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This paper reports on the development and validation of the classroom assessment (CA) for self-regulated learning (SRL) Questionnaire (CASRLQ), a questionnaire intended to measure to what extent CA practices are SRL supportive. The original CASRLQ, consisting of 32 items to represent five SRL-supportive CA dimensions, was constructed and administered to a sample of 469 Grade 11 students. However, the preconceived structure was not supported. We then used the same dataset (split into two) to explore and verify a new factor structure employing exploratory and confirmatory factor analyses. The questionnaire was then revised. A new sample of 630 Grade 11 students were surveyed to confirm the structure of the revised questionnaire. The final form of the CASRLQ consisted of 28 items and addressed seven CA features: assessment tasks, student choice, self-assessment, peer-assessment, instruction, teacher feedback, and CA environment. The CASRLQ proved to be a reasonably reliable and valid instrument suitable for use in quantitative investigations on CA-SRL-related topics. It could also offer some guidance for teachers' CA practice.

Purpose: This study aims to translate the English version of the Trans Woman Voice Questionnaire (TWVQ) to simplified Chinese (TWVQ-SC) and to examine its reliability and validity. Method: Standardized translation procedures were strictly followed for the translation of the TWVQ. Two hundred sixty trans woman and 128 cis woman subjects completed sociodemographic investigation, the TWVQ-SC, and the Voice Handicap Index-10 (VHI-10) online. Internal consistency was examined by Cronbach reliability coefficient (Cronbach [alpha]). Test-retest reliability was quantified by intraclass correlation coefficient (ICC). Content validity, structural validity, and discriminant validity were examined by expert panel's judgment, factor analysis, Spearman's rank correlation coefficient, and the Mann-Whitney "U" test. Results: The Cronbach [alpha] of the TWVQ-SC was 0.969 and the ICC was 0.841, indicating excellent internal consistency and good test-retest reliability. The four principal factors explained 21.345%, 18.592%, 13.551%, and 12.027% of the variance respectively with the cumulative contribution rate 65.514%. There was a strong correlation between the total score of the TWVQ-SC and that of the VHI-10 (r = 0.858, p < 0.001), indicating good structural validity. The total score of the TWVQ-SC of the trans woman subjects was significantly higher than that of the cis woman subjects (z = 14.590, p < 0.05), indicating good discriminant validity. Conclusion: The TWVQ-SC exhibits overall high reliability and validity, qualified to be applied as a reliable clinical tool to evaluate trans women's voice in mainland China.

Language test preparation has often been studied within the consequential validity framework in relation to ethics, equity, fairness, and washback of assessment. The use of independent and integrated speaking tasks in the "TOEFL iBT"® test represents a significant development and innovation in assessing speaking ability in academic contexts. Integrated tasks that involve synthesizing and summarizing information presented in reading and listening materials have the potential to generate new test preparation strategies. This study investigated the experiences of over 1,500 Chinese test takers and 23 teachers who were preparing for the TOEFL iBT speaking tasks. It examined the frequency of use of a number of different test preparation activities and materials, reasons, and expectations for taking preparation courses and the features of preparation courses. In addition, we examined the usefulness of test preparation from two perspectives: students' and teachers' perceptions as well as the relationship between test preparation and performance. Data were collected via questionnaires, focus group discussions, interviews with test takers and teachers, and classroom observations. The data showed that (a) test preparation was a hugely complex, multiple-components construct, and teaching and learning test-taking strategies compose the most prominent feature of intensive preparation courses; (b) there were significant age-related differences in students' preparation activities and focuses, although with small effect sizes; (c) there was a high agreement between teachers and students in their views on the usefulness of test preparation activities; and (d) there existed only a weak relationship between test preparation and performance. The only significant predictor of students' test performance was the frequency of their use of the "TOEFL Practice Online TPO"® practice tests. The findings of the study can enhance our understanding of the pedagogical practices that characterize test preparation programs and contribute to the ongoing validity argument for the TOEFL iBT Speaking test. The implications of the findings for test publishers, test takers, teachers, and test preparation schools are discussed with reference to the instructional, learning, and affective aspects of the multifaceted construct of test preparation.

This study aimed to investigate the validity of the Cognitive and Metacognitive Learning Strategies Scale (CMLSC) for mathematics learning in Chinese context. Exploratory and confirmatory factor analysis, reliability analysis, measurement invariance across gender groups, and criterion-related validity were conducted on 698 Chinese senior secondary school students. Results supported that the adapted CMLSC was reliable and valid. A bifactor model with one general and four specific factors (i.e., rehearsal, elaboration and organization, critical thinking, and metacognitive self-regulation) was found. Residual invariance across gender groups was also achieved. This adapted CMLSC is expected better to understand students' mathematics learning strategies in Chinese culture.

This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from 0.71 to 0.86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed.

This paper presents the development and validation of the reading motivation questionnaire in an English as a foreign language context (RMQ-EFL) with Chinese secondary students. Data were collected from a sample of 293 secondary students in grades 10-11. Exploratory and confirmatory factor analyses resulted in determination of five factors (i.e., "reading efficacy," "reading enjoyment," "recognition," "involvement," and "compliance") with a strong psychometric basis. The significant correlations between these five RMQ-EFL factors and students' learning strategies in reading and between the five RMQ-EFL factors and students' English learning achievements further confirmed the concurrent and predictive validity of the RMQ-EFL. In addition, this study found that there were no significant differences in students' EFL reading motivation across gender and grade levels. The RMQ-EFL can be used both as an evaluation tool for teachers to assess students' EFL reading motivation, and as a research tool for researchers to explore the relationships between students' English reading motivation and their English reading behavior and performance or to assess the effectiveness of targeted reading motivation interventions.

Speech acts are the major concern of interlanguage pragmatists. The present study aimed to 1) examine the reliability and validity of an interlanguage pragmatic (ILP) competence test on speech acts in a Chinese EFL context, and 2) investigate EFL learners' variations of ILP competence by language proficiency. Altogether 390 students participated in the present study. The students were divided into three groups based on their language proficiency. The data were collected with an ILP competence test and semi-structured interviews. The ILP competence test was in the form of a written discourse completion task (WDCT), including ten speech acts and 30 situations. Data analysis methods included the Many Facets Rasch Model (MFRM), one-way ANOVA, post-hoc Scheffe test and content analysis. The results indicated that the ILP competence test was with high reliability and validity, and variations existed in four aspects of conducting speech acts: 1) use of correct speech act, 2) typical expressions, 3) amount of speech and information, and 4) degrees of formality, directness and politeness, according to the level of language proficiency. Overall, the students with higher language proficiency performed better than the ones with lower language proficiency.

