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Response time models (RTMs) are of increasing interest in educational and psychological testing. This article focuses on the lognormal model for response times, which is one of the most popular RTMs. Several existing statistics for testing normality and the fit of factor analysis models are repurposed for testing the fit of the lognormal model. A simulation study and two real data examples demonstrate the usefulness of the statistics. The Shapiro-Wilk test of normality and a "z"-test for factor analysis models were the most powerful in assessing the misfit of the lognormal model. [For the corresponding grantee submission, see ED603049.]

The 21st century demands mastery of various skills, and one of them is a higher-order thinking skill. Specialized instruments are required to measure these skills to be aware of their level of achievement. This research is classified as development research to create tools capable of measuring higher-order thinking skills of pre-service biology teachers. The development procedure is consisting of four stages, including instrument design, instrument trial, determination of validity, and determination of reliability. The instrument developed consisted of 12 items, which were then validated by experts. Trial stage involving 110 pre-service biology teachers in the Biology Education Program of eleven March University. The tested instrument is analysed to determine its validity and reliability. The results of the construct validation show model classified as fit according to the indicator of each instrument. The Results of the items analysis showed all items have an excellent discriminating power index. Also, each piece also has a difficulty index that is classified as a medium. Based on the results, the instrument developed has the qualifications to measure the higher-order thinking skills (transfer of knowledge) of pre-service biology teachers.

Statistical tests have been an important tool for interpreting the results of research correctly. The factors that influence the determination of the statistical test are research purpose, hypothesis and data. Today, statistical tests are used more frequently, and they aim to analyze whether statistical tests are used in accordance with research. For this purpose, frequently used chi-square tests are discussed and in this work and the research hypotheses are examined. The method of this research is qualitative and was developed according to the literature review. In the analysis of the data, it explains what the chi-square test is and the differences in practice according to the research hypothesis. In this study, a comparison was made between goodness of fit, homogeneity and independence chi-square tests. In the findings of the study, the differences between the studies using three different tests are presented according to the population and hypothesis. The differences between the studies using three different tests are presented according to the population, hypothesis, and statistical formulas. This area includes definitions in the literature and applications in the field of educational sciences. Simplified definitions and applications that can be adopted by researchers are presented.

This research focused on the development a new learning model in Vocational Education to answer the challenges of this Industrial Revolution 4.0 era. The problem identified was the lack of learning outcomes, especially subjects oriented to software engineering for information systems students in particular and other computer science seen in the phenomenon of the inability of students to produce intelligent systems. From a series of validity, practicality, and effectiveness test results, use content validity with Aiken'V and construct validity with CFA (Confirmatory Factor Analysis) states that the model resulting from this study is stated, valid, practical and effective. This study also produced a new learning model with five syntaxes, namely (1) Define Problem and Design a Plan Project, (2) Interaction with Support System, (3) Create a Project, (4) Keep control and Monitoring Project, (4) Yield and Assessment of Project. And based on the test of the validity of the syntax of this model stated goodness-of-fit or valid.

The recent popularity of models that capture the dynamic coevolution of both network structure and behavior has driven the need for summary indices to assess the adequacy of these models to reproduce dynamic properties of scientific or practical importance. Whereas there are several existing indices for assessing the ability of the model to reproduce network structure over time, to date there are few indices for assessing the ability of the model to reproduce individuals' behavior patterns. Drawing on the widely used strategy of assessing model adequacy by comparing index values summarizing features of the observed data to the distribution of those index values on simulated data from the fitted model, we propose four goals that a researcher could reasonably expect of a joint structure/behavior model regarding how well it captures behavior and describe indices for assessing each of these. These reasonably simple and easily implemented indices can be used for assessing model adequacy with any dynamic network models jointly working with networks and behavior, including the stochastic actor-based models implemented within software packages such as RSien version 1.2-24. We demonstrate the use of our indices with an empirical example to show how they can be employed in practical settings, with an additional extension to modeling affiliation dynamics in two-mode networks. Key scripts are provided in the Supplemental Document (which can be found at http://smr.sagepub.com/supplemental/).

