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Racial disparities in teachers' perceptions, interactions, and behaviors of students persist in the United States. Learning more about teachers' beliefs about the causes of racial inequity may help to explain the racial disparities that exist in teachers' behaviors and practice. To better understand and assess teachers' beliefs about the causes of racial inequity in the U.S., we developed and investigated the validity of the Racism and Inequity Beliefs (RIB) questionnaire. The RIB questionnaire consists of 18 items based on theory, research, and interview data with teachers related to beliefs about social and racial inequities. A sample of 228 teachers (82% White) across five school districts (3 urban; 2 rural) responded to the RIB questionnaire. Confirmatory factor analyses confirmed four scales: American Dream, Post-Racial, Cultural Deficit, and Schooling Inequity. Patterns of correlations among the RIB scales and with external measures suggested construct validity for this measure. Future directions include investigating how the four racial inequity beliefs may work to activate teachers' racialized behaviors and practices and the effects of these racialized experiences on students' learning opportunities, academic achievement, and educational trajectories.

In order to support research on school effectiveness, there is a need for valid and reliable instruments to assess policymaking capacities of schools. Increasingly, policymaking is seen as a shared responsibility of the entire pedagogical team of a school. In this article, data were analysed from a sample of 1,696 (care) teachers coordinators and principals from 77 Flemish primary schools to assess critical aspects concerning validity and reliability of the Policy Making Capacities Questionnaire (PMC-Q). Confirmatory factor analysis indicates that the fit for the model with eight factors is limited. The subscales were found to be strongly correlated and difficult to distinguish, and one of the subscales turned out to be not well captured by the questionnaire. The results indicate sufficient interrater reliability and within-group agreement to aggregate responses to school level. Suggestions are made for further development of the PMC-Q and its use for research and practice.

Purpose: This paper aims to measure the extent to which students possess the necessary competences of an employable graduate, the authors explored the development and validation of a questionnaire that measures employability competences of students in higher education through combining insights from higher education and workplace learning literature. Design/methodology/approach: The paper aims to develop and validate the questionnaire a systematic literature review and factor analyses were conducted. The authors applied the questionnaire to two different groups of students. First, to undergraduate students in an applied sciences program in Belgium (N = 935). The dataset was randomly divided into two subsets to conduct an exploratory and a confirmatory factor analysis. Next, another confirmatory factor analysis was done to cross-validate the factor structure found. For this, the questionnaire was offered to a group of undergraduate and graduate students at a university in The Netherlands (N = 995). Findings: The results support a model of employability based on combined insights from higher education and workplace learning literature. The model consists of the following seven factors: social competences, e-literacy, efficacy beliefs, flexibility, healthy work-life balance, lifelong learning and oral and written communication. Originality/value: The questionnaire can be utilized to screen students' employability profiles and examine the relationship between teaching practices and students' employability competences.

Within educational and social discourses, the term 'inclusion' has various meanings. In both research and practice, there is no official definition of inclusion. Nevertheless, subjective definitions affect pedagogical acts. We developed the Definitions of Inclusion Questionnaire ["Fragebogen zur Erfassung subjektiver Definitionen von Inklusion"] (FEDI) as an economic instrument that takes subjective definitions of inclusion into account. This paper describes the construction and first psychometric evaluation of the questionnaire instrument that 513 participants with various professional backgrounds completed. We used exploratory and confirmatory factor analyses of two different subsamples to identify the measuring model. We found a three-factor structure with acceptable-to-good fit measures and an acceptable reliability ("CR" from 0.81 to 0.87). Small to medium correlations of the FEDI scales with attitudes towards inclusion and teachers' sense of efficacy suggest that discriminant validity is given. Perspectives for further research and implications for practice are discussed.

Objective: This study examines the psychometrics of the 15-item version of the Five-Factor Mindfulness Questionnaire (FFMQ-15). Participants: An ethnically diverse sample of 538 college students participated in this study. Methods: The factor structure was evaluated through confirmatory factor analyses fitting 64 alternative models with and without method factors. Model fit as well as valid interpretations of the model parameters were considered in selecting the final model. Utilizing the final selected model, the relationship between mindfulness and the mindfulness facets with two related constructs, psychological inflexibility and emotional distress tolerance was examined. Results: The five-facet second-order model with a single-method factor best fitted to the data and provided sound, interpretable estimates. After accounting for the single-method effect, overall mindfulness was positively correlated with emotional distress tolerance and negatively correlated with psychological inflexibility. Conclusions: The FFMQ-15 was a valid measure of mindfulness among university students when accounting for the method factor.