This study investigated the psychometric properties of an adapted Chinese version of Motivated Strategies for Learning Questionnaire (MSLQ) using exploratory factor analysis and confirmatory factor analysis. Data were collected from 611 college students from two Chinese universities on the scales of Motivation and Learning Strategies. Results suggested that cross-cultural adaptation and modification were necessary when addressing the transferability of self-regulated learning (SRL) models from Western culture to Eastern culture, particularly in the Chinese educational context. The adapted models indicated absence of Intrinsic Goal Orientation, ambiguity of Peer Learning, and split of managing resources of study time and place among Chinese adult learners. Re-specified models were tested and adequate reliability and model fit indices were reported in MSLQ for Chinese adult learners (MSLQ-CAL) with 52 items. These modifications were discussed with theoretical and empirical perspectives related to SRL.

In this study, based on the analysis of existing definitions of emotional labor, operational definition of teachers' emotional labor is given and questionnaire on emotional labor among primary and secondary school teachers is developed. Research results: exploratory factor analysis shows that teacher's emotional labor involves three dimensions including surface acting, active deep acting and passive deep acting; the questionnaire has good reliability and validity; confirmatory factor analysis shows that emotional labor questionnaire involving three factors is established, which further verifies the validity of scale on emotional labor among primary and secondary school teachers.

Popular parenting literature has often emphasized the importance of establishing predictable routines during early childhood. Using a sample of 688 Chinese preschool-aged children, the current study examined how child routines were related to parent-child relationships and self-regulation. This study first examined the psychometric properties of the Child Routines Questionnaire-Preschool among Chinese preschoolers. The instrument demonstrated sound reliability and validity. Furthermore, the findings showed that routines in children's daily living, activities, and discipline were all positively related to parent-child closeness and negatively related to parent-child conflict, even after controlling for parenting styles. In addition, child routines were also associated with teacher-reported self-control and behavioral concerns. The current study provided initial evidence on the role of routines in promoting parent-child relationships and self-regulation among a Chinese sample of preschool-aged children.

Problem Statement: Students' metacognition can play a critical role in their reading learning, and their metacognitive awareness of reading strategies has attracted the interest of both educational researchers and teachers. However, there is not an existing questionnaire for the research of students' metacognition on reading in China. An instrument is needed to assess students' metacognitive awareness of reading strategies in the Chinese context. Purpose of Study: The aim of the present research is to validate the "Metacognitive Awareness of Reading Strategies Inventory" in the Chinese educational context ("MARSI-CN"). This inventory can be used by Chinese teachers to improve their students' reading skills. Methods: The present research was comprised of two pilot studies and one main study. In the first pilot study, a translated version of the original questionnaire was administered to a sample of 216 students in six different middle schools, and then in the second pilot study, a revised version of the initial translation was tried out on 494 students. Finally, in the main study, the revised "MARSI-CN" was tested with 2119 students. In the second pilot study phase, exploratory factor analysis was applied, and in the main study, confirmatory factor analysis was carried out. Findings and Results: A three-factor structure of the "MARSI-CN" resulted from the exploratory factor analysis on the second pilot study data. The consecutive confirmatory factor analysis--building on data from the main study--confirmed the three-factor structure and reflected good fit indices (?[superscript 2]/df = 1.613, RMSEA = 0.035, TLI = 0.959, GFI = 0.960, CFI = 0.966). Internal consistency in the questionnaire, as measured with Cronbach's Alpha, was 0.863. Test-retest reliability was also high (r= 0.91, p< 0.01). Conclusions and Recommendations: The results from the study help to conclude that the translated and adapted instrument "MARSI-CN" reflects good reliability and validity, and that it can be used in research on students' metacognitive awareness of reading strategies in Chinese middle schools.

Teacher-student interpersonal relationships play an important role in education. The Questionnaire on Teacher Interaction (QTI) was designed to measure students' interpersonal perceptions of their teachers. There are two Chinese versions of the QTI for student use, and that inherited the weaknesses of the previous English versions, such as items that focus on class behaviour, instead of teacher behaviour, or that include conditionals and negations. The present study aimed to develop an improved Chinese version of the QTI which is conceptually parallel with the original QTI and with the use of optimal item wording. The process contained several steps, including expert panels and student and teacher interviews. New items were also created based on the Chinese secondary classroom context, rather than only using translations of English items. The final version of the Chinese version of the QTI presented in this paper was evaluated with a sample of 2000 students from 4 secondary schools in mainland China who rated a total of 80 teachers. The resulting version of the Chinese QTI had adequate validity and reliability, and it distinguished clearly between teachers. The predictive validity was supported by the relation between the students' perceptions of their teachers and their academic emotions in class. Although further improvement of the instrument is recommended, it can be used to study interpersonal teacher behaviour in China and to help to improve Chinese teachers' teaching practices.

This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for investigating 333 Chinese high school learners' conceptions, metacognitive self-regulation, and strategies in science. The confirmatory factor analysis results verified the validity of the three surveys. Moreover, the path analyses revealed a series of interesting findings. Learners with lower-level COLS, namely "memorizing," "testing," and "practicing and calculating," tended to use surface learning strategies such as "minimizing scope of the study" and "rote learning." However, learners' higher-level COLS, namely "increase of knowledge," "applying," "understanding," and "seeing in a new way," had complicated connections with their SROLS and SLS. On the one hand, learners' higher-level COLS had negative relations to "minimizing scope of the study" and "rote learning." On the other hand, their higher-level COLS were powerful predicators for their metacognitive self-regulation and further affected their use of "deep strategy" and "rote learning." Though Chinese secondary students with higher-level COLS usually have a negative view of "rote learning," the functioning of their metacognitive self-regulation may change their initial attitudes towards the surface strategy. Learners with higher-level COLS still used "rote learning" as a prior step for achieving deep learning. Therefore, we concluded that the SROLS played an important mediating role between the COLS and SLS and may change learners' original intention to utilize learning strategies.

The authors explored how thinking styles relate to quality of university life among deaf or hard of hearing (DHH) and hearing university students in mainland China. The first of two studies affirmed the validity and reliability of a modified version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, & Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second investigated relationships between thinking styles and quality of university life; the Thinking Styles Inventory--Revised II (Sternberg, Wagner, & Zhang, 2007) and modified QULM were administered to 542 students (256 DHH, 286 hearing). Students scoring higher on Type I styles (i.e., more creativity-generating, less structured, cognitively more complex) tended toward greater satisfaction with university life; those scoring higher on Type II (i.e., more norm-favoring, more structured, cognitively more simplistic) tended toward less satisfaction. Contributions, limitations, and implications of the research are discussed.