Prior studies investigating the effects of non-normality in structural equation modeling typically induced non-normality in the indicator variables. This procedure neglects the factor analytic structure of the data, which is defined as the sum of latent variables and errors, so it is unclear whether previous results hold if the source of non-normality is considered. We conducted a Monte Carlo simulation manipulating the underlying multivariate distribution to assess the effect of the source of non-normality (latent, error, and marginal conditions with either multivariate normal or non-normal marginal distributions) on different measures of fit (empirical rejection rates for the likelihood-ratio model test statistic, the root mean square error of approximation, the standardized root mean square residual, and the comparative fit index). We considered different estimation methods (maximum likelihood, generalized least squares, and (un)modified asymptotically distribution-free), sample sizes, and the extent of non-normality in correctly specified and misspecified models to investigate their performance. The results show that all measures of fit were affected by the source of non-normality but with varying patterns for the analyzed estimation methods.

Based on the goodness-of-fit theory, the current research examined how parental socialization expectations and socialization practices in infancy predicted child social adjustment in the preschool year dependent on child characteristics in toddlerhood with a longitudinal sample of Chinese families. Participants were 272 Chinese mother-child dyads. Maternal socialization goals of child autonomy and obedience were assessed when the child was 6 months old. Maternal respect for autonomy and negative control were observed in free-plays at 15 months. Mothers reported child compliance and inhibitory control at 25 months and rated child externalizing behaviors at 37 months. Results showed that for children with low levels of compliance or high levels of inhibitory control, obedience socialization goals predicted more externalizing behaviors, whereas for children with high levels of compliance or low levels of inhibitory control, obedience socialization goals predicted fewer externalizing behaviors. Moreover, for children with high levels of inhibitory control, higher levels of respect for autonomy or lower levels of negative control foretold fewer externalizing behaviors. Conversely, for children with low levels of inhibitory control, lower levels of respect for autonomy or higher levels of negative control forecasted fewer externalizing behaviors. Together, our findings demonstrate that socialization expectations, socialization practices, and child characteristics are jointly predictive of social adjustment across early childhood and all the significant interactions are characterized by the pattern of a contrastive effect, therefore congruently supporting the goodness-of-fit hypotheses.

This study examined the psychometric properties of the Ego Resiliency Scale-Revised (ER89-R). Though support exists for a multidimensional conceptualisation using classical test theory approaches (i.e., a higher-order model comprising Openness to Life Experiences and Optimal Regulation factors), this measure has not been subjected to Rasch analysis. Accordingly, this paper evaluated the higher-order model via confirmatory factor analysis (CFA) before assessing Openness to Life Experiences and Optimal Regulation components using Rasch analysis. CFA, using a general population sample (N = 2009), supported the higher-order factor structure. Openness to Life Experiences and Optimal Regulation scales met Rasch model assumptions. Specifically, good item/person fit and item/person reliability, and evidence of unidimensionality. Moreover, most items displayed gender invariance. Overall, findings supported the higher-order conceptualisation of the ER89-R, and indicated that the Openness to Life Experiences and Optimal Regulation scales are relatively useful measures of ego resiliency components in a general population sample.

In the Response to Intervention framework, a psychometrically sound screening tool is essential for identification of children with emotional and behavioral risk. The purpose of this study was to examine the validity of the Pediatric Symptom Checklist-17 (PSC-17) screener in school-based settings. Forty-four teachers rated 738 preschoolers using the PSC-17; children were later assessed using long forms of the Behavior Assessment System for Children (BASC-2) Preschool form or the Achenbach System of Empirically Based Assessment (ASEBA) Caregiver--Teacher Report Form to identify emotional and behavioral disorder. Validity evidence including examinations of a multilevel factor structure, internal consistency, and criterion-related validity supported the conclusion that the PSC-17 is a high-quality universal screening tool in school-based settings. Finally, to identify emotional and behavioral risk with young children, receiver operating characteristic curve analyses with the PSC-17 yielded a lower cutoff score (i.e., 7) than the original cutoff score (i.e., 15) based on a clinical sample.

We examined the effect of estimation methods, maximum likelihood (ML), unweighted least squares (ULS), and diagonally weighted least squares (DWLS), on three population SEM (structural equation modeling) fit indices: the root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the standardized root mean square residual (SRMR). We considered different types and levels of misspecification in factor analysis models: misspecified dimensionality, omitting cross-loadings, and ignoring residual correlations. Estimation methods had substantial impacts on the RMSEA and CFI so that different cutoff values need to be employed for different estimators. In contrast, SRMR is robust to the method used to estimate the model parameters. The same criterion can be applied at the population level when using the SRMR to evaluate model fit, regardless of the choice of estimation method.