Background: Today, methods that enable students to benefit from online programs to the fullest and learn independently and self-directed are of critical importance. Many scales have been developed to measure self-directed learning in the physical classroom. This study was conducted to design and assess the psychometric properties of an instrument to assess learning process in a virtual environment. Materials and methods: A questionnaire for assessing s learning process in a virtual environment was developed following six steps. The process began with a systematic search for related articles. A qualitative study was then conducted to identify self-directed learning strategies and processes in virtual environments. The identified strategies were then compared with those from a literature review, and the scale items were developed accordingly. Expert validation, exploratory factor analysis, and reliability analysis were conducted to ensure questionnaire validity and reliability. This study included online postgraduate students from Iranian medical science universities in 2019. Results: The scale consisted of 5 factors and 44 items. In exploratory factor analysis, five subscales explained 90% of the total variance. Cronbach's alpha was 0.91 for the total scale. The interclass correlation coefficient between the test and retest was 0.77. Conclusion: A questionnaire designed to assess learning process in a virtual environment for postgraduate virtual students has reasonable psychometric properties, including reasonable internal reliability and construct validity.

The present study sought to examine the psychometric properties of the French and German versions of the Physical Self-Concept Questionnaire for Elementary School Children-Revised (PSCQ-C-R). A sample of 519 children participated in this study. Of those, 197 were French-Canadian and 322 were German. Results support the factor validity and reliability of PSCQ-C-R across the overall sample and the French-Canadian and German samples. Subsequent analyses not only supported the weak, partial strong, and strict invariance of the PSCQ-C-R across samples, but also showed significant latent mean differences across samples. Moreover, analyses revealed a lack of differential item functioning as a function of age, body mass index, and sex between samples, as well as latent mean differences (that were invariant between samples) as a function of children's age, body mass index, and sex. Finally, analyses confirmed the measurement invariance of the PSCQ-C-R over a nine-month period in the German sample.

We conducted a psychometric synthesis of the internal consistency reliability and internal structure of scores on the English versions of the Patient Health Questionnaire-9 (PHQ-9) and Generalized Anxiety Disorder-7 (GAD-7) in publications between 2012 and 2022. Results supported acceptable-to-strong reliability and validity evidence of scores among a number of samples.

This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants' gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, "t"-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants' final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence.

This study aimed to review the validity and/or reliability of light-intensity physical activity (LPA) questionnaires and identify the most suitable questionnaires for measurement of LPA in adults. Following the PRISMA-P 2020 guidelines, we searched MEDLINE, PsycINFO, CINAHL, Scopus, Embase, and MedNar. Only studies that targeted adults [greater than or equal to]18 years old and used LPA measured by accelerometer and/or heart rate monitor as an objective criterion were included. The search resulted in 2748 article hits, from which we extracted 16 studies with 14 questionnaires. The 7-Day Sedentary and LPA Log and LPA Questionnaire were specifically designed for LPA measurement, and the Community Health Activities Model Program for Seniors physical activity self-report questionnaire scale has been revised for LPA measurement. These questionnaires had comparatively high reliability and validity in this review. Most studies contained methodological limitations such as test-retest period. In the future, more accurate reliability/validity studies should be conducted for each questionnaire.

Purpose: The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants' perceptions of learning organizations (LOs). Design/methodology/approach: Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach's alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample "t"-tests were used to assess the differences produced by the characteristics of respondents and their enterprises. Findings: The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents' perceptions of organizational learning. Research limitations/implications: There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants' lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias. Practical implications: Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises. Social implications: Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses' competitiveness and international integration. Originality/value: Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.

Background: Reading comprehension is frequently impaired in persons with aphasia (PWA). For goal-setting and outcome measurement, speech and language therapists (SLTs) need to determine an individual's perspective of their reading difficulties and everyday reading activities. The Comprehensive Assessment of Reading in Aphasia (CARA) reading questionnaire provides a person-centred tool to find out the individual perception of reading functions, reading-related emotions and reading activities in PWA. It was developed and evaluated in English. So far, there is no equivalent instrument in German. Aims: To translate and adapt the CARA reading questionnaire into German language and culture, to evaluate its practicability and acceptance, and to provide the first psychometric properties of the German version. Methods & Procedures: Based on translation and adaptation guidelines, we conducted two forward translations that were merged and then adapted. A back translation was prepared and compared with the original version. It was found to be semantically equivalent by one of the authors of the original version. We performed pilot testing with 12 PWA, and the pilot version was adapted according to the comments of these participants. We then collected data on self-reported perception of reading and on psychometric properties of the translated and adapted German version. A total of 22 German-speaking PWA completed the questionnaire at least five times during an intervention study. We analysed retest reliability with Spearman correlation, internal consistency with Cronbach's alpha, internal responsiveness with the standardized response mean, as well as the relationship between outcomes of the questionnaire and text comprehension measures using repeated measures correlations. Outcomes & Results: Our data suggest good practicability and acceptance of the German version of the CARA reading questionnaire as well as appropriate validity, reliability and sensitivity to measure therapy-induced change. We found moderate correlations between outcomes of the questionnaire and text-level reading speed. Conclusions & Implications: The German version of the CARA reading questionnaire could be helpful in intervention planning and goal-setting with German-speaking PWA. By using the questionnaire, SLTs can find out about a person's individual perception of reading difficulties as well as individually relevant reading activities. The questionnaire provides a tool to measure change and is therefore valuable to demonstrate self-reported individual progress. As reading speed seems to be an indicator of personal perception of reading difficulty, it is important to consider reading speed in reading interventions and in reading comprehension assessments.