This study examined the factor structure, reliability, and validity of the first part of the Chinese version of the CRIME-PICS II Scale, a self-administrated instrument assessing offending-related attitudes. Data were collected from three samples: male Hong Kong young offenders, female Mainland Chinese prisoners, and Hong Kong college students. Exploratory factor analysis and confirmatory factor analysis revealed a four-factor structure that differed from the one proposed by Frude, Honess, and Maguire. The Chinese version of the scale was found to have good internal consistency (a = 0.90) and good test-retest reliability (r = 0.86) and also to present evidence of construct, concurrent, discriminant, and predictive validity. Overall, the Offending-Related Attitude Questionnaire (Chinese) proves to have great potential utility in the context of the Chinese criminal justice systems but will benefit from further validation studies.

This study validated a parent-report measure of the Parenting and Family Adjustment Scales in a Chinese cultural context through investigating 650 Chinese parents. The results provided evidence for satisfactory reliability and validity of Parenting and Family Adjustment Scales in a Chinese context, which is thus promising to be used for Chinese parents.

The current study provided evidence for the factor structure of the Academic Expectation Stress Inventory (AESI) in a sample of 213 Mainland Chinese and 184 South Korean high school students. We examined cross-national invariance of the AESI using multiple-group confirmatory factor analysis across two Asian cultural samples. Results suggested a unidimension rather than two-factor structure (self and teachers/parents) in both settings. Results also showed evidence of reliability, convergent validity (significant correlations with depression, emotional exhaustion, and cynicism), and divergent validity (nonsignificant correlations with amotivation and efficacy reduction). ANCOVA results indicated that perceived overall academic expectation stress was significantly higher among Mainland Chinese students than for their South Korean counterparts. Furthermore, there were no differences between males and females for the Korean adolescents while females reported higher expectation scores than males in the Chinese adolescent sample.

This article describes the development and validation of a survey instrument, the "Writing Strategies for Motivational Regulation Questionnaire" ("WSMRQ"), designed to measure Chinese university students' reported use of motivational regulation strategies in writing in English as a second/foreign language (L2). Conceptualized in a self-regulated learning framework, the "WSMRQ" was developed and validated. Two independent samples of 359 and 373 Chinese university students were recruited. The data were subject to exploratory factor analyses (EFA) and confirmatory factor analyses (CFA), respectively, to evaluate the psychometric properties of the instrument. Results of the EFA revealed a five-factor structure of motivational regulation strategies: Interesting enhancement, performance self-talk, mastery self-talk, emotional control, and environment structuring. The CFA results from another sample supported a five-factor correlated model with the best fit, confirming the validity and reliability of the "WSMRQ." The significant, moderate correlations between the five motivational regulation strategies and writing scores showed the instrument's reasonable predictive validity. Pedagogical implications are also discussed.

This study serves to validate a Chinese translation of the Digital Native Assessment Scale (C-DNAS) and assess if significant differences exist between a sample of students and teachers from a culture different than the one used in the development of the DNAS. Participants were 402 university students from one province in Mainland China. Results of the confirmatory factor analysis revealed that the C-DNAS possessed a stable factorial structure and was a valid measure among Chinese-speaking participants in Mainland China. Tests of measurement invariance revealed score equivalence among the students for each of the four factors of the C-DNAS: grew up with technology; comfortable with multitasking; reliant on graphics for communication; and thrive on instant gratifications and rewards, by computer self-efficacy and experience. Finally, tests of latent mean differences revealed significant differences in each of the four factors by computer experience but not by computer self-efficacy. Implications for research are discussed.

Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study surveyed the TPACK perceptions of 2,728 Chinese in-service K12 teachers. A questionnaire adapted from Koh, Chai, and Tsai's survey was validated by reliability and validity tests. Exploratory factor analysis revealed that Chinese in-service K12 teacher's TPACK perceptions could be grouped into five scales. Analyses of means and standard deviation of all the variables of the TPACK construct to examine Chinese in-service K12 teachers' TPACK perceptions showed that teachers had rated themselves as slightly above five points for all the variables. Independent sample t tests to examine the relationships between in-service K12 teachers' gender and the TPACK variables indicated that male teachers rated themselves higher than female teachers for the variable content knowledge (CK) and lower for the variable pedagogical content knowledge. F tests to examine the relationships between in-service K12 teachers' years of service and the TPACK variables revealed that young in-service K12 teachers tended to perceive better in the capacities of applying technology and worse in the capacities of teaching method and subject matter. Hierarchical regression analysis to explore which variables (technological knowledge, pedagogical knowledge, CK, pedagogical content knowledge, technological content knowledge, and technological pedagogical knowledge) could predict the variable of TPACK showed that in-service K12 teachers' perceptions of pedagogical knowledge, technological knowledge, and CK had the largest positive effect on the TPACK variable.

The present study examines the factor structure of a Chinese version of the Revised Creativity Domain Questionnaire (CDQ-R; Kaufman, Waterstreet, Ailaouni, Whitcomb, Roe, & Riggs, 2009) as well as its relation to Big Five personality traits within a Chinese sample (N = 787). Analyses indicate the appropriateness of the Chinese version of the CDQ-R in terms of internal consistency, factorial validity as well as convergent and divergent validity concerning the Big Five personality factors. Revealing some culture-specific variation, confirmatory factor analysis indicated a slight superiority of a five-factor model for this Chinese sample over the existing four-factor model established with American samples. This higher level of differentiation in terms of one factor of the creativity domain could be explained on the basis of the specific characteristics of the Chinese culture.

This report describes the development and validation of an instrument, the University Mathematics Classroom Environment Questionnaire (UMCEQ), for assessing the mathematics classroom environment in tertiary institutions in China. Through the use of multiple methods, including exploratory and confirmatory factor analyses, on two independent samples of 1,476 and 1,024 tertiary students, results show that the 48-item UMCEQ finalised in this study has a stable factor structure and good psychometric qualities, including reliability, discriminant validity and construct validity. The concurrent validity of the UMCEQ is also examined through its correlations with students' approaches to learning. These eight factors cover all three categories for conceptualising human environments, i.e. relationship, personal development and system maintenance and change. Four dimensions are suggested to understand the characteristics of classroom environment in Chinese tertiary institutions. The implications and suggestions for future research are finally put forward.

This study investigates the validity of the Diagnostic College English Speaking Test (DCEST) in the context of EFL teaching and learning in China. The experiment was conducted in three stages over the course of eight weeks at a national key university in China. By means of test administration and questionnaire survey, the researcher gathered various types of data from the control and the experiment group. The results demonstrated that the DCEST had achieved satisfactory reliability and validity. The DCEST displayed a high intra-rater reliability (r = 0.966) and inter-rater reliability (r = 0.884). The construct validity of the DCEST was evidenced by the means of factor analysis, which showed that three factors loaded heavily on each of the three test tasks and accounted for a total of 78.69% of the score variance. The analysis of the questionnaire data provided supportive evidence to the face validity of the DCEST. The paper concludes with suggestions for further research into the impact of the DCEST on oral English teaching.

