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Hotel booking websites to collect information about hospitality products/services are becoming more popular in the hotel industry. As a result, the importance of these websites for tourism firms marketing their services and products through electronic word of mouth (eWOM) on these hotel booking websites continues to grow. Despite its importance, there has been little research on how guests interact with information to increase eWOM. This paper creates a new scale for assessing guest interaction with Meituan.com information to fill this void. To this end, a three-step mixed-methods approach using open-ended surveys and published relevant research is used. Data were gathered from 440 hotel guests in Taiwan, China, and Hong Kong. Using SmartPLS 4, confirmatory factor analysis revealed 33 final items for the new scale. This paper significantly contributes to potential guest behavior by creating and confirming this new scale in the hospitality context. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self‐efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32‐item self‐reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first‐ and second‐order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four‐factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notesWhat is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy.Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy.Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes.What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions.Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy.Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy.Practitioners are able to use the AILQ to assess students' AI literacy development. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a study conducted in Hong Kong on the value position of the social service providers regarding user participation in service management. Using a survey instrument to collect data from 642 service providers in an elderly service organization, the study explored whether or not the value position had an effect on the views of the service providers on the structural set-up for user participation, and whether the value position of the professional staff was significantly different from that of the non-professional staff. Exploratory factor analyses (EFA), confirmatory factor analyses (CFA) and structural equation modeling (SEM) were applied in the analysis. The findings identify that administrative buy-in needed to support shared decision-making with the welfare service users has not been achieved in the studied organization, owing to the absence of value commitment to the user participation cause. As the professional staff was more supportive of values favoring user participation, the paper calls for an acculturation process that would be stimulated and led by professionals to develop a participatory culture. The paper also recommends conducting similar study on a larger scale and qualitative inquiry into factors influencing the formation of values about user participation in future research. [ABSTRACT FROM AUTHOR]

In response to the severe lack of leadership assessment tools in the Chinese context, the Service Leadership Behavior Scale was developed based on the Service Leadership Model proposed by Po Chung, the co-founder of DHL International. Utilizing responses from 4,486 Hong Kong undergraduates, this paper reports the findings of a validation study on the Short-Form Service Leadership Behavior Scale (SLB-SF-65). Previous findings based on exploratory factor analysis supported a six-factor 48-item solution (SLB-SF-48). With the removal of ten items, confirmatory factor analysis showed that the final 38-item scale (SLB-SF-38) possessed excellent internal consistency, concurrent validity, and factorial validity based on multigroup invariance analyses. Overall speaking, the present study underscores the utility of the SLB-SF-38 as an objective assessment instrument of service leadership behavior in the education, research and personnel training contexts. [ABSTRACT FROM AUTHOR]

Purpose: Intellectual capital (IC) has been suggested to be a means by which firms develop capabilities that enhance competitive advantage. There is, however, a paucity of empirical research linking IC with innovation in construction firms, leaving the IC–innovation link in such environments unclear. The purpose of this paper is to advance understanding of the relationships between IC components and strategic exploratory and exploitative innovation in construction contractor firms. Design/methodology/approach: The sample comprised 135 management personnel from construction contractor firms in Hong Kong. Data were collected through a questionnaire survey using validated scales in the literature which were subjected to confirmatory factor analysis. Hierarchical linear regression was used to test the hypotheses while partial least squares structural equation modelling was used for post hoc analysis. Findings: Social capital (SC) and organisational capital (OC) each have significant positive linear effects on exploratory and exploitative innovation, while human capital (HC) has no direct linear effect on either innovation type. HC, however, affects both exploratory and exploitative innovation through SC or OC. None of the three IC dimensions has a significant quadratic effect on exploratory or exploitative innovation. The findings suggest that in construction contractor firms increases in the accumulation of SC and OC are associated with proportional increases in exploratory and exploitative innovation. Originality/value: Despite the growth of studies connecting IC to innovation, the link between IC and exploratory and exploitative innovation has focussed on linear effects in units or on radical innovation outcomes. This study makes a novel contextual contribution by exploring both linear and quadratic effects of IC dimensions on strategic exploratory and exploitative innovation processes in construction contractor firms. The insights contribute to advance knowledge on the relationship between IC and innovation categories in different industrial settings. [ABSTRACT FROM AUTHOR]

