Search

This study presents the results of the validation process of two data collection instruments on the inclusion of grandparent- grandchild relationships in Primary Education. Two ad hoc questionnaires were designed for the families of the students and the teachers (CUABU-F and CUMEABU-D) with the aim of assessing their conceptions of the roles and profiles of grandparenting and their influence on the development of school children's identity. From a quantitative approach and with an analytical design, the content validity was estimated through expert judgment, the internal consistency (Cronbach's Alpha model) and the construct validity (Principal Component analysis) of both instruments. An instrumental research design that consisted of two phases was used. In the first one, seven experts participated, who judged the questionnaires based on a scale developed for this purpose. The second phase consisted of a pilot study where information was collected from 110 teachers and 72 parents of Year 5 students in the Region of Murcia. The results showed that the instruments had content validity in terms of their pertinence, coherence, sufficiency, adequacy, relevance and clarity. Furthermore, both instruments revealed fairly high reliability and adequate construct validity. These questionnaires allowed for the diagnostic evaluation of a project that promotes grandparent-grandchild relationships in Primary Education classrooms. [ABSTRACT FROM AUTHOR]

This study shows the design and validation of the set of questionnaires called IKasGral, the aim of which is to explore students' perceptions of the development of crossskills deployed in the Final Degree Project (Bachelor Thesis) in Education degrees (Pedagogy, Social Education, Early Childhood Education and Primary Education). The article describes (i) the validation process, which was carried out with five experts in the field and a doctoral student related to the subject; and (ii) the reliability of the instrument by 48 students from four Education degrees of the University of the Basque Country at its three campuses. Results were positive with respect to the index of content validity (0.81) and an internal consistency of over 0.6, according to Cronbach's alpha coefficient of reliability. This study concludes by pointing out that these questionnaires can be transferred to other contexts that share the same or similar aims and open up the possibility of monitoring cross-skills in the Final Degree Project subject for the Degrees in Education. [ABSTRACT FROM AUTHOR]

The objective of this study was to determine the levels of study habits of secondary level students at the Juan Bautista La Salle Educational Institution in Tingua, Ancash, Peru. It is a basic, descriptive, non-experimental and transactional investigation. The population consisted of 92 students who were evaluated with the Study Habits Inventory (IHE) of Fernández), whose psychometric properties were adequate, the content validity determined by the coefficient V of Aiken = 1.00 and the reliability was determined by internal consistency with a Cronbach's alpha equal to 0.87. The results indicate that 60.87% have a medium level of study habit; 55.43% have a distribution of time for the average study; 59.78% have a medium level of motivation; and 59.78% present a medium level of distractors. Concluding that there are predominantly average or normal study habits, which impact on motivation and school performance. [ABSTRACT FROM AUTHOR]

Introduction: Rumination leads students to show negative and depressive moods of long duration and of great magnitude, affecting anxiety that are stimulated by an over-activation of the nervous system as a receptor for the spontaneous problems that precede it. Methods: For the present study, a non-experimental design was used with a population of 850 university students of both sexes. Likewise, the instruments used were subjected to content validity with experts from the study area and the reliability was Cronbach's Alpha, with a value of .852 for the rumination variable, interpreted as high reliability and with adequate internal consistency. Results: The hypothesis test analysis was ordinal logistic regression. The results indicated that rumination affects the anxiety of university students, because the proposed model explains 93.5% of the dependent variable student anxiety and reflective thinking, with Wald = 796.558 and p = 0.000 <0, 05; better predicts anxiety in college students. [ABSTRACT FROM AUTHOR]

The present study shows an exploratory experience of validation of an instrument for measuring the level of financial culture in the Millennial Generation. The instrument was developed based on 25 items in accordance with the Likert Scale, aimed at university students in the last year of the degree and recent graduates. Through the validity of content by 16 expert judges and the factor analysis, an exploratory exercise of content validity was achieved, allowing an analysis of each of the items to be established based on the level of financial culture. The degree of reliability of the instrument obtained through Cronbach's Alpha, showed a statistic of (0.681), so it is established that it has a level (0.592) of reliability, which means that the content of the instrument can be used for data collection. [ABSTRACT FROM AUTHOR]

Introduction: The methodological tutor is conceived as a person with research experience, contribution of constructive ideas, knowledge and inclined to collaborate with other people. He or she should facilitate the carrying out of relevant research, of high academic level and social commitment, without losing sight of interpersonal relationships in various settings and contexts. Having an instrument that allows evaluating the perception of methodological tutoring can benefit not only tutors in the objective evaluation of their work, but also education coordinators to identify areas of opportunity to strengthen this process. The purpose of this research is to determine the validity and reliability of the questionnaire to assess the perception of methodological tutoring in Medical Specialization courses. Method: A quantitative study with an analytical cross-sectional design was carried out at the Center for Educational Research and Teacher Training of the Instituto Mexicano del Seguro Social, Guanajuato Delegation. For content validity, five experts participated. For the pilot test, a nonprobabilistic sample of 94 resident physicians who were in the last year of the medical specialty and who had their research project concluded and registered were selected. The content validity was determined qualitatively by expert round and quantitatively, using the Lowshe index. Construct validity was performed using exploratory factor analysis (EFA) and reliability, with the Cronbach's Alpha coefficient. The research is attached to the ethical principles established in the General Health Law and its regulations, as well as in the Declaration of Helsinki in its latest revision. It was registered in the IMSS Local Research Committee 1008. Results: The content validity was determined by expert judgment, considering that the questionnaire is clear, sufficient, coherent and relevant. Likewise, a Lowshe Index of 0.99 was obtained. Cronbach's alpha coefficient was 0.97 overall (0.92 for personal and socio-emotional competencies and 0.96 for competencies to socialize and facilitate the research process). The EFA allowed the identification of a two-factor structure (with a KMO sample size adequacy measure of 0.876, a significant Bartlet sphericity test [p = 0.001] and a correlation between variables > 0.6). The questionnaire was made up of 21 items, with two factors: Personal and socio-emotional skills of the tutor and skills to socialize and facilitate the research process, with 6 and 15 items respectively. The competences for tutoring were grouped into two dimensions that explained 76.78% of the variance. Discussion or Conclusion: The psychometric of the questionnaire is adequate, so, it has content and construct validity, and internal consistency, which makes it possible to evaluate the perception of methodological tutoring. [ABSTRACT FROM AUTHOR]

