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The present study is conducted to implement the newly developed questionnaire to assess the readiness of academics for Implementation of e-learning programs. The questionnaire was developed and its validity and reliability were evaluated. Then a cross-sectional study was conducted including 907 academics in three categories (faculties, students, and employees) of Shiraz University of Medical Sciences. Data were analyzed in SPSS-16 using descriptive and inferential statistics. The results of the implementation of the questionnaire showed a significant relationship between e-learning knowledge and participants' position in the university, as the professors and students had higher levels of this knowledge compared to the university employees (P<0.001). There was a significant relationship between e-learning knowledge and an academic degree in the study subjects (P=0.004). Skills and attitude were also significantly related to the variables of position, academic degree, and place of residence and hours of internet use. Skills, knowledge and attitude were all related to computer and internet access and language used on the internet.

Given the increasing international calls for more strength-based assessment, there is a need for European schools, mental health programs and family service agencies to identify psychometrically sound instruments in their native languages. The purpose of this study was to examine the convergent and concurrent validity for [?] the Behavioral and Emotional Rating Scale-2 Teacher Rating Scale (BERS-2; Epstein, 2004) as translated into Lithuanian by comparing it with the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) and the Emotional and Behavioral Screener (EBS; Cullinan & Epstein, 2013). The results showed moderate to large correlations across all of the instruments, which would suggest that the Lithuanian version of the BERS-2 Teacher Rating Scale may be an appropriate strength-based assessment for use in Lithuania.

The challenge in dental hygiene education is to develop valid indicators with a reliable questionnaire to establish a qualifying list of dental hygiene program competencies that aligned with the Commission on Dental Accreditation (CODA) standards. The first phase of the study was the creation of a questionnaire and performing a Cohen's Kappa statistical analysis to establish the inter-rater reliability of the indicators during the pre-stage development. The second phase was to qualify these indicators using the content validity ratio proposed by Lawshe with Subject Matter Experts (SME's). The SME's were asked to rate the level of representativeness of indicators in each skill set on the questionnaire. Indicators that were deemed essential suggested alignment with the CODA standards and incorporated into the researcher's dental hygiene program assessment manual.

The purpose of this study was to validate a new questionnaire for assessing students' beliefs about the nature of science (BANOS). Existing instruments have limitations in terms of psychometric validity. A new questionnaire termed "BANOS" was developed to address such limitations. The BANOS is based on dimensions of the nature of science as a theoretical framework. The BANOS was administered to 860 Grade 12 students in Namibia, using the paper-and-pencil method. Data analysis employed reliability analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and parallel analysis. The reliability of the BANOS was [alpha] = 0.87. EFA revealed a final interpretable five-factor structure, and the factor solution accounted for 67.73% of the total variance. However, parallel analysis revealed that only four factors had eigenvalues that were statistically significant and the resultant scree plot also supported the retention of four factors. CFA results showed that the measurement model had a poor statistical fit for the data. These findings indicate that the eight-dimensional framework could not be confirmed at EFA level. However, the BANOS had adequate construct validity and reliability. Results are discussed in terms of intricate similarities among the dimensions of nature of science.

In this study, the replicability of the factor structure of The School Liking and Avoidance Questionnaire [SLAQ] for Turkish preschool children and the psychometric properties of the scale were investigated. The SLAQ consists of 14 items and is used to assess children's emotional and behavioral participation in school based on children's perceptions. 345 children aged 5-6 years were included in the study. The findings of exploratory and confirmatory factor analyses, to assess the validity of the scale in Turkish culture, have identified two distinct but related factors: school liking and school avoidance. This result is consistent with the original scale and the adaptation studies in different cultures. However, there were no significant correlations between children and teacher reports on school liking and school avoidance subdimensions. Cronbach's Alpha and test-retest ratios for subdimensions showed adequate psychometric properties. This data support the Turkish version of the SLAQ as a valid and reliable tool, similar to the original version.

In the current study, the researchers examine the validity of a questionnaire assessing students' perceptions of their self-directed and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed the 18-item questionnaire to assess high school students' perceptions of their learning. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students' perceptions of their learning.

This study investigates international students' life adjustment in Eastern Taiwan by utilizing a questionnaire design. A total of 104 students participated to complete the Life Adjustment Questionnaire. Several predictors (gender, differences in academic majors, and study levels) were studied in this survey. The results revealed seven important points, including the validity and reliability of the Life Adjustment Questionnaire, the degree of adjustment, adjustment across gender, the correlations among dimensions of adjustment, adjustment across majors, adjustment across study levels, and the interaction among gender, major, and study level together concerning adjustment. The study gives some implications for further research and recommendations for universities related to international students.