The present study aims to validate the 40-item and the brief 17-item Washoe County School District Social–Emotional Competency Assessment (WCSD-SECA), a self-report measure of social–emotional competencies, among Chinese school-aged children residing in Hong Kong. A total of 349 children (M = 9.86 years, SD = 1.22; 45.82% girls) and their parents (77.84% mothers) completed a set of questionnaires independently. The factor structure of both versions of the WCSD-SECA was assessed via confirmatory factor analyses. Structural equation models were then conducted to examine the predictive validity of the WCSD-SECA. The findings indicated that both the 40-item and the 17-item versions of the WCSD-SECA fit the data adequately. Both versions were also associated with self-reported positive and negative affect and parent-reported internalizing problems and externalizing problems. Additionally, social–emotional competencies as measured by the 40-item version were significantly associated with parent-reported prosocial behavior, whereas those as measured by the 17-item version were associated with prosocial behavior with a marginal significance. The findings demonstrated an adequate factor structure and predictive validity of the full version and the brief version of the WCSD-SECA in assessing social–emotional competencies. Hence, they serve as a useful tool for researchers, educators, and mental health practitioners to evaluate school-aged children's social–emotional competencies in the Chinese context. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) has been promoted as a breakthrough in healthcare because of the impact when professionals work as a team. However, despite its inception dating back to the 1960s, its science has taken a long time to advance. There is a need to theorize IPE to cultivate creative insights for a nuanced understanding of IPE. This study aims to propose a research agenda on social interaction by understanding the measurement scales used and guiding researchers to contribute to the discussion of social processes in IPE. This quantitative research was undertaken in a cross-institutional IPE involving 925 healthcare students (Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech Language Pathology, Clinical Psychology, Food and Nutritional Science and Physiotherapy) from two institutions in Hong Kong. Participants completed the Social Interaction Anxiety Scale (SIAS-6) and Social Phobia Scale (SPS-6). We applied a construct validation approach: within-network and between-network validation. We performed confirmatory factors analysis, t-test, analysis of variance and regression analysis. CFA results indicated that current data fit the a priori model providing support to within-network validity [RMSEA=.08, NFI=.959, CFI=.965, IFI=.965, TLI=.955]. The criteria for acceptable fit were met. The scales were invariant between genders, across year levels and disciplines. Results indicated that social interaction anxiety and social phobia negatively predicted behavioural engagement (F = 25.093, p<.001, R2=.065) and positively predicted behavioural disaffection (F = 22.169, p<.001, R2=.057) to IPE, suggesting between-network validity. Our data provided support for the validity of the scales when used among healthcare students in Hong Kong. SIAS-6 and SPS-6 have sound psychometric properties based on students' data in Hong Kong. We identified quantitative, qualitative and mixed methods research designs to guide researchers in getting involved in the discussion of students' social interactions in IPE. The Social Anxiety Scale (SIAS-6) and Social Phobia Scale (SPS-6) scales have sound psychometric properties based on the large-scale healthcare students' data in IPE in Hong Kong. Social interaction anxiety and social phobia negatively predicted students' behavioural engagement with IPE and positively predicted behavioural disaffection. The scales are invariant in terms of gender, year level and discipline. Quantitative, qualitative and mixed methods studies are proposed to aid researchers to contribute in healthcare education literature using the SIAS-6 and SPS-6. [ABSTRACT FROM AUTHOR]

Building on the previous work regarding the assessment tools developed based on the Service Leadership Education model, this paper reports a large-scale validation study on the Service Leadership Knowledge Scale. A total of 4,486 Hong Kong undergraduates recruited from eight universities funded by the government were administered the Service Leadership Knowledge Scale (Short-Form) with 50 items (SLK-SF-50). After the initial internal consistency assessment, 40 items were retained to form the trimmed version (SLK-SF-40). Confirmatory factor analysis provided support for the hypothesized one-factor structure of the SLK-SF-40 and correlation analyses showed that the scale score was significantly related to different theoretically relevant constructs. The findings demonstrated that the trimmed Service Leadership Knowledge Scale (SLK-SF-40) is an objective measure in gauging individuals' knowledge about Service Leadership. [ABSTRACT FROM AUTHOR]

Despite the increasing use of virtual modalities in schools since the COVID-19 pandemic, no systematic tools exist to evaluate the process of online learning. We developed and validated an Online Learning Process Questionnaire (OLPQ) for assessing online at-home learning among 219 Hong Kong primary-school students and 474 caregivers. Exploratory and confirmatory factor analyses of caregivers' data classified the 58-item OLPQ into 11 subscales: (1) learning aims, (2) environmental structuring, (3) learning environment, (4) time management, (5) engagement in learning activities, (6) persistence, (7) interaction between teachers and students, (8) interaction among students, (9) feedback from the interface, (10) application of learning, and (11) meaning of learning under three learning phases. Confirmatory factor analysis of students' data further categorized the 11-subscale framework into three learning phases: preparatory, performance, and transfer. The OLPQ demonstrated excellent reliability and discriminant validity across caregiver (Cronbach's alpha = 0.98) and student samples (alpha = 0.98). These findings indicate that the OLPQ is a valid and reliable instrument for assessing the online at-home learning process among both students and their caregivers. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the associations among digital reading achievement, computer game playing, and reading attitudes using the Hong Kong data taken from the Programme for International Student Assessment (PISA) 2018 dataset. Both confirmatory factor analysis and structural equal modeling were adopted: 1) to identify the correlation among the three latent factors (i.e., digital reading achievement, computer game playing, and reading attitudes), 2) to measure the mediating effects of reading attitudes, and 3) to investigate the mediation relationship after controlling for gender difference. The results confirmed the importance of computer game playing and reading attitudes towards digital reading achievement. Specifically, computer game playing negatively correlated with digital reading achievement and reading attitudes, whereas reading attitudes positively correlated with computer-mediated reading performance even after gender was controlled. Interestingly, reading attitudes were found to mediate the magnitude of the impact of computer game playing on digital reading achievement. Taken together, the findings suggest: 1) excessive time spent in playing computer games results in poor performance in digitally assessed reading, 2) positive reading attitudes attenuate the negative effects of playing computer games against digital reading achievement, 3) such offsetting effect is even larger when controlling for gender. [ABSTRACT FROM AUTHOR]

Recently, the bifactor model was suggested for the latent structure of the Rosenberg Self-Esteem Scale (RSES). The present paper investigates (i) the differences among bifactor, bifactor negative and other models; (ii) the effects of treating data as both categorical vs continuous; (iii) whether a problematic item in the Chinese RSES should be removed; and (iv) whether the final scoring would be affected. With a sample of 1.734 grade 4-6 school pupils in Hong Kong, we used BIC differences in addition to the usual model fit indices, and found that there was strong evidence for using the bifactor model (RMSEA = .052, 90% CI [.043, .062], CFI = .992, TLI = .984 for 9-item RSES categorical). Little difference is found between treating data as categorical or continuous for fit indices, but the factor loading patterns are better in categorical case. Keeping a problematic item has little effect on fit indices, but would lead to unexpected negative loading. The ranking of loadings within positive and negative items across different conditions are the same, which has important effects on scoring. Loadings in the method effects in the bifactor models are all positive (p < .001), which is different from previous research. All models show similar results on scoring, and support the usual simple sum score in most practice. [ABSTRACT FROM AUTHOR]