Objective: The purpose of the study was to examine the psychometric properties of the Chinese Cultural Beliefs about Adversity scale (CBA). Methods: The CBA was administered in a sample of 275 Chinese parents experiencing economic disadvantage. Results: The CBA was found to be internally consistent. Consistent with the conceptual framework, factor analyses showed that two stables factors were abstracted from the scale. The scale and subscale scores of the CBA showed correlation with parental attributional beliefs of children's success and failure to effort and luck, respectively, thus supporting the construct validity of the measures. Conclusions: The CBA is a reliable and valid measurement tool to measure Chinese cultural beliefs about adversity from the perspective of parents in the context of poverty. (Contains 4 tables.)

Purpose: The psychometric profiles of the widely used International Physical Activity Questionnaire-Short Form (IPAQ-SF) in Chinese youth have not been reported. The purpose of this study was to examine the validity and reliability of the IPAQ-SF using a sample of Chinese youth. Method: One thousand and twenty-one youth (M[subscript age] = 14.26 ± 1.63 years, 52.8% boys) from 11 cities in China wore accelerometers for 7 consecutive days and completed the IPAQ-SF on the 8th day to recall their physical activity (PA) during accelerometer-wearing days. A subsample of 92 youth (M[subscript age] = 15.90 ± 1.35 years, 46.7% boys) completed the IPAQ-SF again a week later to recall their PA during accelerometer-wearing days. Differences in PA estimated by the IPAQ-SF and accelerometer were examined by paired-sample "t" test. Spearman correlation coefficients were used to examine the correlation between the IPAQ-SF and accelerometer. Test-retest reliability of the IPAQ-SF was determined by the intraclass correlation coefficient (ICC). Results: Compared with accelerometer, the IPAQ-SF overestimated sedentary time, moderate PA (MPA), vigorous PA (VPA), and moderate-to-vigorous PA (MVPA). Correlations between PA (total PA, MPA, VPA, and MVPA) and sedentary time measured by 2 instruments ranged from "none" to "low" (? = 0.08-0.31). Test-retest ICC of the IPAQ-SF ranged from "moderate" to "high" (ICC = 0.43-0.83), except for sitting in boys (ICC = 0.06), sitting for the whole sample (ICC = 0.32), and VPA in girls (ICC = 0.35). Conclusion: The IPAQ-SF was not a valid instrument for measuring PA and sedentary behavior in Chinese youth.

A Chinese version of the revised NEP Scale was generated and adopted in a survey among 507 students (age 10 to 12 years old) from three elementary schools in Shenzhen, China. The results show an acceptable level of internal consistency (Cronbach's alpha = 0.65) but some abnormalities on the modified NEP scale: items 1 and 7 presented very low item-total correlations (less than or equal to 0.10); factor analysis generated five unclearly-patterned factors. The abnormalities on the modified scale, in light of a focus group interview during item modification stage, are partially attributed to some fundamental problems on the original revised NEP Scale per se on one hand, and may be partially understood as cultural differences in interpreting statements on the scale between China and Western nations on the other. (Contains 5 tables.)

This paper examines the stability and validity of a student evaluations of teaching (SET) instrument used by the administration at a university in the PR China. The SET scores for two semesters of courses taught by 435 teachers were collected. Total 388 teachers (170 males and 218 females) were also invited to fill out the 60-item NEO Five-Factor Inventory together with a demographic information questionnaire. The SET responses were found to have very high internal consistency and confirmatory factor analysis supported a one-factor solution. The SET re-test correlations were 0.62 for both the teachers who taught the same course (n = 234) and those who taught a different course in the second semester (n = 201). Linguistics teachers received higher SET scores than either social science or humanities or science and technology teachers. Student ratings were significantly related to Neuroticism and Extraversion. Regression results showed that the Big-Five personality traits as a group explained only 2.6% of the total variance of student ratings and academic discipline explained 12.7% of the total variance of student ratings. Overall the stability and validity of SET was supported and future uses of SET scores in the PR China are discussed. (Contains 1 table.)

The aim of this study was to adapt and evaluate the Developmental Coordination Disorder Questionnaire (DCDQ) for use in Chinese-speaking countries. A total of 1082 parents completed the DCDQ and 35 parents repeated it after 2 weeks for test-retest reliability. Two items were deleted after examination of test consistency. Cronbach's [alpha] for the total score was 0.89 and test-retest reliability was 0.94. Exploratory and confirmatory factor analyses showed this version to be compatible with the original and two adaptations of the DCDQ. One-way ANOVA and the post hoc tests revealed that the non-DCD group scored significantly higher than the DCD group and the suspect DCD group, but the latter two did not differ significantly. Sensitivity and specificity of the DCDQ were 73% and 54%. The estimated area under the Receiver Operating Characteristic curve was 0.68. Compared to the dichotomized grouping in assessing sensitivity and specificity, which provides clinicians with all or none information about a child's probability of being DCD, the informative conditional effect plot could alert clinicians to the child with less conspicuous movement problems. This adaptation of the DCDQ could be used for identifying motor coordination problems in Chinese-speaking societies. (Contains 4 figures and 4 tables.)

Introduction: The EQ Health and Wellbeing (EQ-HWB) is a new questionnaire for measuring quality of life (QoL) from a broad perspective. The items of the EQ-HWB were derived based on a 'qualitative review' of literature, which reported primarily on Western studies. It can be argued that the QoL is a cultural-related concept and therefore people from China have a different understanding of the QoL. This study aimed to explore whether Chinese citizens could understand the EQ-HWB's candidate items and what they thought of those items. In doing so, we wanted to examine the face validity of the candidate items and explore if further cultural adaptation is necessary. Methods: This research was part of the E-QALY project, in which 36 candidate items were selected for the EQ-HWB from a 97-item pool. In China, three interviewers investigated the face validity of these EQ-HWB candidate items in semi-structured qualitative face-to-face interviews. Respondents were invited to report 'problems' with regard to the interpretation of the items and these problems were grouped into themes. We explored to what extent those themes related to specific cultural aspects in China. We also classified the rates of reported problems for each item into three groups: 1) less than 20%, 2) from 20–50%, and 3) over 50%. Results: For 17 items the rate of reported problems was less than 20%, 15 items fell into the second group (with 20 − 50%) and for 4 items the rate of problems reported was more than 50%. The thematic analysis revealed eight themes: ambiguous problems in the interpretation of 16 items; difficult to understand (11); contained a complex negative expression (10); examples used seemed inappropriate (7); misleading connotation in Chinese (2); long and complex (2); complex response options (1); and use of non-colloquial language (1). Discussion: Our research shows that EQ-HWB candidate items require careful examination to make them more comprehensible. Most of the reported problem themes were generic problems related to the items, and only a few face validity issues appeared to relate to specific cultural aspects in China, even though most of the items were based on Western studies. Our findings are reassuring for the instrument's international application, especially in China. [ABSTRACT FROM AUTHOR]