The aim of the present research was to validate the Scale of motivation for choosing teaching profession (SMVUP-4-S), and to explore its basic psychometric properties on a sample of Slovak teacher trainee students. SMVUP-4-S scale was completed by 1235 respondents with a mean age of 20.1 years. SMVUP-4-S scale consists of 44 items arranged into 11 subscales, which are arranged into three main categories of motivation: intrinsic, extrinsic and altruistic. A latent structure of SMVUP model that consists of two four-factor (intrinsic and extrinsic motivation) and a one three-factor model (altruistic motivation) was tested. Internal consistency was assessed using Cronbach's alpha. Exploratory factor analysis (EFA) was calculated using the Maximum Likelihood estimation. To evaluate Confirmatory factor analysis (CFA) X[superscript 2]-test, CFI, RMSEA, SRMR, AIC, BIC and TLI indicators were used. SMVUP-4-S scale showed an acceptable internal consistency. Using EFA two four-factor and one three-factor model were extracted. CFA indicated that four-factor models had a good fit to the empirical data (Intrinsic motivation X[superscript 2]/df = 4.925, Extrinsic motivation X[superscript 2]/df = 4.781). Modifying indexes have shown that several items have correlated with residual variances which leads to low fit to the empirical data in three-factor-model. After the implementation of covariants between items this model has also shown a good fit to the empirical data (Altruistic motivation X[superscript 2]/df = 4.715).

Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Based on Exploratory Factor Analysis and Structural Equation Modelling, 14 questions retained in three constructs: (a) Self-efficacy, (b) Responsibility and (c) Motivation as a combination of Internal Motivation, External Motivation and Personal Relevance. This shorter version of the BMQ showed satisfactory Goodness of Fit Indices in contrast to the original 30-item version.

Scholars have long argued that individuals' beliefs influence their behaviors and the decisions they make throughout their lives. Focusing on beliefs as a cognitive construct, the purpose of this study was to identify several key beliefs about mathematics teaching and learning held by practicing elementary mathematics teachers. An iterative process of literature review, item development and adaptation, expert review of items, and cognitive interviews resulted in 55 items and 5 hypothesized belief constructs. After using the items in a questionnaire completed by more than 200 practicing teachers in two waves of data collection, we modeled the response data using a multiphase process in pursuit of parsimony and a clear factor structure. The resulting 21-item questionnaire provides an alternative measure of Transmissionist beliefs about teaching and a first way to measure two new constructs in teacher beliefs research: Facts First and Fixed Instructional Plan.

Most questionnaires construe avoidance as resulting from a problem-solving process and analyse only a few, single-factor and mostly non-adequate, forms of avoidance. The aim of the present study was to develop a multi-dimensional questionnaire to measure avoidance among adolescents. We tested the Avoidance Questionnaire for Adolescents (AQA) with 12-, 15- and 18-year-olds to measure most forms of avoidance in social problem-solving as well as to shed light on the relationships between the sub-processes of social problem-solving. Exploratory factor analysis (EFA) was employed to examine the measure's factor structure, while confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to support the theoretical process model of avoidance. The convergent and discriminative validity of the AQA was tested in relation to the Social Problem-Solving Inventory-Revised (SPSI-R). Two versions (a long version of 42 items and a short version of 23 items) of the 11-factor AQA were developed in accordance with the results. The long and short versions were found to be valid measures of problem-solving with regards to negative thoughts, feelings and physical symptoms; negative self-efficacy/insolvability; prevention; annulation; ignoring the problem; expectation/diversion; mulling; procrastination/rethink; stopping/subordination; external pressure; and asking for help. The factors show positive or negative correlations with the SPSI-R factors. The results of the SEM support the original process model. Based on earlier Hungarian research carried out with the SPSI-R, avoidance shows a tendency to increase in adolescence. In contrast, the results of the AQA show that the earliest age differences occur in the ignoring the problem, procrastination, stopping, diversion and expectation factors.

The concept of social networking has received much attention from academia over the last decade in India. Widespread research has conceptualized the term social networking with almost all of the studies either conceptual or based on case studies. This paper is an attempt to clarify the construct of social networking by developing a reliable and valid questionnaire measuring social networking usage. 420 university students from 6 universities in Jammu and Kashmir were surveyed via a random sampling technique and factor analysis carried out on their responses. The findings revealed that social networking usage can be decomposed into four factors: academic; socialization; entertainment and informativeness. The internal consistency indices, Cronbach's alpha of social networking usage (a= 0.830) indicates good internal reliability. The findings revealed that the newly developed questionnaire has significant psychometric features.

There exists cross-cultural differences in English classes regarding the factors that demotivate students and lead to dropout. The present study, following the guidelines suggested by Rowsell (1992), mainly aimed to design and validate a questionnaire for the reasons for dropout. To do so, the researchers, first, interviewed with 20 translation teachers and experts based on criterion sampling and the results emerged from the interviews were categorized into 16 common themes. Then, the questionnaire items including 28 items were constructed based on the commonalities emerged from the responses, and it was administered to 90 subjects during the two phases of pilot study. The researchers opted for factor analysis to determine the hidden traits of the questionnaire. Initially, PCA extracted 9 factors with eigenvalues greater than 1.0, accounting for 78% of the variance. Out of 28 items, 26 items had loadings of 0.40 or greater on any factor. During the second phase of the pilot study, the questionnaire was administered again to 90 subjects, and this time, PCA extracted 8 factors, accounting for 75% of the variance. Finally, the researchers explored the students' justifications for the major reasons for dropout from English institutes. The study offers practical implications for language teachers and students.