Despite the critical role of formative assessment in instruction, there is a lack of theory-driven instruments that specifically assess teachers' formative assessment literacy. This paper reports the development and validation of the Teacher Formative Assessment Literacy Scale (TFALS). The instrument was developed on a three-dimensional model of formative assessment, aiming at assessing the conceptual, practical, and socio-emotional aspects of formative assessment literacy. Survey data were collected from 585 teachers in Hong Kong primary and secondary schools. Exploratory factor analysis suggests a three-factor structure, and confirmatory factor analysis supports this structure. Rasch analysis results further support its scale dimensionality and item quality. In addition, the relations between TFALS scores and teachers' formative assessment practices demonstrate the instrument's external validity. Overall, the results suggest that the TFALS is an appropriate instrument for assessing teachers' formative assessment literacy. The potential of using the TFALS in research and practice is discussed. • The TFALS assesses teachers' formative assessment literacy. • The TFALS contains conceptual, practical, and socio-emotional dimensions. • The scale quality was examined and endorsed by factor analysis and Rasch analysis. [ABSTRACT FROM AUTHOR]

There has been no validated tool to assess workplace infection control towards SARS-Cov-2 in non-healthcare industries. In this first year survey during 07/2020–04/2021, 6684 workers were recruited from varied non-healthcare settings of Hong Kong, Nanjing and Wuhan of China and responded standard questionnaires containing information of prevention measures and policies implemented by companies and personal preventive behaviour towards infection control. All participants were randomly stratified into two sub-samples as training and validation sample. Workplace safety index towards SARS-Cov-2 (WSI-SC2) was developed and validated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). We identified 14 manifest variables in WSI-SC2, with three sub-indices named "Workplace infection control measures and prevention", "Company occupational safety and health management and commitment" and "Worker's personal preventive behavior and awareness towards infectious control". WSI-SC2 obtained a good internal consistency reliability (Cronbach's alpha coefficients ranged: 0.76–0.91), good composite reliability (composite reliability ranged: 0.70–0.95) and satisfactory fit of the model (GFI = 0.95; SRMR = 0.05; RMSEA = 0.07). We further performed stratified analysis according to cities, and the index remained stable. Workers with higher scores of WSI-SC2 were more likely to uptake COVID-19 test. This multi-city large study developed a novel and validated tool that could horizontally measure the workplace safety towards SARS-Cov-2 in non-healthcare workers. [ABSTRACT FROM AUTHOR]

Abstract: The beliefs teachers have about assessment influence classroom practices and reflect cultural and societal differences. This paper reports the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment. A statistically equivalent model for Hong Kong and southern China teachers had three factors (i.e., improvement, accountability, and irrelevance). The Chinese teachers very strongly associated accountability with improvement (r =.80). This is consistent with the Chinese tradition and policy of using examinations to drive teaching quality and student learning and as a force for merit based decisions. Small differences between the two groups of teachers are consistent with assessment policy differences in the two jurisdictions. [Copyright &y& Elsevier]

Abstract: The measurement of Internet use in empirical studies has undergone a progression from uni-item measurement to multi-item measurement. Based on several operationalizations of Internet use in existing studies, the paper proposes a reflective measurement model, called ‘sophistication of Internet usage’ (SIU), with five indicators (online time, online activities, online skills, diversity of online method, and diversity of online places). With data from a longitudinal random survey conducted in Hong Kong from 2003 to 2005, a uni-dimension measurement model is established based on confirmatory factor analysis. Convergent and discriminant validity of the uni-dimension model is also established within multi-trait-multi-method (MTMM) paradigm by confirmatory factor analysis. The model shows that individuals’ positive life outcome expectation, expected ease of use, and perceived popularity of the Internet are significant antecedents of SIU with demographic characteristics controlled. [ABSTRACT FROM AUTHOR]

The Students' Perceptions of Physician-Pharmacist Interprofessional Clinical Education and its revision (SPICE, SPICE-R) were designed to understand medicine and pharmacy students' perceptions of interprofessional education and collaborative practice in managing complex health problems. The SPICE-R authors, however, suggested for additional items for subscales "roles and responsibilities for collaborative care" and "patient outcomes from collaborative practice". We added two items and introduced SPICE-R3 to differentiate it from the 10-item SPICE-R2 and to adapt the scale to a wider range of healthcare members. We administered the SPICE-R3 to healthcare students at the height of the COVID-19 outbreak in Hong Kong in February 2020. Using data from 225 students from Chinese medicine, medicine, nursing, and pharmacy, confirmatory factor analysis indicated nine items having acceptable item coefficients. Our data obtained a good fit to the three-factor, nine-item model suggesting construct validity. Results of the between-network analysis suggest that the three subscales of SPICE-R3 correlated systematically with other theoretically relevant variables in the nomological network suggesting convergent validity. The SPICE-R3 is a valid measure to examine Hong Kong healthcare students' interprofessional attitudes in online interprofessional education even during the pandemic. Implications and directions for future research are provided. [ABSTRACT FROM AUTHOR]

Background: Given the absence of a brief scale that reconciles and encompasses different conceptual definitions of well-being (physical, psychological, social and spiritual), the present research aimed at developing and validating a Comprehensive Well-Being Scale (CWBS) that encompasses these different conceptual definition and extend the definition of well-being to transcendental well-being among individuals in recovery of mental illness. The present research focuses on testing the scale among people in recovery of mental illness so that a brief and theoretically comprehensive scale would be available for mental health organization to evaluate the well-being of service users, and to develop and evaluate well-being related services. Methods: A 56-item preliminary well-being scale was developed by a professional panel. In Study 1, 300 mental health service users in Hong Kong were recruited. Twenty items were selected through principal component analysis to form the CWBS. In Study 2, another sample of 300 service users was recruited. Confirmatory factor analysis was done to confirm a two-factor structure. Validity of the scale was also examined. Results: The CWBS yielded good internal consistency (Cronbach's alphas =.79–.91). The finding supported a two-factor structure, namely Intrapersonal Well-Being, and Transpersonal Well-Being, χ2 (169) = 335.61, p <.001, CFI =.90, RMSEA =.06, SRMR =.06. Conclusions: The CWBS established concurrent and construct validity in assessing well-being among Chinese in recovery of mental illness in Hong Kong. It provided theoretical and practical implications for measuring well-being. Theoretically, it extended the concept of well-being to encompass transcendental well-being in model of recovery among individuals recovery from mental illness. Practically, it provided a tool for evaluation of well-being and service development in mental health organization. [ABSTRACT FROM AUTHOR]