To develop and evaluate the psychometric properties of the Self-Care of Stroke Inventory (SCSI). A cross-sectional, instrument development and the psychometric testing study was conducted. A 23-item self-report Self-Care of Stroke Inventory with 3 separate scales was developed. This study involved three stages: (a) Initial items generation; (b) Content and face validation; (c) Psychometric properties evaluation. The SCSI was validated by content validity, construct validity, convergent validity, internal consistency, and test-retest reliability. From the initial 80-item pool, 24 items of 3 scales in the SCSI were retained by the expert consultation and item analysis. The scale's content validity was 0.976, 0.966, and 0.973. The EFA showed the total variance explained by the 3 scales of the SCSI were 73.417%, 74.281%, and 80.207%, respectively. The models of the 3 scales identified by EFA were all confirmed by the CFA. The SCSI scale shows evidence of good convergent validity. Cronbach's αs were 0.830, 0.930, and 0.831. Test-retest reliability of the SCSI was excellent, with an intraclass correlation coefficient of 0.945, 0.907, and 0.837. The final 23-item SCSI presents good psychometric properties and can be used to explore the self-care of stroke in community settings. This study developed and validated the Self-Care of Stroke Inventory (SCSI). The SCSI contains the following 3 scales: the Self-care Maintenance of Stroke scale, the Self-care Monitoring of Stroke scale, and the Self-care Management of Stroke scale The 23-item SCSI demonstrated strong psychometric properties. The SCSI may be used to develop future programmes to promote self-care for stroke survivors and improve their rehabilitation outcomes. [ABSTRACT FROM AUTHOR]

To develop and test the psychometric properties of a responsive feeding questionnaire (RFQ) on the basis of Self-Determination Theory for caregivers of toddlers aged 12–24 months in China. Item generation, preliminary evaluation items, refinement questionnaire, and psychometric properties testing. Toddlers' caregivers from Shandong Province, China, were surveyed online between June 2021 and February 2022 (n = 616). Content, face, and construct validity and reliability of the RFQ. Content validity was performed on the basis of expert panel feedback and cognitive interviews among caregivers. Construct validity was evaluated using principal component analysis with varimax rotation. Test-retest reliability was conducted with a sample of 105 caregivers. Over 3 phases of testing, a new instrument was developed to measure responsive feeding in toddler caregivers. The instrument was reliable, with an internal consistency of 0.87 and an intraclass correlation of 0.92. The principal component analysis identified a 3-factor solution (autonomy support, positive involvement, appropriate response) aligning with a theoretical framework from Self-Determination Theory. The final version of the instrument included 23 items. The 23-item RFQ has been validated in a Chinese population. Future research needs to validate this instrument in other countries and with children of different ages. [ABSTRACT FROM AUTHOR]

Aims: To translate 25‐item Dementia Knowledge Assessment Scale into Chinese and evaluate its psychometric properties amongst Chinese healthcare providers. Background: The prevalence of dementia is increasing in China, but development of relevant training for healthcare providers is still in its infancy stage. A comprehensive, valid and reliable Chinese knowledge‐of‐dementia measure is needed to identify training needs and evaluate the effect of educational interventions. Design: A cross‐sectional survey. Methods: The Dementia Knowledge Assessment Scale was translated into Chinese following the modified Brislin's translation model. Content and face validity were established by an expert panel in dementia care and healthcare providers. A convenience sample of 290 healthcare providers in care homes and hospitals was recruited. Construct validity was evaluated through confirmatory factor analysis, concurrent validity and known groups' comparisons method. Reliability was evaluated through internal consistency reliability and 2‐week test–retest reliability. This study used the STROBE checklist for reporting. Results: The content validity index was 0.98. The confirmatory factor analysis model revealed that the four‐factor model was partly supported in the present study. The moderate correlation between Chinese version of Dementia Knowledge Assessment Scale and Alzheimer's Disease Knowledge Scale indicated acceptable concurrent validity. The mean score of the scale and subscale scores showed significant differences between health professionals and care assistants, except for the subscale of "Care Considerations." The reliability was demonstrated with Cronbach's alpha of.77 and intra‐class correlation coefficients of each subscale between.74 and.92 among 56 respondents. Conclusions: The Chinese version of Dementia Knowledge Assessment Scale demonstrated acceptable concurrent validity but marginal factorial validity and satisfactory reliability amongst Chinese healthcare providers. Therefore, applying the four‐factor structure of Chinese version scale should be considered. Relevance to clinical practice: Chinese version of Dementia Knowledge Assessment Scale can be used to understand the training needs of healthcare providers in dementia. [ABSTRACT FROM AUTHOR]

This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from.71 to.86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed. [ABSTRACT FROM AUTHOR]

Research on deliberate and mindful parenting constructs, including metaparenting, has become increasingly popular. However, this topic has not been widely examined in China and Hong Kong. To provide a psychometrically-sound instrument for such research endeavor in the region, this study adopted the Metaparenting Profile Questionnaire Short-form (MPPQ-S) by Holden (2008) and examined the psychometric properties of its Chinese version including its factor structure, internal reliability and concurrent validity. Participants were 293 Chinese mothers in Hong Kong with a focal child in elementary school. They were invited to complete a set of questionnaires measuring their metaparenting thoughts, parental sense of competence and satisfaction, and parenting practices. Confirmatory factor analysis indicated that the proposed five-factor structure of the Chinese MPPQ-S had an acceptable fit. The questionnaire also demonstrated adequate internal reliability, and was associated with parental competence and satisfaction as well as self-reported parenting practices which supported its concurrent validity. The overall results suggest that the Chinese MPPQ-S is a satisfactory measure of metaparenting thoughts in the Chinese context. [ABSTRACT FROM AUTHOR]

Aim: To investigate Chinese nurses' views and experiences in relation to quality improvement implementation, as well as to determine the impact of contextual factors on nursing quality improvement initiatives. Background: Nurses play a major role in carrying out quality improvement initiatives. Contextual factors influence the implementation and success of quality improvement initiatives. Studies that investigated the impact of contextual factors on Chinese nurses' practice in quality improvement remain limited. Methods: A sequential explanatory mixed‐methods design was used for this study. A quantitative cross‐sectional survey was used to assess the context of quality improvement initiatives. Simple random sampling was used to recruit quality improvement teams. The sample included 356 nurses from tertiary teaching hospitals; 291 (81.7%) of them completed questionnaires. Nursing managers and nurses (n = 18) were purposively selected to participate in semi‐structured interviews; their experiences and perceptions regarding the contextual factors of quality improvement initiatives were obtained. Results: In the quantitative phase, the "microsystem" (mean=5.24) and "QI team" (mean = 4.97) contexts were reported as supportive contexts. The organizational context was weak, with a mean score of 3.92. In the qualitative phase, three themes related to the contextual challenges emerged: (1) nurses' attitudes and satisfaction, (2) team efficacy, and (3) organizational infrastructure and culture. Conclusions: Efforts to elevate organizational culture and reward systems are needed in Chinese hospitals. Further education aimed at increasing skills and knowledge should be provided, to ensure effective quality improvement implementation. Implications for Nursing Management: During quality improvement initiatives, management tasks should focus on increasing nurses' satisfaction, solving skill and knowledge deficits, and clarifying nurses' roles in relation to quality improvement. [ABSTRACT FROM AUTHOR]