Education accountability and its building components has been the focal point and yet a convoluted issue. The current study aims to give a comprehensive account of indicators of education accountability in e-learning. To this end, this two-phase study was conducted on Iranian English as Foreign Language context. The first phase was qualitative in nature and aimed at identifying the indicators through conversation analysis of stored interviews with 9 distinguished English as foreign language teachers who hold online EFL teacher training courses in three different language centers in Tehran, Iran. Open coding and thematic analysis via Nvivo software on the interviews made the building blocks of the second phase of this study which was designing and validating a questionnaire for assessing educational accountability in e-learning. The researcher-made questionnaire was subject to reliability and validity issues. Therefore, the researcher-made questionnaire was piloted with 122 EFL teachers. The results of factor analysis indicated that factors loaded on accountability to teaching profession, to society, to student teacher, to teacher educators, to leadership, and to learning outcomes. The results also indicated that the present questionnaire enjoys sound and acceptable psychometric properties. The results have significant implications for teaching practitioners.

The Aut-Eat Questionnaire (AEQ) provides a novel and comprehensive assessment of eating problems and patterns in children with ASD. To establish the internal consistency and discriminant validity of the AEQ, parents of children with ASD (n = 105, M[subscript age] = 40.85, SD = 15.67 months) or typical development (TD; n = 98, M[subscript age] = 50.33, SD = 16.50 months) completed the AEQ. Questionnaire construction, content validity, factor analysis, internal consistency and discriminant validity are reported. The AEQ was reliable with high internal consistency in most domains. Significant differences were found between groups in all domains. The AEQ is a reliable and valid tool and may help to characterize eating difficulties in this population.

The Stranger Face Trust (SFT) questionnaire and the Imaginary Stranger Trust (IST) questionnaire are two new self-report measures of generalized trust that assess trust in real (SFT) and imaginary (IST) strangers across four trust domains. Both were designed to be objective, empirically valid, and easy to administer and score. To assess measurement validity and reliability, SFT and IST along with other common measures of social trust, sociodemographic characteristics, biographical characteristics, and a survey experiment were administered to a large representative sample of Qualtrics web-panel members (N = 2,041). Confirmatory factor analysis and structural equation models established the internal consistency, convergent validity, discriminant validity, and criterion validity of SFT and IST. Further tests revealed that SFT and IST correlate with well-established predictors of generalized trust, while other correlates like the age-trust relation were called into question. Taken together, this article shows that SFT and IST are valid and reliable instruments for the measurement of generalized trust and that common measures of generalized trust appear to be less valid and less reliable. This article ends with a discussion of the implications and directions for future research.

The present study reports on the development of a questionnaire that evaluates children's experiences of their physical classroom environment, activities and interactions. It also explores the psychometric properties of the questionnaire and how acoustical characteristics of the classroom, class size and student characteristics (age, sex and Swedish as a second language) influence the self-reported outcomes. After development, the questionnaire name should read Activities and Interactions in the Classroom were administered to 101 students (7.9-10.7 years old). Demographic information about the students was collected from parents. The psychometric properties including test-retest reliability are good but can be improved by reducing the number of items. Acoustical characteristics of the classrooms and student characteristics did not predict questionnaire outcomes. As the acoustical conditions in students' classrooms were close to optimal, communication fostering support should be in focus. The present questionnaire can be used to assess young students' experiences of their classroom environment and learning situations.

A lack of understanding of statistics, and being unable to apply its techniques, not only has a negative impact on the pass rates of students studying introductory statistics, but also affects the potential usefulness of these students when they enter the marketplace. I report here a novel scale developed to measure various factors that may be associated with the risk of failing an introductory statistics module at university. Various scales are available, but a single scale succinctly combining the factors was not available. The risks students face were explored by creating a 17-item instrument, named the Statistics Students' Risk Questionnaire (SSRQ). The resulting SSRQ scale consists of four dimensions (motivation, attitude towards statistics, statistical anxiety and academic procrastination) that were identified through exploratory factor analysis. The model was confirmed using confirmatory factor analysis. The reliability of the scale was determined, and its usefulness was demonstrated to identify at-risk students. The scale can be applied to determine overall risk but can also be used to reveal which factors contribute to the risk. The scale can be supplemented by including the mathematical history of students of concern as an additional risk factor. This enables the statistics lecturer to select an appropriate support plan to assist at-risk students based on which factors are flagged as risks.

This study evaluated the validity of a multi-dimensional measure of motives for writing. Based on an earlier instrument and theoretical conceptualisations of writing beliefs, we developed the Writing Motivation Questionnaire (WMQ). A sample of 2,186 fourth- (558 girls; 521 boys) and fifth-grade students (546 girls; 561 boys) completed 28 writing motivation items assessing seven motives for writing. Two of these motives addressed intrinsic reasons for writing (curiosity, involvement); three motives assessed extrinsic reasons (grades, competition, and social recognition); and two motives examined self-regulatory reasons (emotional regulation, relief from boredom). Confirmatory factor analyses supported the hypothesised structure of the WMQ, and each of the seven motives evidenced adequate reliability for research purposes. Measurement invariance was established for grades four and five students, girls and boys, White and non-White students, children receiving or not receiving free/reduced lunch, and students receiving or not receiving special education services. The WMQ predicted students' writing performance.