Aviation is an interdisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, language, earth science, aeronautical engineering, flight training and airmanship. In K-12 education, educators have started to encourage children to learn science, technology, engineering and mathematics (STEM) subjects via aviation-themed activities to develop future scientists and engineers. This study investigated upper primary students' motivations to learn STEM via engaging in flight simulation experiences. The sample consisted of 345 10- to 13-year-old Hong Kong students from 8 primary schools. A modified version of the 31-item Science Motivation Questionnaire II (SMQ II) with four subscales with a focus on aviation was used. The relationships between intrinsic motivation, extrinsic motivation, self-efficacy and peer support across gender and performance were examined. The data obtained were analysed using factor analysis and a regression model. According to our model, students are most strongly motivated by peer support, followed by intrinsic motivation, and they are least motivated by self-efficacy. As expected, our results indicate that a gender gap exists in aviation-themed STEM learning. These findings can help educators to better understand students' perceptions of aviation science and further develop related learning activities. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has brought a tremendous impact on the pedagogy and learning experience of students in sub-degree education sector of Hong Kong. Online learning has become the "sole" solution to deal with student learning challenges during this chaotic period. In this study, we explore online learning for sub-degree students by using a community of inquiry (CoI). As such, confirmatory factor analysis (CFA) was conducted on survey data gathered from 287 sub-degree students from the business and engineering disciplines. Results indicated that the network speed for online education determines the perceived cognitive presence, social presence, and teaching presence of students, whereas gender and academic disciplines of students are not moderating factors that create a significant difference in perceived cognitive presence, social presence, and teaching presence of students. Our study findings for creating and sustaining a purposeful online learning community are highlighted. [ABSTRACT FROM AUTHOR]

This study examined the dimensional structure of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) in a Chinese sample of children with attention-deficit/hyperactivity disorder (ADHD)-related concerns and the correlations of the BRIEF2 with the children's ADHD symptoms and their performance on executive function (EF) tasks. Participants were 339 Chinese children aged 6–15 (M = 9.18 years, SD = 2.33; boys: 78.2%) recruited from 35 schools in Hong Kong. The results from confirmatory factor analyses revealed the best fit for a three-factor nine-scale model compared to a two-factor or single-factor model. Significant correlations were found between the BRIEF2 parent and teacher forms for the Behavioral Regulation Index and Cognitive Regulation Index, but not for the Emotion Regulation Index. Associations between performance on an EF task and the rating of the corresponding subscale on the BRIEF2 purportedly measuring the same EF construct were not consistently observed. Lastly, the BRIEF2 showed good convergent validity with the ratings of ADHD symptoms on the Swanson, Nolan, and Pelham Rating Scale Version IV (SNAP-IV). This study provided plausibly the first evidence on the dimensional structure of the BRIEF2 Parent and Teacher Forms in an Asian sample and confirmed the factorial validity of the Chinese version of the BRIEF2. [ABSTRACT FROM AUTHOR]

Background: The Short Form 12-item Health Survey (SF-12v2) was originally developed in English, but it is also available in Hong Kong (HK) Chinese. While both language versions had their measurement properties well assessed in their respective populations, their measurement invariance in scores has not been examined. Therefore, we aimed to assess their measurement invariance.Methods: We conducted a cross-sectional study on individuals aged 18 years or older at a university campus. Those who were bilingual in English and Chinese were randomly assigned to self-complete either the standard English or the HK Chinese SF-12v2. Measurement invariance of the two components and eight scales of the SF-12v2 was concluded if the corresponding 90% confidence interval (CI) for the difference between the two language versions entirely fell within the minimal clinically important difference of ± 3 units. Multiple-group confirmatory factor analysis (CFA) was also performed.Results: A total of 1013 participants completed the SF-12v2 (496 in English and 517 in HK Chinese), with a mean age of 22 years (Range 18-58), and 626 participants (62%) were female. There were no significant differences in demographics. Only the physical and mental components and the mental health (MH) scale had their 90% CIs (0.21 to 1.61, - 1.00 to 0.98, and - 0.86 to 2.84, respectively) completely fall within the ± 3 units. The multiple-group CFA showed partial strict invariance.Conclusions: The English and HK Chinese versions of the SF-12v2 can be used in studies with their two components and MH scores pooled in the analysis. [ABSTRACT FROM AUTHOR]

This research empirically examines ferry passengers' perception of safety delivery and awareness on their preventative behaviours. Confirmatory factor analysis and structural equation modelling were conducted on survey data collected from 422 ferry passengers in Hong Kong. An exploratory factor analysis identified two main dimensions of safety delivery, namely: safety facilities and safety demonstration. Safety awareness was further clustered into three dimensions, which included safety information, vessel condition and rescue equipment. Results indicated that safety delivery and safety awareness positively influence passengers' preventative behaviour, as well as safety delivery positively influences passengers' safety awareness. This study highlighted the importance of passengers' perception of safety awareness and safety delivery in ferry safety. Implications of study findings on safety in ferry operations enhancements and suggestions for safety delivery development are discussed. [ABSTRACT FROM AUTHOR]