Empathy is important for interpersonal communication, social emotion, and social cognitive abilities throughout the lifespan. This study examined the psychometric properties of the Italian version of the Empathy Questionnaire for Children and Adolescents (EmQue-CA) in a sample of 472 Italian children and early adolescents aged 8-13 years. Confirmatory factor analysis supported a three-factor model with one item deleted from the original version. The reliability was acceptable. Measurement invariance was established across gender, age and time. Significant differences by gender and age groups were found. Moreover, empathy was positively correlated with prosocial behaviours and negatively correlated with internalizing and externalizing problems. These findings suggest that the EmQue-CA is a reliable and valid instrument among Italian children and early adolescents.

Teacher agency is a pivotal element of professionalism and second/foreign language (L2) education. However, its role in L2 assessment has remained under-researched. Part of this negligence is due to the absence of a validated questionnaire to measure the construct and its underlying components. To address this gap, drawing on the ecological perspective, the present study developed a scale on teacher ecological assessment agency (TEAA) by gleaning data from 539 Iranian EFL teachers. The results of exploratory and confirmatory factor analysis (EFA, CFA) culminated in 5 components and 32 items in the scale. The components were labelled "Iterational", "Projective", "Teachers' Practical-Evaluative View", "Schools' Practical-Evaluative Effect", and "Professional/Democratic Community's Practical-Evaluative Effect". Furthermore, the convergent validity and reliability of the scale were statistically approved (p > .05). The study presents some implications for EFL teachers, teacher trainers, and assessment policy-makers in that they can understand and highlight the pivotal role of teacher agency in L2 assessment practices.

Purpose: Education for Sustainable Development (EDS) has highlighted the need to generate instruments to assess the sustainability competencies of different populations. In this regard, Physical Education (PE) has been recognized as a subject with unique characteristics that allow students to develop competencies that favor sustainability. However, in previous literature, there are no specific instruments to assess the competencies of future Physical Education teachers (PETs). Therefore, this research aims to design and validate an instrument to assess sustainable competencies in future PETs. Design/methodology/approach: This paper shows the validation process of a questionnaire designed ad hoc to measure the future teacher's sustainable competencies. In total, 341 students completed the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT) questionnaire consisting of 20 items and an eight-point Likert scale. To ensure the relationship of the instrument's items with the sustainable development, the specific targets that compose the 17 Sustainable Development Goals were considered. Findings: The results showed that the instrument had very high reliability (0.949), excellently fulfilling the validity criteria (0.929). Furthermore, the principal component factor analysis results showed that the PESD-FT comprises three factors, which coincide with the three dimensions of sustainability. Originality/value: It is concluded that PESD-FT is an instrument that reliably assesses the sustainable competencies of prospective PET and expands the possibilities of PE as a valuable instrument to promote sustainable competencies in an integrated way with PE learning objectives. As such, it can be a robust and valuable measurement tool for proposing effective education for sustainable development policies and programs in initial teacher education for PET.

Objective: To evaluate the agreement between a 61-item Nutrition Screening Survey (NSS) and 127-item validated Food Frequency Questionnaire (FFQ). Participants: Forty-seven college students (male, n = 29; female, n = 18), age 21.7 ± 0.4 years, BMI of 23.5 ± 0.4 kg/m[superscript 2]. Methods: Participants completed the NSS, Block FFQ, and anthropometric measurements. Pearson's correlation, paired sample t test, and Bland-Altman plot evaluated agreement between the assessments. Results: Moderate to strong associations between assessments (0.61-0.89, p < 0.001) were identified for meals/day, snacks/day, calories, carbohydrate, fiber, grains, non-starchy vegetables, potatoes, legumes, fruit, yogurt, cheese, and eggs. Mean daily meals/day, calories, fat, fiber, grains, fruit, milk, and eggs did not significantly differ between surveys. The Bland-Altman plot analyses indicated no proportional bias for calories, fat, fiber, grains, fruit, milk, and eggs. p Conclusions: The NSS and Block FFQ display reasonable agreement, supporting use of the NSS for evaluating a range of dietary components among physically active college students.

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.

Meaning in Life Children Questionnaire (MIL-CQ) was developed with reference to Frankl's meaning triangle that has dimensions of Attitude, Creativity, and Experience. The current study translated MIL-CQ into Chinese (MIL-CQ-C), and evaluated its psychometric properties in a sample of 264 upper primary and secondary school gifted students in Hong Kong. Dimensionality of MIL-CQ-C was investigated via exploratory factor analysis using the robust weighted least square estimator. Measurement invariance across gender was investigated. Convergent validity was evaluated by testing MIL-CQ-C as the mediator of social connectedness in predicting presence of meaning in life and search for meaning in life. After removal of three items, exploratory factor analysis supported the original 3-factor structure with substantial factor loadings ([lambda] = 0.53-0.91) and good reliability ([omega] = 0.85-0.92). The MIL-CQ-C showed scalar measurement invariance across gender. The MIL-CQ-C was positively correlated with social connectedness, presence of meaning in life, and search for meaning in life. The MIL-CQ-C mediated the relationship between social connectedness and presence of meaning in life and search for meaning in life. The findings lend support to a valid 3-factor structure for MIL-CQ-C when completed by gifted learners in Hong Kong.

