Search

BACKGROUND: The Avoidance Endurance Questionnaire (AEQ) successfully measures the fear-avoidance and endurance-related responses to chronic pain. OBJECTIVE: The objective of this study was to translate, cross-culturally adapt AEQ into Urdu and assess the reliability and validity of the Urdu version. METHOD: For the translation and cross-cultural adaptation process, the Beaton Guidelines were followed. A total of 103 participants responded to the Urdu version of the AEQ SF-12, Pain Catastrophizing Scale (PCS) and Numeric Pain Rating Scale (NPRS) at baseline and after 48 hours. The test-retest reliability was assessed using the intraclass correlation coefficient (ICC). Cronbach's alpha was used to measure internal consistency. To measure validity, Pearson's correlation between the subscales of AEQ-Urdu and other outcome measures (SF-12, PCS and NPRS scores) were used (p < 0.05). RESULTS: The mean age of the total 103 participants was 32.7 ± 10.90 among which 45 (43.6%) were male and 58 (56.3%) were female. The pre-final version of the translated AEQ was tested on 40 Urdu speaking participants and no major changes were made. The Cronbach's alpha for all subscales of the AEQ-Urdu ranged from 0.848–0.990. AEQ-U showed an excellent test-retest reliability with the ICC ranging from 0.775–0.996. The majority of the subscales of AEQ showed significant (p < 0.05) positive correlation with pain scales (PCS and NPRS) and negative correlation with the domains of SF-12. CONCLUSION: The AEQ-U has reliable and valid construct validity, good internal consistency, and test-retest reliability, indicating that it has adequate psychometric features and can be a useful tool for evaluating pain responses in patients with chronic musculoskeletal pain. [ABSTRACT FROM AUTHOR]

Introduction: the Alcohol Expectancy Questionnaire (AEQ) is used to measure the beliefs of individuals about alcohol consumption. In Mexico there is an adaptation of the instrument, although when reviewing it, it was concluded that some items did not reflect beliefs in terms of a causality relationship and that the response options presented in a dichotomous manner reduced the possibility that students respond in a way that is closer to your reality. Objective: obtain the psychometric characteristics of a revised and modified version of the AEQ, previously adapted in Mexico. Method: a sample of 510 university students, following the rules for the development and revision of instrumental studies; through the use of confirmatory factor analysis and concurrent validity analysis. Results: the final version of the instrument was composed of 26 items, in seven factors: disinhibition, self-confidence, tension reduction, relaxation, increased sexuality, social interaction and psychophysiological changes; with a general Reliability index of .937. Discussion and conclusions: possibly the conceptual and operational review influenced the re-arrangement and elimination of reagents in comparison with the previously adapted version in our country. However, the analyzes show that positive expectations have a positive relationship with the frequency of excessive alcohol consumption. A shorter version of the AEQ was obtained, with content validity, factorial and concurrent, and an acceptable reliability index for each dimension.----------------------- Introducción: el Cuestionario de Expectativas hacia el Alcohol (AEQ) es empleado para medir las creencias de los individuos sobre el consumo de esta sustancia. En México se cuenta con una adaptación del instrumento, aunque al revisarlo se llegó a la conclusión de que algunos ítems no reflejaban las creencias en términos de una relación de causalidad y que las opciones de respuesta presentadas en forma dicotómica reducían la posibilidad de que los estudiantes respondieran de una manera más cercana a su realidad. Objetivo: obtener las características psicométricas de una versión revisada y modificada del AEQ, adaptado previamente en México. Método: se trabajó con una muestra de 510 estudiantes universitarios, siguiendo las normas para el desarrollo y revisión de estudios instrumentales; mediante el empleo de análisis factorial confirmatorio y el análisis de validez concurrente. Resultados: la versión final del instrumento quedó integrada por 26 reactivos, agrupados en siete factores: desinhibición, confianza en sí mismo, reducción de la tensión, relajación, incremento de la sexualidad, interacción social y cambios psicofisiológicos; con índice general de Confiabilidad de .937. Discusión y conclusiones: posiblemente la revisión conceptual y operacional influyó en el reacomodo y la eliminación de reactivos en comparación con la versión adaptada previamente en nuestro país; sin embargo, los análisis muestran que las expectativas positivas guardan una relación con la frecuencia de consumo excesivo de alcohol. Se obtuvo una versión del AEQ más corta, con validez de contenido, factorial y concurrente, y un índice de confiabilidad aceptable para cada dimensión.

The Athlete Engagement Questionnaire (AEQ) has showed evidence of its validity and reliability for measuring engagement in athletes. Engagement in athletes is a positive and persistent experience characterized by emotions and cognitions of confidence, vigor, dedication and enthusiasm. The purpose of this study was to adapt the AEQ into Spanish. AEQ-Spanish was administered to a sample of 509 Spanish athletes and data were subjected to a confirmatory factor analysis. The original model comprising four factors (confidence, vigor, dedication and enthusiasm) was replicated. All estimated parameters were statistically significant and overall fit of the model was reasonable (indexes of goodness of fit reached the minimum values). The values of Cronbach's alpha were also satisfactory for each factor with values above .70 cutoff. In conclusion, the Spanish version of AEQ offers similar psychometric properties to the findings in original version and it will allow researchers to carry out research in the Spanish context to identify personal and situational factors that contribute to engagement. [ABSTRACT FROM AUTHOR]

This article examines how undergraduate students on arts and humanities courses experience assessment and feedback. The research uses a detailed audit, a specially devised questionnaire (the Assessment Experience Questionnaire), and student focus group data, and the article examines results from 19 programmes, comparing those from ‘arts and humanities’ courses with those from ‘other’ programmes to give a sense of the particular characteristics of assessment and feedback for arts and humanities students. Findings indicate that teachers in the arts and humanities should focus on ensuring that students understand goals and standards, particularly by giving feedback often and in time for application to other learning activities and assignments. The evidence that this type of research provides can help programme teams evaluate whether intended learning outcomes are being achieved and decide on any pedagogical interventions required. [ABSTRACT FROM PUBLISHER]