Introduction: The assessment of student motivation can be a powerful tool for understanding the factors that can influence the school environment, where students, families, teachers, psychologists or administration can develop interventions related to the improvement of learning through the motivational style based on the Self-Determination Theory (SDT). The present study aims to offer a Spanish version of the Academic Self-Regulation Questionnaire (SRQA), one of the most widely used instruments worldwide to measure academic motivation. Method: A confirmatory factor analysis (CFA) was conducted on a sample of 1343 elementary school students aged 8 to 13 years. To analyse the divergent validity, a correlation analysis was carried out between the four-factor model of the SRQ-A and to analyse its reliability, Cronbach's alpha and McDonald's omega were used. Also, its invariance was tested taking gender and grade as reference. Finally, in order to analyse its convergent validity, a Pearson correlation of the motivational regulatory styles with the level of satisfaction of basic psychological needs was carried out. Results: A good convergent and discriminant validity of the reduced Spanish version of the SRQ-A was shown, as a positive correlation was observed between the most self-determined styles and the level of satisfaction of autonomy, competence and relatedness needs. A multiple-group CFA showed that the structure of the four-factor model did not vary according to gender or grade level. Discussion or Conclusion: The Spanish version of the SRQ-A demonstrates that it is a reliable instrument for measuring academic motivation described in the TAD in elementary school students.

Moral reasoning is a key element of the Singapore Ministry of Education's Character and Citizenship Education curriculum, and educators in Singapore are currently encouraged to facilitate growth in students' moral reasoning based on the Stages of Moral Development established by Lawrence Kohlberg. To monitor students' progress in this area, however, a validated test of moral reasoning is needed. A review of existing moral reasoning assessments indicated that none provide a practical means by which large numbers of students in Singapore classrooms can be assessed in this area. In this study, the Moral Reasoning Questionnaire (MRQ) was developed and validated to assess moral reasoning development in Singapore secondary classrooms. The MRQ presents moral dilemmas that integrate prosocial, anti-social, and social pressure elements within situations that would be familiar to Singapore secondary (grades 7-12, aged between 12 and 18) students. Evidence supported the reliability and validity of the MRQ. The MRQ could be applicable as a practical means to assess moral reasoning on a broad-scale basis.

This article describes the process of adaptation of the Russian version of The Student Well-being Process Questionnaire (Student WPQ). A sample of 408 Kazakhstan university students completed the adapted Student WPQ. The exploratory factor analysis revealed five factors, explaining 67.38% of the total variance that were consistent with the theoretical model developed by the authors of the original version. Cronbach's alpha coefficients for internal consistency reliability of the scales ranged from 0.712 to 0.929. Statistically significant correlation was found between the adapted questionnaire and the questionnaires used to test the convergent validity (correlation coefficients ranged from 0.382 to 0.891). Regression analysis showed that positive well-being was predicted by psychological capital, positive coping, and low levels of student stress; negative well-being was predicted by high stressors and low consciousness. These findings were consistent with the results obtained by the authors of the original questionnaire. The Russian version of The Student WPQ can be used to measure well-being and academic stress in Kazakhstan conditions.

Home-school partnership is key to students' success at schools. Japanese schools have attempted to invite families to participate in school educational activities. However, these efforts are embedded into Japanese school cultures and were not studied empirically. This study aimed to explore teachers' attitudes and actions toward home-school partnership and examine their effects on teachers' burnout. Based on a preliminary study, we developed a questionnaire with 30 items for the partnership attitude (PAT) scale, 37 items for the partnership actions (PAC) scale and three other scales. We examined the concurrent validity of the scales with a sample of 254 teachers. Exploratory factor analysis yielded four subscales for the PAT (Appreciation, Positive Attitude, Traditional Attitude, Difficulty) and five subscales for the PAC (Respect Parents, Individual Contact, Classroom Information Sharing, Being Proactive, Facilitating Conversation). Reliability was moderately supported, while the criterion validity coefficients were moderately supported using correlation analysis. The results of the multiple regressions show that some PAT factors had negative effects, while some PAC factors had positive effects on teachers' burnout. Thus, while it is important for teachers to build a good home-school partnership through partnership actions, a systematic support system is necessary for teachers experiencing difficulties in collaborating with parents.