Background: Schools are important arenas for the promotion of critical health literacy (CHL) among adolescents. Key domains of CHL are information appraisal, understanding social determinants of health, and abilities to act on determinants of health. In this paper, we examine the psychometric properties of the Critical Health Literacy for Adolescents Questionnaire (CHLA-Q). Methods: A cross-sectional survey study was performed at 5 schools in Norway. Respondents included 522 pupils aged 13-15 years old. Confirmatory factor analysis (CFA) was conducted to examine the structural validity. Internal reliability was assessed using ordinal Cronbach's alpha. Results: The estimated model had acceptable closeness of fit. Five of 6 scales displayed adequate internal reliability. Conclusion: The results indicate acceptable fit of the CHLA-Q framework and that 5 of the 6 scales are applicable to inform future research and interventions. More research is needed on measurement of the second domain of CHL.

Studies on teachers' innovative work behavior (IWB) have identified the importance of self-efficacy beliefs and school climate. However, there is a lack of understanding of innovation-specific self-efficacy beliefs in earlier research. Further, the relative importance of these variables for teachers' IWB is yet to be examined. Objectives of the present study were to (i) conceptualize and develop an instrument to assess innovative self-efficacy (ISE) of school teachers, and (ii) examine the dynamics of relationships among ISE, perceived school climate, and IWB of teachers. The research was classified into two studies. In both studies, data were collected randomly from secondary and higher secondary teachers of private, government, and government-aided schools in Kolkata (INDIA) and adjoining areas. Study 1 dealt with the first objective, that is, the construction of the ISE scale. Factor structure and psychometric properties of the scale were tested on 300 teachers. Exploratory factor analysis revealed two dimensions: teaching reflection and teaching design implementation. In Study 2, ISE scale, IWB Scale, and Revised School Level Environment Questionnaire were administered to 400 teachers. Confirmatory factor analysis was performed, and goodness of fit estimates was calculated for the ISE scale, indicating an acceptable fit. Further, hierarchical regression analyses noted that school climate factors (collaboration, school resources, decision-making, and instructional innovation) moderated the relationship between teaching reflection efficacy and IWB. In the current backdrop of different educational reforms, IWB is a thrust that needs to be promoted among school teachers. The present study implies that school administration can encourage teachers' innovativeness by increasing opportunities for innovation in school. Training and intervention programs aimed at enhancing teachers' ISE levels will also increase IWB in them.

This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project "CLIL for all: Attention to diversity in bilingual education" ("ADiBE") to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaires, interviews, and observation protocols and are qualitative and quantitative instruments whose design has been based on the latest research and which have undergone a carefully controlled double-fold pilot process for their validation (external ratings approach and pilot phase with a representative sample of 264 subjects). The questions included in the three sets of instruments are initially characterized, together with their format and main categories. The paper then details the steps undertaken for their research-based design and the double-fold pilot process followed for their validation. The questionnaires and interview and observation protocols are then presented in a format which is directly applicable in any CLIL classroom in order to determine the accessibility of bilingual programs for all types of achievers and to identify the chief difficulties and best practices in promoting inclusion in bilingual education.

Learning approaches are assumed as the utmost important aspect in all academic proceedings. With the identification of students' learning approaches, relevant institutes can devise appropriate instructional strategies. Many models have been used to explore learning approaches and styles among students, but mostly in the developed world. Literature is further scarce in the Arab region. This study aimed to assess the construct validity and reliability of the revised Biggs Study Process Questionnaire-2-factor (R-SPQ-2F) both in English and Arabic. The study also explored the learning approaches among students at King Abdulaziz University Jeddah, Kingdom of Saudi Arabia. This cross-sectional study comprised 556 participants and was carried out from October 15th, 2020, to January 15th, 2021. The reliability of the complete scale and its subscales showed good reliability, Cronbach's a ranges from 0.881 to 0.925. Confirmatory factor analysis (CFA) showed no notable discriminant and convergent validity concerns, and all fit indices were well above threshold levels for both English and Arabic Versions. A significantly higher median deep learning score was observed in males and students with =4.0 GPA (p = 0.018 and 0.012, respectively).