The present study was conducted to provide an overview of Hong Kong Chinese clients' expectations towards counselling and to test whether the EAC-B (Expectations about Counselling-Brief Form) three-factor structure established in the West can be applied in a Chinese Hong Kong population. Three hundred and three Hong Kong Chinese undergraduate students, who were going to receive counselling, completed the traditional Chinese version of the EAC-B. Confirmatory factor analyses indicate that the original EAC-B factor model, which is made up of Personal Commitment, Facilitative Conditions, and Counsellor Expertise, can be replicated and applied among Hong Kong Chinese university students. They demonstrate, furthermore, that a more parsimonious three-factor model can be created using nine of the 17 EAC-B subscales. [ABSTRACT FROM AUTHOR]

The study examined the factor structure, reliability and validity of a Chinese version of the Constructivist Learning Environment Survey (C-CLES), an instrument for assessing students' perceptions of the extent of constructivist approaches prevalent in classrooms. A convenience sample of 967 students in Secondary Three (Grade 9) in Hong Kong participated in this study by completing a self-administered questionnaire in their class time. Exploratory and confirmatory factor analyses supported the hypothesised factor structure, indicating five theoretical constructivist environment dimensions that showed goodness-of-fit to 25 items: Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation. Criterion-related validity, involving evidence based on relations to other variables, was assessed by correlations between the constructivist environment dimensions and cognitive strategies and academic ability. Most correlations were statistically significant and in the positive direction. The C-CLES with 25 items provides a useful measure for educational practice and research among school students. [ABSTRACT FROM AUTHOR]

This study explored (1) the relationship between verbal and non-verbal visual attention span measures and (2) the relationship between visual attention span and reading fluency in traditional Chinese, among 101 university students in Hong Kong. The participants' visual attention span was assessed using verbal measures (i.e., a global report task and a partial report task) and non-verbal measures (i.e., visual 1-back task with Chinese characters and visual 1-back task with symbols). The results of the confirmatory factor analysis indicated that the single latent factor model, composed of the global report task, the partial report task, the visual 1-back task with Chinese characters, and the visual 1-back task with symbols, was a good fit for the data. The results of the regression analysis showed that the global report task significantly predicted traditional Chinese reading fluency. Structural equation modeling revealed a significant predictive relationship between the single latent factor composed of verbal and non-verbal visual attention span measures and traditional Chinese reading fluency. Overall, the results indicate that visual attention span contributes to reading fluency in traditional Chinese. [ABSTRACT FROM AUTHOR]

Nearly all children and teens in Hong Kong own a smartphone. There is currently no validated instrument that measures whether they use their phone too much. This study tested the psychometric properties of a translated Chinese version of the Smartphone Addiction Scale-Short Version (SAS-SV) and examined the demographic correlates of smartphone addiction among Hong Kong children and adolescents. A total of 1,901 primary school children and secondary school pupils were recruited from 15 Hong Kong schools. Furthermore, 1,797 primary caregivers were asked to complete a self-administered questionnaire on their socioeconomic status and educational attainment. The study used exploratory factor analysis (EFA) to identify the factor structure of SAS-SV for half the participants (n = 951), while confirmatory factor analysis (CFA) was used to assess the goodness-of-fit of EFA models for the remaining half (n = 951). Spearman correlations were used to assess the convergent validity of the SAS-SV, taking account of time spent by subjects on phones per day, the Smart Device Addiction Screening Tool (SDAST), the Pittsburgh Sleep Quality Index (PSQI), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Center for Epidemiological Studies Depression Scale for Children (CES-DC). EFA generated a three-factor model (with factors labeled "dependency," the incidence of a "problem," and "time spent"). CFA confirmed this model yielded an acceptable goodness-of-fit (Comparative Fit Index = 0.96, Tucker Lewis Index = 0.95, and root-mean-square error of approximation = 0.06). SAS-SV was positively correlated with SDAST (ρ = 0.59), PSQI (ρ = 0.29), and CES-D (ρ = 0.35), and negatively correlated with MSPSS (ρ = −0.10). A linear regression model showed that female adolescents, those with highly educated caregivers and those who spent more time using smartphones on their holidays, had on average higher SAS-SV scores, meaning they showed greater vulnerability to becoming addicted. The study found that SAS-SV is a valid scale for estimating excessive smartphone use among Hong Kong children and adolescents. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the reliability and validity of the 7-item Chinese Short Warwick-Edinburgh Mental Well-being Scale (SWEMWBS) in Hong Kong Chinese.Methods: Under "A Jockey Club Initiative for a Harmonious Society" project, a random telephone survey was conducted in 2017 on 1331 Hong Kong Chinese residents aged ≥ 18. A confirmatory factor analysis (CFA) was conducted to test the factorial validity. The Spearman correlations of the SWEMWBS with other scales including the 12-item short form health survey (SF-12), family well-being, self-rated health, the global happiness item (GHI), subjective happiness scale (SHS), and patient health questionnaire-4 (PHQ-4), were used to evaluate the convergent and divergent validity. Known-group validity was also assessed. We calculated congeneric reliability based on standardized factor loadings and error variances. Two-week test-retest reliability was assessed in 100 randomly selected respondents using intraclass correlation coefficient (ICC).Results: Among the weighted sample, 55.9% were female and 72.9% were 25 to 64 years old. The CFA indicated good validity of the SWEMWBS. The SWEMWBS had moderate correlations with SHS, SF-12 mental component, PHQ-4 and GHI, but a weak correlation with SF-12 physical component. Older respondents, those with higher education level, married, working, with higher household income reported higher level of well-being. The congeneric reliability of the SWEMWBS was 0.85. Moderate to good test-retest reliability was observed (ICC 0.70, 95% CI 0.55 to 0.80).Conclusion: The Chinese SWEMWBS showed good validity and reliability for measuring well-being in the general population of Hong Kong. [ABSTRACT FROM AUTHOR]