'Picture My Participation' (PMP) is a validated questionnaire for assessing participation in everyday activities by children with disabilities in low and middle income countries, but it is not yet available in simplified Chinese. To describe the cross-cultural adaptation of the simplified Chinese version of 'Picture My Participation' (PMP-C; Simplified) and explore its validity and reliability. A cross-sectional study using convenience sampling was conducted using PMP-C (Simplified) with structured interviews supported by pictures for children and youth with and without intellectual disabilities (ID) in mainland China. The validity of the PMP-C (Simplified) was demonstrated by face validity and content validity while the reliability was evaluated for internal consistency and test-retest reliability. Five items were slightly modified and eight pictures were revised to improve their fit with the culture of mainland China. All the items in PMP-C (Simplified) had excellent content validity, and face validity. The internal consistency, reliability coefficient and test-retest reliability of the subscale attendance for children and youth with and without ID were excellent. Preliminary evidence of the content validity of PMP-C (Simplified) items and reliability of the subscale attendance for use with children and youth in mainland China has been gathered. However, psychometric properties in terms of construct validity for the whole instrument and reliability for the engagement subscale need further exploration. [ABSTRACT FROM AUTHOR]

Objective: To establish and validate the Colostomy Disgust Scale (CDS) for assessing disgust in colostomy patients. Design: Triphasic, cross‐sectional psychometric study. Setting: A total of 423 patients with colostomy (222 first samples and 201 s samples) were recruited from a tertiary hospital between January 2015 and April 2016. Methods: Three phases were undertaken: (a) item generation, (b) item selection and (c) evaluation and validation. The evaluation and validation of the CDS were performed through feasibility and initial item analysis, exploratory factor analysis, confirmatory factor analysis and internal consistency. Results: Following item generation and item selection, a 22‐item CDS was generated. Principal axis factoring indicated a two‐factor solution for the proposed CDS model, which was also verified by confirmatory factor analysis. Moreover, the proposed CDS had a high internal consistency. Conclusion: The CDS is a self‐report instrument with initial evidence for its validity and reliability. It is a promising tool to identify the triggers of disgust in colostomy contexts, which can be of great importance for promoting the mental health of colostomy patients. [ABSTRACT FROM AUTHOR]

Objective: To translate and psychometrically validate the Emotional Labour Scale (ELS) for nurses in China. Background: Emotional labour is an indispensable component of nursing practice. We currently lack a standard instrument to assess nurses' emotional labour that fits the nursing context in China. Method: Using convenience sampling, 561 nurses were recruited from five tertiary comprehensive hospitals. Internal consistency reliability, test–retest reliability, split‐half reliability, face validity, content validity, criterion validity and construct validity were used to evaluate the psychometric attributes of the scale. Results: Exploratory factor analysis verified a three‐factor scale structure with a cumulative variance contribution of the factors of 61.281%. The three factors were 'emotional control effort in profession,' 'patient‐focused emotional suppression' and 'emotional pretence by norms.' Cronbach's alpha values were 0.881, 0.807 and 0.764, respectively. Confirmatory factor analysis results indicated that the three factors were consistent with the original scale structure. Conclusion: The C‐ELS for nurses is a reliable and valid instrument with satisfactory psychometric properties. Future studies should recruit a more representative sample of nurses in China to verify the applicability of the scale. Implications for nursing management: A reliable and quantitative instrument is available for leaders to evaluate clinical nurses' emotional labour and establish effective emotional labour management strategies based on the measurement results. [ABSTRACT FROM AUTHOR]

Aims and objectives: To develop and validate an instrument to measure nurses' empathy motivation in China (See Supporting Information Appendix S1). Background: Nurses are increasingly expected to empathise with patients in clinical settings. However, research investigating nurses' empathy motivation in China is lacking, and no specific instrument exists worldwide. Design: Two‐stage cross‐sectional study, which follows the STROBE guidelines. Instrument development and psychometric evaluation were used (See Supporting Information Appendix S1). Methods: A literature review and qualitative interviews with nurses were conducted to generate the initial items. Convenience samples of 340 (for item analysis) and 640 (for psychometric evaluation) clinical nurses working at four tertiary hospitals in Anhui Province were recruited. The scale was validated by content validity, surface validity and item analysis. A total of 640 participants were randomly divided into two equal groups. Exploratory factor analysis (EFA) was used with varimax rotation, confirmatory factor analysis (CFA) and internal consistency reliability to analyse the psychometric properties of the scale (See Supporting Information Appendix S1). Results: From the initial 90‐item pool, 27 items were retained by the item analysis. The EFA (N = 290) showed the following six factors on the scale explained 71.266% of the overall variance: amotivation, external regulation, introjected regulation, identified regulation, integrative regulation and intrinsic motivation. Furthermore, when limited to three factors, that is autonomy motivation, controlled motivation and amotivation, 56.578% of the variance was explained. The findings showed high internal consistency. The six‐factor solution and three‐factor solution of the scale, including 27 items, were both confirmed by the CFA, for example χ2/df = 1.744, 2.261; RMSEA = 0.051, 0.066; GFI = 0.882, 0.847; TLI = 0.942, 0.902; and RMR = 0.039, 0.049, respectively. Conclusions: The nurses' empathy motivation scale presents good psychometric properties and can be used to explore nurses' empathy motivation in China (See Supporting Information Appendix S1). Relevance to clinical practice: This study offers insight into nurses' complicated reasons for exhibiting empathy. [ABSTRACT FROM AUTHOR]

Background: Continuity of care (COC) has become a primary point of concern for care providers in both developed and developing countries, which is regarded as the "cornerstone of care" and an "essential element" of good health care. A robust and proper instrument is of necessity to identify problems and evaluate intervention aimed at improving continuity of care. This study aimed to adapt Nijmegen continuity questionnaire (NCQ) into a Chinese version (NCQ-C) and to delineate the status of COC as well as explore its influencing factors for hypertensive patients in China.Methods: A forward-back-translation procedure was adopted for the determination of the adaption of NCQ. Then a total of 448 patients completed questionnaires and 24-h ambulatory blood pressure monitoring (ABPM). Proper indexes were calculated to test the reliability and validity of NCQ-C. Logistic analysis were used to detect the influencing factors of COC.Results: The NCQ-C had excellent intraclass correlation coefficient of 0.855 and internal consistency of seven dimensions varied from 0.907 to 0.944. The item-content validity index ranged from 0.71 to 1.00. For construct validity, seven-factor structure was confirmed as original questionnaire and all the fit indices indicated acceptable levels. Gender, education level, medical insurance and frequency of family visits, blood pressure level, depression status as well as general health perception were demonstrated to be statistically related to COC.Conclusions: In addition, all the parameters of ABPM were negatively significant with COC. The NCQ-C has shown acceptable level of reliability and validity. The related factors of COC should arouse care providers' attention. [ABSTRACT FROM AUTHOR]