Self-handicapping is a commonly utilized strategy to manage the menace to self-esteem, which gets evoked by failing fear in academic achievement. The main aim of current study was to develop and validate academic self-handicapping scale. This scale was developed for measuring self-handicapping among secondary school students. The study sample comprised three hundred thirty secondary school students. Sample was chosen via using random sampling technique. Opinions of expert were collected to check the scale content and face validity. Factor analysis was done on responses of the sample. The findings concluded that academic self-handicapping can be disintegrated into two factors i.e. behavioural self-handicapping and claimed self-handicapping. Cronbach's alpha of academic self-handicapping ([alpha]= 0.917), the internal consistency indices represented good internal reliability. The results unveiled the existence of significant psychometric features of constructed questionnaire

Individuals are controlled by tests in every advanced society when they want to be admitted in educational courses, to proceed from one stage to the next, or to be given a certificate (Shohamy, 2001b). Accordingly, the present study was carried out to construct and validate educational, social, and psychological consequences questionnaires of English Language Proficiency (EPT) as a high-stakes test in Iran. To achieve the goals, after initial piloting of the item pool, a total number of 252 non-English PhD students completed the final researcher-made questionnaires developed using a comprehensive review of the related literature, experts' opinions, documents, and interviews. A number of statistical procedures were taken to validate the current questionnaires including Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). EFA was utilized to determine the underlying factors of the scale that affect the variables in a data structure without setting any predefined structure to the outcome and to verify the number of factors; subsequently, these results were confirmed in the CFA phase. Ultimately, the results were discussed and implications of the questionnaires were presented as follows.

This study aims at developing an instrument to measure metacognition in solving physics problems among college students. This study used Research and Development (R & D) model with the non-test instrument development model. The instrument was in the form of a questionnaire that consisted of four choices with the scale was ranging from 1 to 4. There were 664 first-year college students participating in this study which were chosen with purposive sampling technique. They had taken a basic physics course at Tadulako University. Before completing the questionnaire, the students were asked to solve the two physics problems. The expert judgment conclusions were analyzed by means of Aiken formula. The empirical data analysis employed the Quest program to test the Goodness of Fit (GoF) to Partial credit model (PCM) and item validity, while the instrument reliability and the analysis factors for the validity of the metacognition dimension in solving physics problems were tested with the assistance of the SPSS program. The results of the content validity with the Aiken's V value was .81 and the reliability was .90, and the mean of INFIT MNSQ 1.00 with a standard deviation of .18 respectively. It was identified that eight factors of metacognition that contributed to solve physics problems, such as declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, evaluation, debugging and information management. These results can be used as the guidelines to measure students' metacognitive abilities in solving physics problems.

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion.

The present study focuses on studying the psychometric properties of Ethical Climate Questionnaire (ECQ) in Saudi educational milieu. It is a cross-sectional study and the data was collected from 309 educational supervisors from six educational offices of General Department of Education in Jeddah. Confirmatory Factor Analysis (CFA) was carried out to study the psychometric properties of the EC scale. Kuder Richardson's Cronbach's coefficient '[alpha]' was used to assess the reliability of the nine dimensions of the EC scale. Findings of the study revealed that nine dimensions of the EC scale had a good model fit. Hence, it is suggested that EC scale is valid and reliable for use within the educational context in Saudi Arabia. This study also compares the findings of the current study with previous findings. Results of the present study will provide much-needed impetus for future research in EC particularly, within the educational organizations throughout Saudi Arabia and generally in other Arab countries of the region.

Students' poor understanding of COVID-19 can contribute to an increase in the number of COVID-19 cases.. However, there is no validated instrument for measuring undergraduate student knowledge about COVID-19. This study is at the cutting edge of validating the psychometry of students' knowledge, attitudes, and practices (KAP) toward COVID-19. The assessment instrument consists of 18 items in the knowledge domain, 6 items in the attitude domain, and 12 items in the practice domain. This questionnaire underwent expert validation prior to being administered to 389 respondents. A RASCH model and Confirmatory Factor Analysis (CFA) were applied to evaluate the psychometric characteristics of the instrument. A four-factor model was tested for measurement model validity for knowledge domain, and two-factor model for attitude and practice domains by CFA. The results showed model yielded adequate goodness-of-fit values. In addition, results of RASCH model showed that the item content validity index was high. The item reliability for all the three domains was good, with a high separation index value. Thirty-six items were fitted to the model, based on recommended mean-square fit values, standardized Z-scores, and point-measure correlation coefficients. The response set in the questionnaire fit the Andrich threshold estimates well, and functioned as an appropriate model for the response category. The questionnaire thus shows excellent psychometric characteristics. Thus, this instrument can be used to measure undergraduate student KAP and can be implemented in future studies that want to assess the effectiveness of interventions to improve students' understanding of COVID-19.

A questionnaire for studying teacher-student interaction in Albanian contexts was developed with extensive coverage in the field of educational psychology. The purpose was to adapt and develop an Albanian version of the widely used tool, the Questionnaire on Teacher-Student Interaction. The teacher-student relationship has been found to be very significant in many studies. Students' academic achievements, emotional and social development, classroom group dynamics, and school dropouts are just some of the issues to be influenced by the nature of the established teacher-student relationship. To better measure students' perceptions of teachers, clinical scientific data on personality interactions have been adapted and transferred to the contexts of education. With a sample of 300 subjects, the Questionnaire on Teacher-Student Interaction underwent necessary procedures and statistical analyses. Consequently, the original American version of 64 items resulted in 54 items in the Albanian version. Results confirm the reliability and validity of the questionnaire in the Albanian language and reconfirm its general usage for diverse cultures and contexts. Finally, through this study, the dimensions of teacher-student interactions were also measured and documented in the Kosovo context.