Schools around the globe increasingly realized the importance of technology and its application in the education system. To guarantee a successful educational innovation, schools seek out different parties for valuable opinions. Among them, parents are the important feedback providers, because their attitudes are influential on children's academic performance. Moreover, their involvement and support are considered the key factor that facilitates an effective implementation of programming education at schools. This study aimed at developing and validating an instrument measuring parents' perceptions of programming education among P-12 schools in Hong Kong. We propose that parents' perceptions of programming education is a multidimensional construct which constitutes (a) understanding, (b) support, and (c) expectation. In total, 524 questionnaires were collected from the parents who attended programming workshops and seminars. Exploratory factor analysis shows evidence for the three-dimensional construct. Confirmatory factor analysis reconfirms the measurement structure. Implications of the study are discussed. [ABSTRACT FROM AUTHOR]

This study develops two scales, namely, the outside school social media behavior (OSSMB) scale and inside school social media behavior (ISSMB) scale, to measure the types of behavior that adolescent students engage in on social media in two separate contexts: outside school and inside school. Data collected from 814 students in four Hong Kong secondary schools were divided into two equal data sets (n = 407 for each) by random selection and then analyzed. Principle component analysis (PCA) and confirmatory factor analysis (CFA) were used to generate and test the structures of the two scales on the different data sets. The PCA results showed good factor loadings for all items (all above.60), and satisfactory total variance were explained by the both structures (69.06% for the OSSMB and 75.30% for the ISSMB). The CFA results showed acceptable model fits for both first- and second-order CFA for both scales. The internal consistency for all factors (and subdimensions) and the two scales were also acceptable. The 21-item OSSMB scale has four subdimensions: Consuming, Communicating, Creating, and Sharing. The 10-item ISSMB scale has three subdimensions: Consuming, Creating, and Sharing. In conclusion, this study provides new tools and conceptual frameworks for assessing students' social media behavior in two contexts (i.e., outside and inside of school). [ABSTRACT FROM AUTHOR]

University study has been considered to be one of the most stressful periods in a person's life. University students may have irrational beliefs that could play a significant role in causing emotional disturbance. Nevertheless, a suitable instrument for measuring irrational beliefs in college students in Chinese society has been lacking. The aim of this study was to construct a culturally relevant scale for measuring irrational beliefs among university students in the Hong Kong Chinese context. The construction of the Chinese Irrational Beliefs and Rational Attitude Scale (CIBRAS) for university students was based on (1) literature review and expert panel review for evaluation on content validity, (2) a pilot test of 200 local Hong Kong university students to determine the scale's psychometric properties and probe the exploratory factor analysis, and (3) confirmatory factor analysis to test for construct validity of the CIBRAS (conducted with a further 655 local Hong Kong university students). The results showed that the five‐factor 19‐item CIBRAS has good psychometric properties, including good internal consistency (Cronbach's alphas ranging from.64 to.80), content validity (content validity index = .96 for relevance,.94 for clarity, and.94 for representativeness), construct validity (explaining 60.1% of the total variance), and adequate fit indices (normed chi‐square = 2.8, comparative fit index = .94, normal fit index = .93, non‐normed fit index = .93, incremental fit index =.94, root‐mean‐square error of approximation = .077, and standardized root‐mean residual = .074). The limitations and implications of the study were discussed. [ABSTRACT FROM AUTHOR]

Interdisciplinary Education Perception Scale (IEPS) is one of the popular measures of perceptions of collaboration. In its original inception, a four-factor model was proposed but subsequent study offered alternative measurement models: three-factor model, two-factor model, and further revision of the three-factor model. Despite the changes in the model structures, none of these has been examined in the Asian context which could have paved the way for local researchers to start representing Asian perspectives in the discussion of interprofessional practice and cooperation in medical education. This study therefore aimed to examine the measurement properties of the IEPS by testing the four a priori models using the data from 335 Chinese students from eight prelicensure health and social care programs from two universities in Hong Kong. Through item analysis, confirmatory factor analysis, and regression, the results suggest that the 12-item, three-factor model best represented the sample and was invariant across genders and year levels. Theoretical and practical implications to interdisciplinary education literature are discussed. [ABSTRACT FROM AUTHOR]

The multidimensional PERMA-H positive education model provided evaluation and education framework for the theoretical and practice development of positive psychology in schools. Character strengths use mediates the association of strength knowledge and well-being. Using the Assessment Program for Affective and Social Outcomes (2nd Version) (APASO-II), the Subjective Happiness Scale, and the Physical Health Subscale of the PERMA-profiler, a multidimensional measure of PERMA-H was validated using confirmatory factor analysis in the context of a positive education program evaluation in senior primary school students. The association of PERMA-H measurements with school well-being as measured by general satisfaction of school life, and levels of depression and anxiety, and the mediation mechanism of character strengths use in such association were studied using path analysis. A cross-sectional sample of 726 senior primary school students (i.e., grade 4–6) aged 8–13 from the two primary schools completed a baseline evaluation questionnaire of a positive education program. Satisfactory internal reliability of the scales was obtained with Cronbach's alpha coefficients < 0.70. The scales were generally positively and moderately inter-correlated, except for level of anxiety and depression symptoms which was negative. Good psychometric properties of APASO-II were evidenced from the factor structure of sub-scale scores conforming to six factors of the PERMA-H model by confirmatory factor analysis. Path analyses showed that the APASO-II factors together with measures of subject happiness and positive health as the multidimensional PERMA-H model of positive education differentially predicted general satisfaction of school life, level of anxiety and depression, and character strengths use. Character strengths use mediated the relationship of Positive Engagement with general satisfaction of school life. Positive education utilizes knowledge and research findings from positive psychology in schools to produce intended positive outcomes like enhanced well-being and reduced level of depression in students. This study provided a solid foundation for related scientific research and the understanding of the multidimensional framework of positive psychology concepts. Systematic promotion and longitudinal evaluation of positive education at the institutional level in Hong Kong can be achieved with the use of APASO-II and the positive education scales of subjective happiness and physical health. [ABSTRACT FROM AUTHOR]