The current study aimed to test the factorial structure and psychometric properties of a parent version of the Multidimensional School Climate Questionnaire (MSCQ), a multi-informant and multidimensional measure of school climate recently developed and validated in Italian for a student version, by also providing evidence of measurement invariance between students and parents. Participants were 320 parents, mostly mothers, and 339 students enrolled in four middle schools in Northern Italy. The confirmatory factor analysis (CFA) showed a good fit for the expected six-dimension model (Student Support, Home-school Relations, Student Relations, Student-Teacher Relations, Educational Climate, Justice). All factors were positively correlated with each other and reported good Cronbach's alphas and composite reliability scores ([omega]). Full configural and metric and partial scalar invariance were achieved between parents and students. These findings confirm that the parent version of the MSCQ is a psychometrically sound measure to assess multidimensional perceptions of school climate. Lastly, limitations and practical implications are discussed.

The purpose of this research was to organize a cross-cultural adaptation study and analyze the reproducibility and test-retest reliability of the Infant Sensory Profile 2 (ISP2Br) to Brazilian babies. It was hypothesized that the instrument would be validated for use with Brazilian babies. The English language version of the profile was translated and culturally adapted into Brazilian Portuguese, then administered to a group of 135 caregivers of infant from birth to 06 months and then re-administered to a portion of the sample (35 caregivers) for 7 to 14 days for test-retest reliability. Participants were recruited from an outpatient pediatric clinic of a federal university in Brazil and at two pediatric research laboratories. The internal consistency and test-retest reliability was analyzed using the Cronbach's alpha and kappa coefficient, respectively. As it is a norm-referenced standardized assessment, the cutoff scores used were 1.0 and 2.0 standard deviations above and below the mean for each group of items established as the preliminary cutoff scores for the Brazilian children. Findings showed that cultural adaptation led to adjustments in some terms used in the ISP2Br and it showed good internal consistency (>0.70) relating to the total scale; however, when it was analyzed for sensory areas, all alpha values were <0.70. Regarding the test-retest, the values fell into the category of near-perfect agreement (0.81 < k < 1.00). The ISP2Br was found to be valid and reliable and allows occupational therapists to identify differences in sensory patterns in Brazilian babies compared to the original standardization sample, responding differently from would expect.

Existing measures of communication challenges in autism are based on diagnostic criteria and research/clinical observations of autistic people, rather than what autistic people themselves identify as difficulties. In this study, the Conversation Questionnaire (CQ) was developed based on community engagement with autistic people to identify what they find challenging about conversation. This new tool was then administered online to autistic, dyslexic and neurotypical people (N = 312) in a validation phase of the study. Item-response theory modelling indicated that a two-dimensional structure accounted for response patterns. These dimensions reflected difficulties knowing what to say (15 items) and engaging in behaviours possibly disruptive to neurotypical conversation (21 items). The dimensions showed good internal consistency and convergent and discriminant validity, and could distinguish between autistic and neurotypical people (d = 1.59 and d = 2.07 respectively). The CQ might help contribute to diagnostic assessment for autism in adults as part of a holistic assessment. The questionnaire might also be useful with other neurodiverse groups, and provide a tool for clinicians and researchers to identify individuals' strengths and difficulties in conversation (e.g., as part of interventions in speech and language therapy).

Although an average of one to two children per classroom suffer from ADHD, empirically supported classroom interventions are not yet implemented possibly because of teachers' lack of knowledge or negative attitude towards them. To investigate this science-practitioner gap, we need an instrument assessing knowledge, attitude and the use of ADHD-related interventions. The self-report ADHD Questionnaire by Kos and the ADHD specific knowledge and attitudes scale for teachers by Mulholland et al. are examples of such instruments . Yet, these instruments have primary weaknesses concerning their content validity. Our study validated a newly developed instrument. The ADHD-school-expectation questionnaire (ASE) consists of an ADHD knowledge (24 items), attitude (33 items), and intervention scale (27 items). Attitudes are formed by expectations and related ratings according to Fishbein's and Ajzen's rational choice theory and Ajzen's theory of planned behaviour. Our study results revealed theory-based content validity and good reliability. Therefore, the ASE can be used for future research in the field of ADHD in the classroom.

The Perceptions of Inclusion Questionnaire (PIQ) measures emotional well-being at school, social inclusion, and academic self-concept of students aged 9 to 15 years, with and without Special Educational Needs (SEN). This study aimed to validate the PIQ with French students in 6th grade. The sample included 288 students with an average age of 11 years and 4 months. Confirmatory factor analyses supported construct validity of the 3-factors. Correlations with tests already validated in French were between 0.41 and 0.60, which demonstrate the convergent validity of the different domains of the PIQ. Internal consistency and test-retest reliability are quite satisfactory (Cronbach's [alpha] > 0.70 and r > 0.73). The strict scalar invariance of the scale was verified according to gender. Furthermore, differential analyses according to gender and the presence of SEN revealed that girls show a slightly higher emotional well-being than boys and that students with SEN have a significantly lower academic self-concept than students without SEN. No other significant differences regarding gender and SEN were found. It was concluded that the French student-version of the PIQ has good psychometric properties and can be used as a simple tool for measuring inclusion of pupils with and without SEN.

