competing models: (a) a unidimensional structure, (b) the International Association for the Evaluation of Educational Achievement (IEA) online, non-online two-factor model, and (c) the Wang et al. (2012) 4-domain bullying taxonomy. Participants were 5567 eighth graders who participated in the 2019 TIMSS study. There were 2856 females and 2711 males. The mean age was 13.9 years. Data were analyzed using Confirmatory Factor Analysis (CFA) and Mplus 8.9. Results indicated that a 4-domain structure including verbal, physical, relational, and online bullying represented the most optimal factor structure of the 14-item bullying measure. Tests of exact measurement invariance for gender originally failed but were then satisfied using the newly recommended “alignment” methodology. Latent mean differences were salient and significant suggesting that levels of bullying across all domains were elevated in males compared to females, contrasting earlier views that different types of bullying are linked to males versus females. Results are discussed in relation to educational policy interventions.

The present study predicts teacher burnout from previous experiences, efficacious beliefs, student achievement, and parental engagement. Data came from the Trends in International Mathematics and Science study (TIMSS 2019) and utilized a random sample of n = 2000 from the Kingdom of Saudi Arabia. It was hypothesized that parental engagement and involvement in school may represent a salient factor in understanding teacher burnout in that if parental disengagement is high, necessary supports and resources available to the teacher are withdrawn. This thesis was tested using the cusp catastrophe with linear negative predictors of teacher burnout being teacher satisfaction, years of experience, teacher efficacy, and student achievement. The role of parental disengagement was verified with critically low levels of parental engagement being associated with abrupt and unpredictable levels of teacher burnout. It is concluded that parental engagement and involvement in schools may provide critical supports that are necessary for teachers to successfully manage their workload.

The purpose of the present study was to profile bullying behaviors in elementary schools in Saudi Arabia. A secondary purpose was to examine differences in bullying behaviors across gender. Participants were 3867 fourth graders who completed surveys during the TIMSS 2019 survey. An 11-item bullying experience scale was utilized with good internal consistency reliability. Data were analyzed using latent class analysis with Mplus 8.9 to identify profiles of bullying experiences. The results indicated the presence of five profiles with levels of low, medium, and high bullying experiences, as well as two profiles with no cyberbullying experiences and medium high and medium low physical and verbal instances of bullying. Gender effects were highly pronounced, with most maladaptive bullying profiles being predominantly male. It is concluded that physical bullying is mainly occupied by males and the levels of cyberbullying are generally low in the elementary school grades. Implications for educational policy can clearly direct the development of support groups and expert counseling for both bullies and victims, staff training for identification and course of action, and the development of standardized school policies when such incidences occur.

Left ventricular (LV) dysfunction is a known complication after patent ductus arteriosus (PDA) occlusion. However, only limited studies with small number of patients and shorter duration of follow up were published. The study objective is to evaluate the effect of PDA occlusion on LV systolic function (LV-SFx). Methods: A retrospective study conducted from January 2003 till December 2013. Our cardiac database was used to identify all patients who underwent either surgical or catheter occlusion for PDA in this study period. Our echocardiography (echo) data base was used for echo review. From M-Mode recordings, LV dimensions were measured and Fractional Shortening (FS) derived before and after the intervention to assess LV-Sfx. The end-point of follow-up was either a normalization of LV-SFx defined by FS equal to/or more than 28% or reaching one year of follow-up after the intervention in patients with depressed LV-SFx. Patients with depressed LV-SFx prior to PDA occlusion, additional hemodynamically significant cardiac defects, multiple PDA interventions, incomplete follow-up or incomplete echo studies were excluded. Results: The total number of patients who underwent one intervention for PDA occlusion and had complete echo data were 188. 16/188 patients (8.5%) were born prematurely. 159 patients (85%) had normal LV-SFx while 29 patients (15%) had depressed LV-SFx after PDA occlusion. Of those with depressed function, 7 patients were after surgical PDA ligation while 22 patients had catheter PDA device occlusion. LV-SFx recovered within 4–6 weeks in 11 patients, within 3–6 months in 11 patients, and within 7–12 months in 7 patients. Within the first 6 month, complete recovery of LV-SFx was observed in 70% of these patients. None of the preterm babies in our study had depressed LV-SFx after PDA occlusion. Conclusions: Depressed LV-SFx may occur after PDA closure with higher incidence after catheter PDA device occlusion. All of preterm babies had surgical PDA occlusion and none of them presented with depressed LV-SFx in the post-operative follow-up. Further prospective studies are needed to investigate these observations.

A Stanford Type A aortic dissection is a life-threatening surgical emergency that requires emergent surgery. The mortality after repair is high especially if the aortic dissection is complicated by visceral or peripheral malperfusion. We describe a case of a male patient who presented with an aortic dissection involving the ascending aorta, aortic arch, descending thoracic and the abdominal aorta up to the iliac bifurcation. The dissection also involved the visceral and renal arteries with evidence of superior mesenteric artery (SMA) occlusion. Successful outcome was achieved by endovascular stenting of his SMA, followed by Bental procedure. To the best of our knowledge this is the first case report in English literature of SMA stenting followed by Bental procedure to treat acute type A aortic dissection complicated by SMA occlusion.