This article describes the development and subsequent testing of scales representing functions and features of school communication among staff in Australian primary schools using the Organisational Communication in Primary Schools Questionnaire (OCPSQ). The OCPSQ was developed to measure aspects of communication occurring vertically between school leadership and staff members and horizontally among staff members. Elements of classical, human relations, and cultural theories were used to guide questionnaire development. Items were developed to represent theorised communication constructs derived from previous literature. Exploratory factor analysis was used to identify the underlying structure of aspects of communication. Confirmatory factor analysis was employed as a validation of the OCPSQ and its constructs. An interpretable ten-factor solution, representing salient functions and features of organisational communication, was established. Scales generated by the OCPSQ were found to have high reliabilities. The scales represented supportive, directive, cultural, and democratic functions, as well as features of communication relating to openness and load.

The purpose of this study was to develop the Financial Transparency Scale (FTS) to assess financial transparency, the open and honest disclosure of one's finances, between married partners. A sample of 183 individuals married for less than 5 years, in their first marriage, completed an online survey. Principal components analysis (PCA) was conducted and determined the FTS is comprised of three components: Financial Partnership, Financial Secrecy, and Financial Trust and Disclosure. The FTS was positively correlated with four related scales: the Kansas Marital Satisfaction Scale, the Shared Goals and Values Scale, the Frequency of Financial Management Scale, and the Communication Patterns Questionnaire-Short Form. An alpha of 0.94 was reported for the FTS. Financial practitioners can use the FTS as a tool to determine the level of financial transparency within a couple relationship, identify areas of concern, and illustrate the importance of open and honest communication about finances.

This exploratory study assesses the utility of the U.S. version of the Strengths and Difficulties Questionnaire (SDQ) teacher form as a screener for mental health and behavior concerns. The SDQ was administered to a heavily economically vulnerable, Latinx community sample of 391 students in grades K-6. Internal reliability and differences by sex and grade were analyzed, and multidimensional item response theory models were conducted. Support was found for a five-factor model allowing factor scores to be used to differentiate between student abilities. Results revealed that the U.S. version of the SDQ teacher form was adequate for identifying students from a majority Latinx population who are experiencing general difficulties; however, utilization of the SDQ as a standalone measure is not indicated. Teachers rated boys higher on total difficulties, conduct, hyperactivity-inattention, and social concern scales. Girls were rated higher on prosocial scales. Grade level differences are also noted. Findings of this exploratory study indicate that items on the SDQ teacher form don't differentiate ability in an ideal manner. Recommendations for interpretation of the SDQ, as well as future research, are provided.

Though recent advances in research on social class have contributed to our wider understanding of college students' academic and social outcomes, classism in academe remains underexplored across cultures, primarily due to a lack of instruments. The present study discussed the validation of the existing classism measure to assess Korean college students' experiences with classism in academe (Korean version of Classism Experiences Questionnaire-Academe; K-CEQ-A). In a sample of 271 Korean college students (52.4% female; M[subscript age] = 23.5), exploratory factor analysis indicated three factors of the K-CEQ-A. Confirmatory factor analysis involving a sample of 220 Korean college students (54.1% female; M[subscript age] = 23.5) indicated a bifactor model of the K-CEQ-A. Findings also provided evidence for adequate internal consistency (Cronbach alphas coefficients between 0.74 and 0.86) and convergent validity of K-CEQ-A with subjective social class, mental health, belief in a just world, and personal relative deprivation. Implications for research and practice are discussed.

For more than three decades, cognitive load theory has been addressing learning from a cognitive perspective. Based on this instructional theory, design recommendations and principles have been derived to manage the load on working memory while learning. The increasing attention paid to cognitive load theory in educational science quickly culminated in the need to measure its types of cognitive load -- intrinsic, extraneous, and germane cognitive load which additively contribute to the overall load. In this meta-analysis, four frequently used cognitive load questionnaires were examined concerning their reliability (internal consistency) and validity (construct validity and criterion validity). Results revealed that the internal consistency of the subjective cognitive load questionnaires can be considered satisfactory across all four questionnaires. Moreover, moderator analyses showed that reliability estimates of the cognitive load questionnaires did not differ between educational settings, domains of the instructional materials, presentation modes, or number of scale points. Correlations among the cognitive load types partially contradict theory-based assumptions, whereas correlations with learning-related variables support assumptions derived from cognitive load theory. In particular, results seem to support the three-factor model consisting of intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. Results are discussed in relation to current trends in cognitive load theory and recommendations for the future use of cognitive load questionnaires in experimental research are suggested.