Purpose: To cross-culturally adapt and validate the International Knee Documentation Committee Subjective Knee Form to Simplified Chinese (SC-IKDC-SKF).Methods: The original version was translated and cross-culturally adapted into Simplified Chinese according to standard guidelines. A total of 103 patients enrolled in our research. Each participant was asked to complete three instruments including the SC-IKDC-SKF, the Lysholm knee score, and the Short Form-36 (SF-36). Each participant was asked to complete the SC-IKDC-SKF twice with an interval of 7 days. A portion of the participants (n = 51) finished the SC-IKDC-SKF a third time with an interval of 12 months after arthroscopic treatment. Psychometric assessments included internal consistency, test-retest reliability, content and construct validity, and responsiveness.Results: Strong internal consistency was proved with Cronbach's α = 0.92. The intraclass correlation coefficient reached 0.94, indicating high test-retest reliability. No ceiling or floor effect was observed. Compared with the Lysholm knee score and the subscales of SF-36, good convergent and divergent validity of the SC-IKDC-SKF were demonstrated. The standard response mean was 2.39 and the effect size was 1.33, indicating high responsiveness.Conclusions: The SC-IKDC-SKF was demonstrated to be a reliable, valid and responsive instrument for evaluating knee functions and symptoms of patients with knee pathology in mainland China.Level Of Evidence: II. [ABSTRACT FROM AUTHOR]

Purpose: The Child Health Utility 9D (CHU9D), a new generic preference-based health-related quality of life (HRQoL) instrument, was developed specifically for the application in cost-effectiveness analyses of treatments and interventions for children and adolescents. The main objective of this study was to examine the psychometric property of the Chinese version of CHU9D (CHU9D-CHN) in a large school-based sample in China.Methods: Data were collected using a multi-stage sampling method from third-to-ninth-grade students in Shaanxi Province, China. Participants self-completed a hard-copy questionnaire including the CHU9D-CHN instrument, the Pediatric Quality of Life Inventory™ 4.0 Generic Core Scales (PedsQL), information on socio-demographic characteristics and self-reported health status. The psychometric properties of the CHU9D-CHN, including the internal consistency, 2-week test-retest reliability, convergent and known-groups validity were studied.Results: A total of 1912 students participated in the survey. The CHU9D-CHN internal consistency and test-retest reliability were good to excellent with a Cronbach's alpha of 0.77 and an intra-class correlation coefficient of 0.65, respectively. The CHU9D utility scores moderately correlated with the PedsQL total scores (r = .57, P < .001), demonstrating good convergent validity. Difference of the CHU9D utility scores among the different participants with levels of self-reported general health, health services utilisation and left-behind status demonstrated good construct validity.Conclusion: The findings demonstrated adequate psychometric performance for the CHU9D-CHN. The CHU9D-CHN was a satisfactory, reliable and valid instrument to measure and value HRQoL for children and adolescents in China. [ABSTRACT FROM AUTHOR]

Objective: Given the absence of well-validated measures to measure personal recovery in the Chinese communities, this study translated the 24-item Recovery Assessment Scale (RAS-24) into Chinese, investigated its psychometric properties, and confirmed its five-factor structure, as proposed by Corrigan et al. (Schizophr Bull 30(4):1035-1041, 2004), among a sample of people in recovery of mental illness in Hong Kong.Methods: A sample of 596 people in recovery was recruited for scale validation. The RAS-24 was translated into traditional Chinese, and its factor structure was tested by confirmatory factor analysis. Cronbach's alpha coefficients were used to assess the internal consistency of the Chinese version of the RAS-24 (RAS-C). Concurrent and construct validity were examined by investigating the correlation of the RAS-C with Recovery Markers Questionnaire (RMQ), Test's Life Satisfaction Scale, Self-Stigma Scale, and Behavior and Symptom Identification Scale.Results: The RAS-C full scale and subscales yielded good internal consistency (Cronbach's α = .73-.93). The finding supported the five-factor solution proposed by Corrigan et al. (2004), χ2(242) = 783.81, p < .001, CFI = .91, RMSEA = .06, SRMR = .05. The RAS-C has established concurrent validity with RMQ and demonstrated construct validity with life satisfaction, self-stigma, as well as symptoms and functional difficulties.Conclusion: The Chinese version of the RAS-24 was found to have promising psychometric properties in assessing the subjective perception of recovery among Hong Kong Chinese. The validation of RAS-C among Chinese enables its usage to gauge personal recovery outcomes among Chinese in recovery. In addition, the validated measure can contribute to the comparison of recovery across English-speaking and Chinese-speaking samples. [ABSTRACT FROM AUTHOR]

Background: The Oxford Shoulder Score (OSS) is a reliable and valid construct measuring non-specific shoulder pain, which are widely used to evaluate shoulder related quality of life. This study was to cross-culturally adapt and psychometrically validate a simplified Chinese version of the OSS (SC-OSS).Methods: Cross-cultural adaptation was performed according to the international recognized guidelines. Consecutive patients with nonspecific shoulder pain were recruited to test the psychometric properties of SC-OSS. Item response trend and item-total correlation were evaluated to measure homogeneity. Principal component analysis (PCA) was used to evaluate the factorial structure. Cronbach's α and intra-class correlations were used to determine the reliability. Construct validity was analyzed by evaluating the correlations between SC-OSS and the Constant-Murley shoulder outcome score (CMSOS), the short form (36) health survey (SF-36) containing eight domains, and pain visual analogue scale (VAS).Results: Overall, 121 patients were recruited. Each of the 12 items was properly responded and correlated with the total items. PCA extracted one factor for SC-OSS. SC-OSS had excellent reliability, with a Cronbach's α of 0.92 and intra-class correlation coefficient of 0.97 (95 % CI: 0.94-0.98). SC-OSS had a high correlation with CMSOS, physical functioning (PF) and bodily pain (BP) domains of SF-36 and VAS (r = -0.70, -0.65, -0.53, and -0.66, respectively). SC-OSS moderately correlated with role-physical (RP), social functioning (SF), general health perception (GH) and vitality (VT) (r = -0.45, -0.42, -0.39 and -0.36, respectively), but had a low correlation with role-emotional (RE) and mental health (MH) domains of SF-36 (r = -0.28 and -0.23, respectively).Conclusions: SC-OSS demonstrated excellent acceptability, internal consistency, reliability and construct validity, which can be recommended for application in mainland China. [ABSTRACT FROM AUTHOR]