Preschool teachers are an important element of high-quality, developmentally and multiculturally appropriate early childhood programmes. 7.5% of the total 160,000 children enrolled in Hong Kong kindergartens are ethnic-minority students and they are neglected in the Hong Kong education system until 2008. This study investigated the perceptions of teaching competency in multicultural classrooms held by 347 teachers at 22 kindergartens in Hong Kong. The study aims at (a) using Confirmatory Factor Analysis to validate the factor structure of the multicultural teaching competency scale (MTCS) among preschool teachers, (b) assessing the model difference of MTCS between teachers with and without multicultural training, and (c) informing the practice of multicultural teaching in early childhood education. The results indicated that a tripartite model in which the MTCS assessed skills, knowledge, and relationships obtained a statistical fit to a Hong Kong preschool sample, as in earlier research on a primary school sample in Hong Kong. [ABSTRACT FROM PUBLISHER]

The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed. [ABSTRACT FROM AUTHOR]

Background: Accurate assessment of unmet supportive care needs is essential for optimal cancer patient care. This study used confirmatory factor analysis (CFA) to test the known factor structures of the short form of Supportive Care Need Survey (SCNS-34) in Hong Kong and Taiwan Chinese patients diagnosed with colorectal cancer (CRC). Methods: 360 Hong Kong and 263 Taiwanese Chinese CRC patients completed the Chinese version of SCNS-SF34. Comparative measures (patient satisfaction, anxiety, depression, and symptom distress) tested convergent validity while known group differences were examined to test discriminant validity. Results: The original 5-factor and recent 4-factor models of the SCNS demonstrated poor data fit using CFA in both Hong Kong and Taiwan samples. Subsequently a modified five-factor model with correlated residuals demonstrated acceptable fit in both samples. Correlations demonstrated convergent and divergent validity and known group differences were observed. Conclusions: While the five-factor model demonstrated a better fit for data from Chinese colorectal cancer patients, some of the items within its domain overlapped, suggesting item redundancy. The five-factor model showed good psychometric properties in these samples but also suggests conceptualization of unmet supportive care needs are currently inadequate. [ABSTRACT FROM AUTHOR]

Objective This study examined the psychometric properties of the Young’s Internet Addiction Test (IAT) in 844 Hong Kong Chinese adolescents (37.7% boys) with mean age of 15.9 (standard deviation = 3.5) years. Methods Demographic items, Internet use habits, IAT, and the Revised Chen Internet Addiction Scale (CIAS-R) were administered. 3 percent of the participants were classified as addicted and 31.6% as occasional problematic Internet users. Confirmatory factor analysis results indicated that the 18-item second-order three-factor model has the best fit with our data (Satorra–Bentler scaled χ2 = 160.56, df = 132, p < .05, normed fit index = 0.95, non-normed fit index = 0.99, comparative fit index = 0.99, root mean square error of approximation = 0.02). Results IAT demonstrated strong internal consistency (Cronbach’s α = .93). Satisfactory concurrent and convergent validity of IAT were found moderately correlated with CIAS-R (r = .46) and the average online time per day (r = .40 for weekdays; r = .37 for weekends). Conclusion IAT has evidence of being a valid and reliable scale for screening Internet addiction in Chinese adolescents. [ABSTRACT FROM AUTHOR]

The accident record of the repair, maintenance, minor alteration, and addition (RMAA) sector has been alarmingly high; however, research in the RMAA sector remains limited. Unsafe behavior is considered one of the key causes of accidents. Thus, the organizational factors that influence individual safety behavior at work continue to be the focus of many studies. The safety climate, which reflects the true priority of safety in an organization, has drawn much attention. Safety climate measurement helps to identify areas for safety improvement. The current study aims to identify safety climate factors in the RMAA sector. A questionnaire survey was conducted in the RMAA sector in Hong Kong. Data were randomly split into the calibration and the validation samples. The RMAA safety climate factors were determined by exploratory factor analysis on the calibration sample. Three safety climate factors of the RMAA works were identified: (1) management commitment to occupational health and safety (OHS) and employee involvement, (2) application of safety rules and work practices, and (3) responsibility for health and safety. Confirmatory factor analysis (CFA) was then conducted on the validation sample. The CFA model showed satisfactory goodness of fit, reliability, and validity. The suggested RMAA safety climate factors can be utilized by construction industry practitioners in developed economies to measure the safety climate of their RMAA projects, thereby enhancing the safety of RMAA works. [ABSTRACT FROM AUTHOR]

Mutual help has been often found to be beneficial for people's well-being in clinical settings. Research in the general population, however, is relatively limited, partly due to the lack of applicable measurement tools. The present study attempted to develop two scales to measure mutual help willingness and criteria and test their psychometric properties among a community sample of Hong Kong people ( n = 951). Confirmatory factor analyses suggested that the hypothetical models fitted the data very well. Results also indicated that though the willingness to seek help and to give help was significantly correlated, Hong Kong people were generally more willing to give help than to seek help. Age had a negative effect on help-seeking willingness, which can not be explained by education level. A set of criteria were applied similarly when people decided on help-giving and help-seeking. Agreement with the criteria was negatively correlated with age but the associations became negligible when education level was controlled. Research and practical implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Aim. The aim of the study was to examine the factor structure of the Chinese General Self-Efficacy Scale and gender invariance in the structure. Background. The General Self-Efficacy Scale was developed in 1981 and revised in 1995 to measure people's beliefs or expectations about their ability to perform tasks on their own across a wide range of demanding/novel situations. While the Chinese version of the General Self-Efficacy Scale has been examined for adolescents and adults from clinical populations, its psychometric properties for community-dwelling Chinese soon-to-be-aged adults, who are in a transitional stage from adulthood to later life, have not been tested. Females have consistently reported a lower general self-efficacy level than males, but it is unclear whether the difference is a result of response bias of the inventory by gender. Method. A convenience sample of Chinese soon-to-be-aged adults (n = 695) in 28 non-government organizations in Hong Kong completed the survey from March to May 2005. Confirmatory factor analysis was used to test the factor structure and multiple-group confirmatory factor analysis to test the gender invariance of the Chinese version of the General Self-Efficacy Scale. Results. The proposed factor structure of the Chinese version of the General Self-Efficacy Scale was an excellent fit to the overall data, and held equally well for both males and females, both genders demonstrating an equivalent pattern of factor loadings. The Cronbach alpha value was high (0⋅89). Conclusion. The Chinese version of the General Self-Efficacy is a reliable and valid scale and both genders responded to it using the same framework and metric, thus allowing it to be used with confidence in non-clinical Chinese soon-to-be-aged adult samples. [ABSTRACT FROM AUTHOR]