The study was conducted to analyze the items about the ability of high school students diagram representation and obtain Item Curve Characteristic. Grid test instruments are compiled based on competencies and indicators of diagram representation which are then used to compile items. The test instrument consisted of five items and was validated by measurement experts, physics education experts, material experts and practitioners. The validated instrument was piloted in 296 students from three schools in Batang Regency, Central Java. Politomous data were analyzed using the QUEST program for classical analysis and Item Response Theory for modern analysis based on Partial Credit Model using PARSCALE program. The results of item test data analysis showed that the whole item was fit with Partial Credit Model. Reliability of the test instrument is based on internal consistency of 0.66 and the level of difficulty of the items is in the range 0.84 to 1.10. The information function and Standard Error Measurement show that test items are developed reliably to measure the ability of students' diagrams with the medium category, namely -1.2 < ? < +2.2 logit.

This study aims to develop a measurement tool that will enable the determination of school administrators' and teachers' opinions on educational technologies. The items prepared by scanning the literature were presented to the opinions of the experts. Following the opinions, the 51-item trial form was applied to a total of 406 administrators and teachers, 249 women and 157 men working in the project high schools in the central and districts of Izmir in the 2018-2019 spring term for pre-application. The results of the factor analysis showed that the scale had four factors explaining 55.64% of the total variance. The last application was performed with a total of 636 administrators and teachers, including 385 women and 251 men, and the construct validity of the measurement tool was reevaluated. Exploratory factor analysis was applied, and it was deemed appropriate to continue the analysis with 37 variables and six factors consisting of these variables. It was determined that the six factors obtained explained 60.17% of the total variance. The determined factors are; "Concerns about educational technologies", "opinions about the contribution of educational technologies to education", "opinions about the concept of educational technologies", "criticisms about educational technologies", "benefits related to the use of educational technologies in educational environments" and "opinions about the scope of educational technologies". As a result of the confirmatory factor analysis performed with the data set, it seems that the ratio of the scale's Chi-square Test (?[superscript 2]) to degrees of freedom (X[superscript 2]/df) is 4.1; GFI, 0.88; CFI, 0.95; NFI, 0.95; NNFI, 0.95; IFI, 0.95; RMSEA, 0.08; and SRMR, 0.05. Considering the suggested values in the literature, it is seen that GFI is slightly below the limit, RMSEA and ?[superscript 2]/df are acceptable, while other fit indices are excellent. Since the fit indexes should be evaluated as a whole, the scale can be said to have a good structure. Cronbach Alpha internal consistency coefficient of the scale whose reliability studies were completed was determined as [alpha]=0.89.

This article contains the results of a chi-squared analysis on the data set of a survey instrument completed by a class of Japanese elementary school students (n = 29) before and after a series of Skype® exchanges. The parametric results were reported previously (Ockert, 2015a). The instrument instructions requested students to rank six statements on a scale from 1 ("Completely Disagree") to 6 ("Completely Agree"). Comparing the chi-squared individual item results before and after the exchanges clearly shows the increases in the affective variables across the range of the scale numerical options. The implications for the use of voice over Internet protocol technologies in EFL contexts are discussed.

The purpose of this study was to examine the psychometric properties of Cognitive Emotion Regulation Questionnaire (Garnefski, Kraaij et al., 2002), using a sample of adolescents from Egypt, aged 13, 14 and 15 years. The results indicate that the nine-factor model was successful, obtaining adequate fit indexes: X[superscript 2], df=381.3, X[superscript 2]/df=5.5, CFI=0.92, TLI=0.92, RMSEA=0.05 and GFI=0.93. Model fit indices showed acceptable goodness of fit values for nine factors structure of 36 items of the scale. Standardized factor loadings for one factor structure of Cognitive Emotion Regulation Questionnaire have values between 0.39 and 0.75 and all t values are significant for all of the items. According to Spearman correlation analyses, there were significant positive correlations between the adaptive cognitive emotion regulation strategies and all factors of Wong and Law Emotional Intelligence Scale. However, negative correlations were noticed between the maladaptive cognitive emotion regulation strategies and all factors of Wong and Law Emotional Intelligence Scale. The test-retest reliability was acceptable. The test-retest coefficient for the total scale score was 0.92.