This article aims to present the methodology that was designed for the development of research competences from the educational approach of socioformation, which includes an evaluation instrument to measure the impact of these on the pedagogy students, who, every four months, develop a research project in a group form. However, the absence of methodological knowledge and content were identified because they did not carry out the necessary collaboration to comply with each project. In addition, the teachers had no idea of what competences to develop or how to evaluate them for a better group performance. For this, an investigation was initiated in two stages: in first, a documentary analysis was carried out based on certain categories of analysis that led to the identification of competences, didactic strategies, and the type of evaluation that will be used. In the second one, an analytical rubric was designed with five levels of competence, under the supervision of expert judges, which was applied to a pilot group, as well as to a sample of 250 graduate students due to the lack of university students who were carrying out research projects. And, finally, to two groups of 50 students each, of the degree to establish a comparison according to the frequency of the results and confirm the validity of the evaluation instrument. For its analysis, Cronbach's alpha was used to measure its internal consistency, the V of Aiken for the validity of the content, and a factorial analysis through the factorization extraction method of the main axes. The results show that the evaluation instrument measures the research competences in accordance with the theoretical foundations of socioformation. [ABSTRACT FROM AUTHOR]

Introduction: The dynamic conditions of the markets demand the study of business innovation. Based on the study of management literature, it has been proposed that there is a relationship between the organizational factors of autonomy and time availability granted to employees with the level of innovation in the company. Method: To prove this assumption a quantitative instrument was developed based on the CEAI scale and the ENTRESCALE measure and 144 observations were collected from a passenger transport services company in northern Mexico. Subsequently, an exploratory factor analysis was performed to verify the validity of the constructs; Cronbach's alpha to identify its level of reliability and the multiple linear regression technique in order to verify the effect of independent variables on innovation. Results: The exploratory factor analysis and Cronbach's alpha measurement support the construct validity and reliability of the items that make up the measuring instrument. The results of the multiple linear regression technique show that only autonomy is related to the level of innovation in the sector, so it is ruled out that the availability of free time is related to innovative behavior. Discussion or Conclusion: The results contribute to the theoretical development of the constructs and invite reflection on best business practices that lead to the development of innovative behavior in the company. [ABSTRACT FROM AUTHOR]

Introduction: The objective of the study was to validate an instrument composed of the positive and negative affect scale (PANAS) developed by Watson, Clark and Tellegen (1988), and the organizational commitment scale (OCS) developed by Meyer, Allen, and Smith (1993) to measure the relationship between affective states (EA) and organizational commitment (CO) of professors attached to higher education institutions (IES) in the Southeast of Mexico. Method: A descriptive investigation was carried out with a quantitative approach and a nonexperimental cross-sectional design, in which a non-probabilistic sample of 140 professors assigned to IES located in the southeast of Mexico, was selected. The instrument reliability was verified through Cronbach's alpha coefficient, content validation was through face validity and construct validation was carried out through an exploratory factor analysis (AFE). Results: The judges who participated in the face validity verification considered that the instrument meets sufficiency, clarity, coherence and relevance criteria. Reliability obtained for the PANAS scale was 0.76 and for the OCS was 0.83. In the AFE, it was identified that EA were grouped into two factors that explained 43% of the variance, while for CO three factors were identified, which explained 49% of the variance. Conclusion: Internal consistency and content and construct validity were confirmed for the proposed instrument to measure the relationship between EA and CO in higher education. [ABSTRACT FROM AUTHOR]

This article presents the process of development and validation of an instrument called Digital Competence Assessment Scale administered to secondary students in Medellín, Colombia. This quantitative study validated the content using expert judgement and the calculation of the Content Validity Index. Afterward, the construct was tested by means of exploratory and confirmatory factor analysis. Finally, reliability was analyzed by applying Cronbach's alpha. The result of this work is an instrument comprising 6 dimensions and 30 items to evaluate the digital competences of students in Colombia in an accurate and reliable way. [ABSTRACT FROM AUTHOR]

Objective: This research was designed to determine the validity and reliability of the Zarit Burden Interview, specifically the 22-item Spanish version, as an instrument to measure the burden of care perceived by family caregivers of patients in Colombia with chronic diseases. Materials and Methods: A cross-sectional study of 652 family caregivers of patients with chronic diseases who reside in five regions of Colombia was conducted to establish construct validity, with a factor analysis and internal consistency reliability measured by determining the Cronbach's alpha value. Result: In terms of construct validity, the study reports the total loading, based on free association of a varimax rotation, and in the dimensions that include interpersonal burden, impact of care, and skills and expectations about care. The factor loadings pertain to the items introduced to measure each of the proposed dimensions. Conclusion: The results showed the 22-item Spanish version of the Zarit Burden Interview is an instrument that can be applied and understood easily in a Colombian population with different educational, socio-economic and cultural levels. It also proved to be valid and reliable for assessing the burden of care perceived by family caregivers of patients with chronic diseases. [ABSTRACT FROM AUTHOR]