Background: The assessment of knowledge about cardiovascular diseases through instruments helps to identify gaps and educational needs of the target audience. Purpose: To validate and verify the psychometric properties of the Brazilian version of the Heart Disease Knowledge Questionnaire (HDKQ-BR) for adults in Brazil. Methods: Cross-sectional methodological study carried out in a Brazilian city with 300 participants. Internal consistency, temporal stability (test-retest) and convergent structural validity were verified. Item Response Theory (IRT) was used to determine parameters a (discrimination) and b (difficulty) of each item and the unidimensionality of the instrument and the differential item functioning (DIF) for sex, education and age. Results: The internal consistency of the HDKQ-BR was 0.694. The test-retest reliability was confirmed by the intraclass correlation coefficient (ICC = 0.779). According to the IRT, parameter a was between 0.176 and 1.175 and parameter b between -10.834 and 4.969. Discussion: The HDKQ-BR showed unidimensional structure and adequate psychometric performance for its application in populations with the same profile in Brazil. Translation to Health Education Practice: To assess the knowledge of an adult population about CVDs is important for improving the health literacy. The study focused on Area I of Responsibilities for Health Education Specialists (Assessment of Needs and Capacity).

A growing body of literature shows that Primary Scientific Literature (PSL) is a valuable and useful tool for STEM. Current assessments measuring the success of PSL-based interventions focus mainly on specific scientific content and/or the specific scientific skills students learn. We believe that the underlying motivation students consider while learning to read PSL is equally important to assess. We present 'Motivation in Reading Primary Scientific Literature,' a 19 item novel questionnaire based on student purpose for reading PSL and student efficacy for reading PSL. Exploratory and confirmatory factor analyses (EFA and CFA) were performed on data collected from students enrolled in introductory Biology courses (n = 411 for EFA and n = 325 CFA). Results confirmed 19 items that can be used to measure student motivation in reading PSL through four subscales: (1) expectancy-value, (2) self-efficacy, (3) performance/competence and (4) interest. Preliminary external validity of the Motivation in Reading PSL questionnaire verified differences (p < .05) in students' motivation between one control and two treatment groups after a one-semester PSL-based intervention. These findings suggest that our questionnaire can be used by instructors who implement PSL-based interventions and would like a more comprehensive understanding of how their students approach reading PSL.

This study examined the concurrent validity of a tummy time questionnaire and time-use diary against an accelerometer measure. Participants were 29 parents and their 6-month-old infants from the Early Movers project in Edmonton, Canada. Tummy time was concurrently measured using a parental questionnaire, a time-use diary, and a validated GENEActiv accelerometer. In participants with data on all measures (n = 26), relative (Spearman's rank correlations) and absolute (Wilcoxon signed-rank tests and Bland-Altman plots) concurrent validity were examined. The questionnaire (r[subscript s] = 0.60) and time-use diary (r[subscript s] = 0.80) tummy time measures were significantly correlated with the accelerometer measure, with large effect sizes (r > 0.50). Compared to the accelerometer measure of tummy time, a significant difference in mean rank was observed for the questionnaire measure but not for the time-use diary measure. Bland--Altman plots showed a significant mean difference in tummy time between the accelerometer and questionnaire measures (42 min/d; 95% limits of agreement: -73,157 min/d) but not between the accelerometer and time-use diary measures (2 min/d; 95% limits of agreement: -47,51 min/d). These preliminary findings indicate both subjective measures may be appropriate for infant studies examining associations with tummy time and/or comparing tummy time between samples. The time-use diary may also provide a relatively precise estimate of tummy time in prevalence studies.

Introduction: The furtherance of educational, social and occupational inclusion has led to increasing acceptance of people with intellectual disabilities as full members of the community. However, attitudes and behaviors towards these people are not always positive. Method: Taking the model of the FUNDOWN School of Life as the theoretical basis, the aim of this research was to validate a simple instrument for collecting information on how adolescents and young people position themselves towards people with intellectual disabilities. For this purpose, an initial questionnaire was developed, submitted to the judgment of experts, and applied to 276 secondary education students at a school in Murcia (Spain), using a non-experimental, quantitative research method. Results: By carrying out exploratory and confirmatory factor analysis, and applying the structural equation model, a two-factor questionnaire was obtained. Discussion and conclusions: Construct validity and reliability were acceptable.

Although fairness in assessment practices has gained noticeable attention over the recent years, there has been a long-lasting study to design and validate a questionnaire to measure it from a psychometric perspective. Thus, this study aims to develop and validate a questionnaire with adequate psychometric properties to measure fairness in classroom assessment. Using a random sampling method, two samples of male and female university students for the first pilot (n = 128) and the second pilot (n = 360) were selected from Ayatollah Borujerdi University and Lorestan University. Drawing on the past literature, a pool of items (n = 118) were extracted and subjected to a 12-step systematic procedure, including content analysis and sampling; creating an item bank; running the first pilot; creating item pool one; expert judgment to evaluate the sub-scales; running an interview and think-aloud protocol; running Cronbach's alpha; running the second pilot; running exploratory factor analysis, confirmatory factor analysis, and Cronbach's alpha; creating item pool two; expert review; and translation and translation quality check. Findings yielded a 110-item questionnaire with 10 sub-scales: learning materials and practices (18 items); test design (24 items); opportunities to demonstrate learning (8 items); test administration (21 items); grading (11 items); offering feedback (6 items); tests results interpretation (5 items); decisions based on tests results (3 items); test results consequences (4 items); and students' fairness-related beliefs and attitudes (10 items). The hope is that this questionnaire can serve research and educational purposes.