Objective: Little is known about relations between religious involvement and suicidal behaviors in mainland China. This study aims to examine the association between religious involvement and suicidal ideation, planning, and attempts within a general community population controlling for socio-demographic, physical, and mental health factors. Method: Data were examined from a population-based sample of 2,769 community-dwelling adults in the province of Ningxia China, where nearly 40% are Muslim, 11% other religious affiliations, and 49% no religion. Four separate logistic regression models examined correlations between religious involvement and self-reported suicidal thoughts, plans, and attempts. Analyses were also stratified by Muslim affiliation (n = 1103) and no religion (n = 1,366). Results: Bivariate analyses in the overall sample demonstrated that higher personal religiosity scores (χ2 = 6.8, p < 0.01) and total religiosity scores (χ2 = 5.1, p < 0.05) were positively correlated with developing a suicidal plan, which disappeared after controlling for demographic characteristics. Otherwise, no significant correlations were found between any religious characteristic and suicidal ideation, plan, or attempt in either Muslims or those with no religion. Conclusions: In contrast to most previous studies, religious involvement plays less of a role in suicidal behaviors in at least one province of mainland China. [ABSTRACT FROM AUTHOR]

This study explores the meaning Chinese secondary school English language teachers associate with the grades they assign to their students, and the value judgements they make in grading. A questionnaire was issued to 350 junior and senior school English language teachers in China. The questionnaire data were analysed both quantitatively and qualitatively using Messick’s validity framework. Results of these analyses demonstrate that the meaning of the constructgradeis closely related to two concepts: (1) judgement of students’ work in terms of effort, fulfilment of requirement, and quality; and (2) judgement of students’ learning in terms of academic enablers (i.e. non-achievement factors such as habit, attitude and motivation that are deemed important for students’ ultimate achievement), improvement, learning process, as well as achievement. Two themes concerning these teachers’ values in grading were identified: appeal to what is fair and appeal to what is beneficial for students. The teachers were primarily concerned about the consequences of grading on student schooling. These findings shed light on understanding the validity of teachers’ grading in the Chinese context where non-achievement factors are valued. [ABSTRACT FROM PUBLISHER]

Objective: The 25-item Bodily Distress Syndromes (BDS) checklist was developed to assess BDS symptoms with high validity and reliability. The aim of this study was to reveal the psychometric properties of the Chinese version of the BDS checklist in Chinese outpatients of general hospitals.Method: A cross-sectional study was carried out in nine Chinese general hospitals, consisting of three different medicine settings: biomedicine, traditional medicine, and psychosomatic medicine. The 25-item BDS checklist was translated into the Chinese version and conducted on outpatients from all nine centers. We performed validity and reliability analyses, including test-retest reliability, construct validity, and internal consistency reliability, on the collected checklist data. The convergent validity of the BDS checklist was analyzed with Pearson's Coefficient vs. Patient Health Questionnaire-15 (PHQ-15). The discriminant validity of the BDS checklist was analyzed with Pearson's Coefficient vs. Patient Health Questionnaire-9 (PHQ-9), General Anxiety Disorder-7 (GAD-7) and Whiteley-8 (WI-8).Results: A total of 699 patients were included in this study. The test-retest reliability, construct validity, and internal consistency reliability of the Chinese version of the BDS were satisfactory in our study. Factor analyses identified five distinct determining factors: cardiopulmonary, gastric, intestinal, musculoskeletal, and general symptoms. Pearson's coefficients were found to be high in both discriminant validity and convergent validity analyses.Conclusion: The results provide empirical support for the Chinese version of the BDS checklist in patients in general hospitals. The Chinese version of the BDS checklist is potentially valuable for case finding in both clinical practice and research in Chinese. [ABSTRACT FROM AUTHOR]

Abstract: Objective: To evaluate the reliability and validity of the simplified Chinese version of the Quebec Back Pain Disability Scale (SC-QDS). Study Design and Setting: The QDS was translated and cross-culturally adapted into SC following international guidelines. The SC-QDS was completed by 114 patients with low back pain (LBP) and 65 healthy controls, along with the SC Oswestry Disability Index (SC-ODI) and visual analogue scale (VAS). Psychometric evaluation included homogeneity and reproducibility by internal consistency and test–retest reliability and construct validity by calculating the Pearson''s correlation coefficients among QDS, SC-ODI, and VAS. Discriminative validity was determined by student''s t-test. Results: SC-QDS scores were well distributed, with no floor or ceiling effects. Internal consistency was excellent (Cronbach α 0.976). The items and overall SC-QDS were correlated (r =0.640–0.898 and P <0.0001). Intraclass correlation coefficient of test–retest reliability was excellent (0.987, 95% confidence interval: 0.978–0.992). Construct validity was confirmed by high correlation of SC-QDS and SC-ODI (r =0.901 and P <0.0001) and VAS (r =0.770 and P <0.0001) scores, as was discriminative validity by significantly different SC-QDS scores for patients with LBP and controls (46.3±19.9 vs. 14.6±8.5 and P <0.0001). Conclusions: The SC-QDS has good internal consistency, test–retest reliability, and construct and discriminative validity. The SC-QDS is appropriate for clinical and research uses with Chinese-speaking patients with LBP in mainland China. [Copyright &y& Elsevier]

Background: Recently, a simplified modified Rankin Scale (mRS) questionnaire (smRSq) showed good reliability but has not been tested for its validity by its original creators. Our study aimed to test its reliability and validity in Chinese stroke patients. Methods: Randomly chosen paired raters scored the smRSq, the conventional mRS, and the NIH Stroke Scale (NIHSS) face-to-face in 150 hospitalized stroke patients. Inter-rater reliability and concurrent validity were assessed for this translated questionnaire. Results: For inter-rater reliability of the smRSq, the overall agreement among the raters was 84%, the κ was 0.79 (95% CI 0.72-0.87), and the κw was 0.91 (95% CI 0.88-0.94). For inter-rater reliability of the mRS, the overall agreement among the raters was 81%, the κ was 0.75 (95% CI 0.67-0.83), and the κw was 0.88 (95% CI 0.84-0.92). The agreement between the mRS and smRSq was 71%, κ = 0.63 (95% CI 0.54-0.71), and κw = 0.83 (95% CI 0.79-0.88). The correlation between the NIHSS and the smRSq (concurrent validity) was moderate (Spearman's correlation coefficient 0.70, p < 0.0001). Conclusions: Our results confirm the value of the smRSq in the assessment of stroke functional outcome in China. As this is a novel stroke tool, further validations are needed. Copyright © 2012 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]