This study describes the validation and interpretation of the Parents' Attributions and Perception Questionnaire (PAPQ) using confirmatory factor analysis and Rasch modelling to report both the construct validity and category structure of the scales in the questionnaire. The PAPQ was developed to reflect the proposal that parents mediate the relationship between their children's social and psychological development, and their academic achievement, within the context of Hong Kong. The questionnaire consists of four subscales that reflect different interactions between parents and their children in relation to their children's academic-related activities, including a Parental Attributions Scale, Parental Beliefs of Working Memory Scale, Parental Home and School Involvement Scale, and Parental Academic Expectations Scale. These subscales were supplemented by a fifth subscale that describes parents' socio-economic background. The PAPQ was administered to 215 parents from four schools in Hong Kong. Results showed that the four subscales of the PAPQ are valid and reliable unidimensional measures of constructs related to parental role in the academic achievement of their children, thereby enabling future research to directly test Vygotsky's hypothesis. [ABSTRACT FROM AUTHOR]

This article reports the adaptation and analysis of Pintrich's Motivated Strategies for Learning Questionnaire (MSLQ) in Hong Kong. First, this study examined the psychometric qualities of the existing Chinese version of MSLQ (MSLQ-CV). Based on this examination, this study developed a revised Chinese version of MSLQ (MSLQ-RCV) for junior secondary students in Hong Kong. Confirmatory factor analysis and Graded Response Model (GRM) were used to examine the internal consistency, construct validity, differential item functioning (DIF), and differential test functioning (DTF) of the revised instrument, which contains six factors and 50 items. Compared with the existing MSLQ-CV, the factor structure of MSLQ-RCV was expanded to incorporate two new factors: extrinsic value and peer learning. The reasons for these amendments and implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

The article presents a study which validates the perceptions of coronary heart disease scale (PCS) using confirmatory factor analysis among the participants in Hong Kong, China. Topics discussed include the health behavioral strategies to reduce the risks of coronary heart disease (CHD), the participants' perceptions of CHD, and the CHD prevention.

Background: This study translated the International Positive and Negative Affect Schedule Short Form (I-PANAS-SF) into Chinese and examined its factor structure and measurement invariance in Chinese adolescents in Hong Kong.Methods: A sample of 4136 Chinese adolescents in Hong Kong was invited to complete a set of questionnaires. The factor structure of the I-PANA-SF was examined using confirmatory factor analysis (CFA) and exploratory structural equational modeling (ESEM). Internal consistency reliability was evaluated using Cronbach's alpha coefficients, and nomological validity was assessed using bivariate correlations between positive affect (PA) and negative affect (NA) subscales with effort, worry and lack of concentration. Finally, measurement invariance across genders and grades was examined to evaluate the invariance of the I-PANAS-SF.Results: Factor structure analysis suggested that the ESEM model outperformed the CFA model. The results of ESEM analysis indicated that one item ("alert") was problematic and a 9-item two-factor measurement model with that item removed was a better fit for the data. The Cronbach's alpha values were above 0.70 (0.81 and 0.83), revealing excellent internal consistency reliability. The PA subscale was positively associated with effort and negatively associated with worry and lack of concentration. The NA subscale was negatively associated effort and positively associated with lack of concentration and worry, indicating nomological validity. Finally, measurement invariance analysis revealed strict invariance across genders and grades.Conclusions: The results of the study provide preliminary support for validity and reliability of the 9-item Chinese version of the I-PANAS-SF and suggest that it is suitable for use among Chinese adolescents in Hong Kong. [ABSTRACT FROM AUTHOR]

Background: The psychosocial consequences of obesity are important but often underrated. The Attitudes Toward Obese Persons (ATOP) and Beliefs About Obese Persons (BAOP) scales used to measure weight-related bias have little psychometric information, especially in East Asian contexts. The objective of this study was to use rigorous statistical methods to demonstrate the psychometric properties of these two instruments in Hong Kong and Taiwanese college students.Methods: A convenience sample of 707 students was recruited from the universities in Hong Kong and Taiwan. Several competing confirmatory factor analyses (CFAs) were conducted to confirm the factorial structure of the ATOP and BAOP. The best fit models for the ATOP and BAOP were chosen for the examination of the measurement invariance across subcultures. We then compared configurable models with or without loading and/or intercept constrained before correlating the latent constructs between the best models for the ATOP and BAOP.Results: The comparison in multiple CFAs found that the model with one factor and two correlated-wording-method factors outperformed the other models for both the ATOP and BOAP. However, the internal consistency was suboptimal (ATOP: α = .56 to .80; BTOP: α = .57 to .65) and the measurement invariance was somewhat unsupported among the Hong Kong and Taiwan samples. Moreover, after controlling wording effects, the latent construct of the ATOP was moderately associated with that of BAOP (r = .356; p < .001).Conclusion: Chinese versions of the ATOP and BAOP can be treated as a unidimensional factor for use in Hong Kong and Taiwan university students. However, further refinements of both instruments may be needed before using them to capture the social attitudes and beliefs toward obesity individuals, which is expected to advance our understanding of weight-related bias in East Asian contexts. [ABSTRACT FROM AUTHOR]