Empirically based tools to map education for sustainable development within school organisations are not readily available, which is both a cause and a consequence of the scarce empirical and quantitative research on school organisations and education for sustainable development. In present study, the Education for Sustainable Development School Organisation Questionnaire (ESD-SOQ) was developed and validated. This instrument measures the organisational characteristics of an ESD-effective school. During the development and validation of the ESD-SOQ different steps were taken. First, data from prior research was consulted to draft the initial scales. These were further refined via cognitive interviews (n = 3) and consulting critical peers (n = 7). Next a pilot study (n = 108) was set out to retain the best items per scale and thus reduce the size and load of the questionnaire. Finally, a large-scale validation study (n = 764) ensured the reliability, the content validity, the cognitive validity and the construct validity of the final instrument. Based on the findings of our development and validation study, ESD-SOQ proves to be a valid and reliable instrument for the investigation school organisational characteristics related to education for sustainable development.

Purpose: Globally, serious doubts are now expressed about the quality of accounting education, and employers are concerned about the lack of employability among graduates. There is a lack of a validated tool to measure employability in the Saudi Arabia context. Such a tool is required to assess the level of employability so that required corrective measures could be taken. The purpose of the study is to construct and validate a questionnaire to measure employability of accounting graduates. Design/methodology/approach: The data for the study was collected from various accounting professionals using a pool of 50 items from 420 randomly collected samples. The researchers used different statistical techniques, including exploratory and confirmatory factor analysis, to construct and validate the 29 item questionnaire. Findings: Based on the purpose of the study, a questionnaire for measuring the employability of accounting graduates was constructed. The questionnaire developed and scientifically validated through various scientific techniques has 20 items under five factors. The questionnaire is ideal for measuring employability of accounting graduates. Originality/value: A fair review of the literature revealed a dearth of a validated tool to measure employability of accounting graduates. The study has constructed and validated a questionnaire to measure employability of accounting graduates, thereby bridging the gap in literature. This questionnaire, it is expected, would facilitate the conduct of further empirical examinations about employability of accounting graduates.

The promotion of life skills in learners is especially challenging in distance and online environments where the learners' physical absence from the classroom hinders the evaluation of these types of skills. Due to the great challenges brought about by this physical absence, there is a lack of empirical studies attempting to examine life skills in web-based scenarios. This study therefore aimed to fill the existing gap in operationalizing the role of life skills for online learning through the capability approach (CA). This exploration was conducted under the umbrella of Nussbaum's version of the CA. Specifically, our study contributes by devising an integrative and comprehensive teaching and learning framework for open educational practices based on the CA, and by introducing a new instrument that has been adapted to this context. Methodologically, the design and validation of the instrument involved a four-stage process. First, Nussbaum's list of central human capabilities was operationalized for online learning. Then, in the second stage, a qualitative content validity check was performed to verify whether the instrument was appropriate and comprehensive in terms of what it was intended to measure. The aim of the third and fourth stages was to quantitatively assess the reliability and validity of the questionnaire. For the third stage, the instrument was pre-tested through a modified version of the Q-sort method. In the fourth stage, non-parametric tests were used to validate the internal consistency and content validity of the questionnaire. Thirty experts from the areas of online education, philosophy, and statistics took part in these stages.

The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the development of children between the ages of 0-5 years in LMICs was undertaken. Drawing on education, psychology and health databases, we identified reliable, valid or measures adapted for use in LMICs for either assessments of children's development or their learning environments. The inclusion criteria were (1) peer reviewed papers published between January 2009 and May 2019; (2) assessment tools used to measure cognitive/language development or the early years or home environment in at least one LMIC; (3) report of the psychometric properties (validity and reliability) of the tool, and/or description of the cultural adaptability/translation process undertaken before applying it to a LMIC. Two hundred and forty-nine available records published in the last decade in peer-review journals and nine relevant systematic literature reviews were identified. Fifty-seven records were qualitatively synthesised based on their psychometric properties and cultural adaptation. Forty-three tools were reviewed utilising 12 criteria. Five elements of analysis present in Tables 2 and 3 (study, population tested, validity, reliability and cultural adaptability/translation) focused on the tools' psychometric properties and previous application in LMICs. A further seven dimensions outlined in Tables 4 and 5 identified specific characteristics of the tools from target age, administration method, domains, battery, accessibility, language and country/institution. We suggest these 12 key considerations for the selection of measurement tools that are applicable to effectively assess ECD in LMICs.