The aim of this study was to assess the reliability and validity of ERQ in a group of Egyptian adolescents. 648 adolescents from middle schools in Nasr city, Egypt were recruited. These adolescents aged 14-15 years old (M=14.4, SD=2.22). Of which,400 were females (61.72%) while 248 were males (38.27%). Exploratory Factor Analysis, with CFA and Structural Equation Models (SEM) used to assess the fitness of two-factor structure of the original (ERQ) questionnaire among those adolescents. Cronbach's alpha coefficients for the two subscales of the questionnaire were 0.84 and 0.82, respectively. Confirmatory Factor Analysis was conducted for testing item-factor structure of the scale. Maximum likelihood estimation through AMOS 24 program was conducted with 648 adolescents. Model fit indices showed acceptable goodness of fit values for 2-factor structure of 10 items of the scale.

Marczewski (2015) has introduced a new classification model for different user types. Tondello et al. (2016) developed and later revised (Tondello et al., 2019) "The Gamification User Types Hexad Scale" based on this model. The aim of this study is to adapt this scale into Turkish. The validity and reliability study of the scale was conducted on 330 university students. Confirmatory factor analysis (CFA) on the model also showed that the fit indices were acceptable. The Cronbach's alpha coefficients of the factors were also within the acceptable range. Additionally, it was found that there was a significant difference between the mean scores of the lower 27% and upper 27% groups for both the items and the sub-factor scores. As a result, it can be concluded that this valid and reliable scale composed of 24 items and 6 factors can be used as an effective tool in the gamification solutions considering the characteristics of the target group.

Purpose: This study aims to investigate the dimensionality of the Academic Motivation Scale items by depending on the graded response model, the generalized graded unfolding model, the bifactor model and the DIMTEST. Research Methods: The Academic Motivation Scale was implemented on 1858 students who were studying at Ankara University. The fit of models was examined based on the general, person and item level model data fit statistics that were produced by the models. Findings: It was found out that the bifactor model provided the most consistent results with the theoretical foundation underlying the items. The findings revealed that the generalized graded unfolding model and the bifactor model enabled better results than the graded response model concerning to the general model data fit. About item fit statistics, the models that provided the best fit were the bifactor model, the generalized graded unfolding model and the graded response model, respectively. The index values obtained based on the bifactor model also brought out the existence of a strong general dimension on which the scale items could be ordered. The results of DIMTEST analysis also supported that the scale items are multidimensional. Implications for Research and Practice: Researchers are recommended to estimate item parameters both on the general dimension and subscales of the Academic Motivation Scale by utilizing the bifactor model to obtain more reliable and valid item parameter estimations. In future studies, researchers can compare the models about dimensionality and monotonicity assumptions based on scales developed to measure different affective traits.

This study aims to test the applicability of the functional theory of life values and score differences among a group of students from Lebanon and Portugal. Participants include 565 college students--278 Lebanese and 287 Portuguese. A demographic questionnaire and an adapted version of the Basic Values Survey were completed. Confirmatory/multigroup factor analysis, a generalized Procrustes analysis, and a t test were used. Results indicate that content and structure hypotheses were equivalent among the two groups. There were significant differences between the Lebanese and Portuguese students in normative and promotion values in favor of the first group, and in interactive, suprapersonal, and excitement values in favor of the second. This study has implications for institutional academic and social practices with international college students.

Background: The issue of science is seldom brought into focus because of the way developing assessments of students' multiple text reading comprehension. Objectives: This study tested the sequential mediation model of scientific multi-text reading comprehension (SMTRC) by means of structural equation modelling (SEM), and aimed to advance the scientific multi-text reading comprehension assessment (SMTRCA), with a focus on discussing the causal relationship of potential variables in SMTRC. Method: Test items included 10 closed-ended and 7 open-ended questions and were categorised into four subscales: information retrieval (IR), information generalisation (IG), information interpretation (IIP), and information integration (IIG). Results: The confirmatory factor analysis results showed that there was an acceptable goodness-of-fit among the SMTRCA, indicating that the construct validity was good. Furthermore, the Cronbach's a of the test items was 0.88, indicating good internal consistency. In addition, using 1535 students, structural equation modelling was applied to analyse the relations of the latent variables. The findings showed that when readers are performing multitext reading comprehension, IR will simultaneously have direct influences on IG, IIP and IIG. Moreover, through IG, IR had an indirect impact on IIP; through IIP, IG had an indirect impact on IIG; through the two intermediate mediators of IG and IIP, IR had an indirect impact on IIG. Conclusion: In our data-driven model, multi-text reading comprehension is a hierarchical and complex cognitive process. That is to say, when an individual is engaging in multi-text reading comprehension, they will not just follow a single approach, but will deal with several cognitive processing routes simultaneously. Recommendations are made for future research to explore the cognitive model of scientific multi-text reading comprehension and to determine whether there are differences among multiple groups, as well as standard setting to define the cut-off scores of the criterion-referenced model, to develop an assessment reporting system of scientific multi-text reading comprehension, and strategies for scientific multi-text reading.