Background: When novice teachers start working in a school, it is vital that they are aware of the moral aspects of the work environment and can use their moral abilities to make their work not only successful, but also right. To map these moral abilities, we developed the Moral Authorship Questionnaire for self-assessment. Objective: This paper reports the initial test of the structural validity and reliability of the developed self-assessment questionnaire. Setting: Dutch student teachers, novice teachers and more-experienced teachers in primary and secondary education participated in this research. Method: To test the psychometric qualities of the attitude scales, we used Confirmatory Factor Analysis (CFA) and Pearson correlations. Results: The initial test resulted in reliable and valid subscales consisting of 69 Likert items in the renewed questionnaire. Next, the Pearson correlation between the subscales was calculated. Finally, the Pearson correlations between the domains were calculated to validate the construct of Moral Authorship. Conclusion: The test results show that the six tasks of moral authorship can be measured using Likert items. The questionnaire can be used as a tool for self-assessment and reflection on one's moral abilities in one's professional learning environment. Further testing to adjust the questionnaire is needed to improve the personal moral authorship profile, or 'the moral selfie'.

Purpose: The aim of this study was to develop a child self-report questionnaire measuring bilingual experience and self-perceptions of Spanish and English proficiency and establish preliminary evidence of validity and reliability for the questionnaire. Method: Participants included 113 Spanish-English bilingual children with and without developmental language disorders ranging in age from 4 to 8 years. All children completed the questionnaire in Spanish and participated in behavioral assessment of their language skills in both Spanish and English. Results: Using confirmatory factor analysis, a model with three correlated factors (self-perception of proficiency in Spanish, self-perception of proficiency in English, and bilingual experience) emerged with the best global fit, reasonableness, consistency with theory, and model parsimony, suggesting that the questionnaire has good internal reliability. The scaled results of the questionnaires significantly correlated with behavioral measures of both Spanish and English, supporting the convergent validity of the measure. Conclusions: The Houston Questionnaire is an assessment tool for the assessment of bilingual experience and self-perception of proficiency in Spanish and English bilingual children between the ages of 4 and 8 years. The results provide foundational evidence supporting the reliability and convergent validity of this tool.

Executive functions (EFs) refer to a set of cognitive skills used to achieve goals and adapt to novelty and social situations. These cognitive skills strongly impact people's daily lives. Hence, assessing these skills is important for an early intervention to address their lack if need be. Nevertheless, relevant scientific literature reports difficulties in assessing EFs, as they are a set of processes that involve many dimensions. Further, there are differences between everyday situations wherein EFs are employed and the context of a typical performance-based task, involving the use of EFs. Questionnaires are an excellent way to address these difficulties. The objective of this study is to test SENA's convergent validity in terms of EFs' assessment. The SENA is the first Spanish standardized questionnaire based on DSM-5 (2013), it assesses emotional and behavioral problems in children aged 3-18 years. This experiment involved students from regular schools (N = 140; M age = 6.97 SD = 1.02). Statistical analysis was conducted that compared a validated EFs test (BRIEF-2) and the SENA test. The results of this study suggested the presence of convergent validity between SENA and BRIEF-2 vis-a-vis EFs. Thus, SENA is a valid assessment for EFs that are called for in school and family environments for those who speak Spanish. That said SENA is more comprehensive than BRIEF-2, as it not only assesses EFs but also identifies the problems currently associated with the failure in employing EFs, psychological vulnerabilities, and personal resources that are lacking. SENA provides a complete picture of children's and adolescents' behaviors and emotions.

Based on the dichotomous classroom goal structure model and TARGET framework, this study developed and validated a new Dichotomous Classroom Goal Structure Questionnaire (DCGSQ). A total of 339 seventh-grade students in Beijing completed the two-phase survey in Study 1. Exploratory factor analysis and reliability analysis were used to assess the psychometric quality of the questionnaires in Study 1. The revised DCGSQ was further validated in Study 2 among 583 seventh-grade students in Beijing. The results of confirmatory factor analysis indicated that an 8-factor model best fit the data. The criterion validity of the DCGSQ was supported by the relations between its eight instructional dimensions and student self-efficacy.

Although motor problems are highly prevalent in children with autism spectrum disorder (ASD), they remain underdiagnosed. Questionnaire-based screening for motor problems could optimize current clinical practice. This study aimed to examine the psychometric properties of the developmental coordination disorder questionnaire (DCDQ) to screen for co-occurring motor problems in individuals with ASD (n = 115; aged 5-15 years). Results indicated an excellent internal consistency; concurrent and discriminant validity with the Movement Assessment Battery for Children, second edition. Sensitivity was excellent, but specificity was lower. The positive and negative predictive values indicate that the DCDQ can be used to detect motor problems in children with ASD and can exclude the presence of developmental coordination disorder.

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.

Informant-report measures for screening symptoms of autism spectrum disorder (ASD) and other neurodevelopmental disorders (NDDs) are needed for low-resource settings if early identification is to be prioritized because early developmental concerns are likely to be expressed by parents and other caregivers. This paper describes the initial psychometric evaluation of the Nigeria Autism Screening Questionnaire (NASQ). Parents and other caregivers completed the NASQ on 12,311 children ages 1 to 18 in a Nigerian population sample as part of the World Bank National General Household Survey conducted in the country in 2016. Factor analyses indicated a parsimonious three-factor structure with social communication/interaction, repetitive sensory motor, and insistence on sameness dimensions. Measurement invariance was excellent across age and sex. Reliability of the subscales and total scale was good, and item response theory analyses indicated good measurement precision in the range from below average to high scores, crucial for screening, and tracking ASD symptoms. Studies with gold standard ASD diagnostic instruments and clinical confirmation are needed to evaluate screening and diagnostic accuracy. The NASQ appears to be a reliable instrument with a clear factor structure and potential for use in screening and tracking ASD symptoms in future Nigerian samples.