Background: Assessment of age-associated disorders has become increasingly important. Methods: In a clinical setting, people with intellectual disability with and without dementia were assessed retrospectively using the Neuropsychological Test Battery (NTB) and the Dementia Questionnaire for People with Learning Disabilities (DLD) at two different times to analyse neuropsychological changes and diagnostic validity. One group (n = 44) was assessed with both instruments, while the DLD was applied in 71 patients. Results: In the NTB (n = 44), only patients with dementia (n = 26) showed a decline in the NTB total score and three subscales. Receiver operating characteristic analysis revealed a diagnostic sensitivity of 0.67, a specificity of 0.81, and an area under the curve (AUC) of 0.767. In the DLD group (n = 71), only those with dementia displayed a decrease in the cognitive and social scale; diagnostic sensitivity and specificity values were low (0.61/0.63) and the AUC was 0.704. Conclusions: Neuropsychological assessment was sensitive to detect cognitive changes over time. Sensitivity values of both instruments suggest a reassessment at a later time point.

Research on learning environments at the higher-education level has been quite sparse compared with studies at other educational levels. Because statistics is perceived as a difficult subject across disciplines, it suffers from low passing rates in many universities. This study involved validating questionnaires for assessing the psychosocial environment and student attitudes associated with learning business statistics in computing laboratory workshops. The Business Statistics Computer Learning Environment Inventory (BSCLEI) and Attitude to Business Analytics instrument were validated with 275 students enrolled across various business degree programs in the United Kingdom over two academic years. Various data analyses (including exploratory and confirmatory factor analyses) supported the validity of these two questionnaires, thereby paving the way for their future use in research and practical applications relevant to learning environments in higher-education statistics workshop classrooms.

The present work describes the development of a new measure of school counselors' perceived self-efficacy regarding their knowledge of information and processes necessary to effectively guide their students through the college transition process. Researchers developed the School Counselor Efficacy for College Knowledge Questionnaire and examined data from a national sample of 600 school counselors to determine its psychometric properties and factor structure. Exploratory and confirmatory factor analyses supported use of a modified five-factor model. Results showed strong internal consistency and preliminary evidence for convergent and divergent validity of the resultant scales.

The study aims to develop an instrument of English students' core competencies practices in learning process. The development used qualitative and quantitative method in different steps and analysis. Sixth steps were applied in the instrument constructions; they were literature studies; defining constructs and sub-constructs; constructing indicators; assessing and judging indicators; defining face validity, confirming content validity, consistency testing and confirming constructs validity. The result came out with three main constructs; soft skills, hard skills and academic character. Soft skills classified into six sub-constructs with 45 indicators. Hard skill was classified into 10 indicators with no classification into sub-construct. While academic character classified into seven sub-constructs with 41 indicators. The instrument suggested to be used to monitor students' practices of Core Competencies in learning activities at Universities. Furthermore, the instrument were developed by refereeing to current literature from some countries, it is expected that the instruments and the method of its' development contribute to area of students' and graduates' core competencies.

Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. Because transactional distance in online distance learning will always rely on technologically-mediated communication or interaction, we argue that in order to get the full picture, this aspect of technological mediation needs to be considered. For this purpose, we introduce a new scale for measuring transactional distance between students and the learning technology (TDSTECH), comprised of two interrelated dimensions. Reliability, convergent, and discriminant validity suggest a suitable scale. Preliminary inferential analyses are conducted with multiple linear regression and mediation analysis. Regression models show that TDSTECH is the single most important predictor of satisfaction in this population. This may have important implications for practitioners trying design and facilitate satisfying online distance learning experiences. Also, mediator analysis reveals that TDSTECH mediates the relationship between TD student-teacher and satisfaction, but not for TD student-content. Surprisingly, TD student-student shows no significant relationship with satisfaction. Implications for practice and further research are discussed.

An increased enthusiasm on teacher accountability, in recent times, has led policy makers and teachers to a significant care over evaluating teachers' success. To this aim, a 40-item Teacher Success questionnaire was developed and validated by the application of the Rasch model. The Rasch model is used to decide whether the scores of an instrument are meaningful, significant, and purposive. The test was developed in Persian to be used for Iranian teachers. The Rasch rating scale model for polytomous data was used to examine the psychometric qualities of the scale in terms of dimensionality, use of response category, sample appropriateness, and reliability. The test was administrated to 828 Iranian EFL students. The results revealed that the Rasch model fits the test after deleting 8 items from the scale. Moreover, it is confirmed that the scale enjoyed suitable reliability. This proposes that the questionnaire is potentially valid and can be used as a measure of teachers' success in the Persian language settings.

Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach's alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.

The purpose of this study is to translate and adapt the Sentiments Attitudes and Concerns about Inclusive Education Scale (SACIE) for use in the Turkish context. For this purpose, translated version of SACIE was administered to 304 and 368 preservice teachers (PTs) to perform exploratory and confirmatory factor analysis respectively. The result of exploratory factor analysis revealed the three-factor structure of SACIE as sentiments, attitudes, and concerns. The confirmatory factor analysis supported three-factor structure of SACIE including 19 items. Moreover, the scale indicated a reasonable predictive validity to the self-efficacies of preservice teachers. The importance of the adaptation of the scale into Turkish was discussed.