The aim of the present study is to adapt and test the factor structure of the Achievement Emotions Questionnaire-Short version (AEQ-S) in the Spanish context of physical education, in order to assess students' emotions toward the area of physical education (AEQ-S PE). A total of 1495 secondary school students with an average age of 15.66 years took part in the study. The scale was adapted using the Hambleton method and with the support of a group of expert psychologists and teachers. To analyze the psychometric properties of the questionnaire, several analyses were carried out, such as exploratory factor analysis, confirmatory factor analysis, reliability analysis, and criterion validity analysis. The results showed that the factor structure of the questionnaire is in accordance with the original one, supporting the structure of eight emotions. Reliability analyses were above 0.70 for the subscales. Additionally, the levels of temporal stability were adequate. In addition, criterion validity reflected the positive association of positive emotions with academic performance. In contrast, negative emotions showed a negative association with academic performance. The results of this study provide evidence of reliability and factorial validity of the AEQ-S PE in the Spanish context.

The aim of this study was to validate the French version of the Career Decision-Making Difficulties Questionnaire (CDDQ) and to assess its measurement invariance across gender, age groups, countries, and student versus career counseling samples. We also examined the sensitivity of this instrument to discriminate a career counseling population from a general student sample. Third, we studied the relationship between career decision-making difficulties, career decision-making self-efficacy, and self-esteem in a sample of 1,748 French and French-speaking Swiss participants. A confirmatory factor analysis confirmed the overall hierarchical structure of the CDDQ. Multigroup analysis indicated that the level of invariance across groups almost always reached configural, metric, and scalar invariance. Differences between countries were very small, whereas differences between the general population and career counseling subsamples were much larger. Both self-esteem and self-efficacy significantly predicted career decision-making difficulties. Moreover, as expected, self-efficacy partially mediated the relationship between self-esteem and career decision-making difficulties.

This article is the first attempt to validate the Entrepreneurial Intention Questionnaire (EIQ) in secondary education students. It is based on the Theory of Planned Behavior (TPB) and includes its constructs: attitude towards entrepreneurship, subjective norm, entrepreneurial self-efficacy, and entrepreneurial intention. The promotion of entrepreneurship in early education requires valid and reliable measures to assess the desired outcomes and evaluate the effectiveness of the interventions. The EIQ presents good psychometric qualities in a Spanish sample of high school students (N = 226): (a) The four-factor structure fits the data with factor loadings ranging between 0.378 and 0.862; (b) Each dimension presents satisfactory reliability results (above 0.7); and (c) The dimensions reproduce expected relationships with entrepreneurial attitudes. Additionally, competing models of the TPB have been tested to provide evidence to support a modified version of the original TPB model. Consequently, the EIQ is adequate for secondary education in Spain, being especially useful for longitudinal studies.

The factor structure of the measure of school engagement 'Engagement Versus Disaffection with Learning: Teacher Report' was investigated in the sample of 360 Swedish 6th graders. Confirmatory factor analyses showed no support for the suggested four-factor structure including behavioural engagement, emotional engagement, behavioural disaffection and emotional disaffection. Exploratory analyses resulted instead in solutions differentiating between indicators of engagement and indicators of emotional problems. A four-factor solution including factors of positive engagement, disengagement, internalized and externalized emotional problems had the best fit. Positive engagement and disengagement factors showed good internal consistency with omega coefficients exceeding 0.95 and are deemed suitable for further use. Several challenges of measuring the complex construct of school engagement are discussed.

The Scales for Assessing Emotional Disturbance Screener--Third Edition (SAED-3) is a standardized, norm-referenced measure designed to identify school-age students at risk for emotional and behavioral problems. Four studies are reported to address the psychometric status of the SAED-3 Screener. Study 1 examined the internal consistency of the Screener using a sample of 1,430 students. Study 2 investigated the interrater reliability of the Screener results across 123 pairs of teachers who had worked with the student for at least 2 months. Study 3 assessed the extent to which the results from the Screener are consistent over time by examining test-retest reliability. Study 4 examined convergent validity by comparing the "Screener" to the Strength and Difficulties Questionnaire (SDQ). Across all studies, samples were drawn from populations of students included in the nationally representative normative sample. The averaged coefficient alpha for the "Screener" was 0.88. Interrater reliability coefficient for the composite was 0.83. Test-retest reliability of the composite was 0.83. Correlations with the SDQ subscales ranged from 0.74 to 0.99, and the correlation of the "Screener" to the SDQ composite was 0.99. Limitations and implications for use of the "Screener" are discussed.

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students' social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student's ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students (N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.