This study aims to develop a scale based on vignettes and scenarios to determine the epistemological beliefs of middle school students. The study group of this cross-sectional study is investigated by random sampling and consists of 257 middle school students studying in Manisa province in western Turkey in the 2019-2020 academic year. For construct validity, exploratory factor analysis and confirmatory factor analysis were performed respectively. The research findings revealed that the scale, which accounts for 56% of the total variance, consisted of 25 items and five dimensions. In line with reliability calculations, the alpha internal consistency coefficients for innate ability, quick learning, omniscient authority, simple knowledge, and certain knowledge dimensions were respectively calculated as 0.83, 0.77, 0.77, 0.71, and 0.64. The research results showed that scenarios based on vignettes support the multi-dimensional structure of epistemological beliefs. Several suggestions were also made regarding the use of vignette-based scenarios as a novel approach in identifying the epistemological beliefs of middle school students.

One of the aims of the current study is to specify the model providing the best fit to the data among the exploratory, the bifactor exploratory and the confirmatory structural equation models. The study compares the three models based on the model data fit statistics and item parameter estimations (factor loadings, cross-loadings, factor correlations) provided by the models. The second aim of the study is to examine correlations among the factor scores, the academic achievement and the goal orientations to provide criterion validity for the person parameter estimations of the best-fitting model. The Academic Motivation Scale was conducted on 1,858 junior and senior students. The three measurement models were compared based on the model data fit and parameter estimations. All estimations were done on the Mplus 6.0 statistical program using the Maximum Likelihood method. It was found that the bifactor exploratory structural equation model provided only trivial improvement on the model data fit relative to the exploratory structural equation model. However, the results of the study revealed that including a general factor in the model achieved a decrease in item cross-loadings. In addition, items could lie along the relative autonomy continuum in a consistent way with the Self-Determination Theory according to their general factor loadings estimated by the bifactor model. The model data fit statistics, parameter estimations and correlation coefficients indicated that the bifactor exploratory structural equation better fit to data than the other two models both theoretically and statistically.

Feedback is an important factor used in learning and teaching process. The effective use of feedback by teachers fosters learning. Therefore, it plays a crucial role to evaluate the feedback system of teachers according to students' views. As a result, valid and reliable instruments are required in this process. This study aimed to develop a scale to evaluate teachers' feedback usage according to high school students' views. A trial form of 44 items in Likert-type was prepared and applied in the fall semester of the 2016-2017 academic year. The validity and reliability of the scale was conducted on the data obtained from 220 high school students selected by convenience sampling. Explanatory factor analysis was conducted to prove the construct validity of the scale. Confirmatory Factor Analysis (CFA) was conducted to impose the structure on the data. The KMO Kaiser-Meyer-Olkin value was obtained as 0.87. The value of Cronbach alpha calculated for reliability was 0.84 for this study. In the confirmatory factor analysis, it was found that the values of the "Teacher Feedback Evaluation Scale" were acceptable (?[superscript 2] / df = 2,05; RMSEA = 0.069; CFI = 0.90; RMR = 0.08). When the values of the other goodness of fit of the Feedback Evaluation Scale were examined, the values were obtained as GFI = 0.84, AGFI = 0.81, NNFI = 0.89. Findings related to the validity and reliability show that the scale is a valid and reliable measurement tool.

Some of the most important skills of university students is to develop the capacity to resolve problems posed by their communities, which implies that students become independent, autonomous and self-regulated. Also they need to be capable of monitor, asses and modify their learning through their own process of metacognition, this way they can develop the required knowledge and improve their learning. To analyze it, the objective of this research is to evaluate the psychometric properties of the Metacognitive State Inventory in Mexican university students. For this reason, the Metacognitive State Inventory was applied to 908 students. To confirm a second order hierarchy model with four first order factors, confirmatory factor analysis was used (CFA).Four items were eliminated to obtain a better model fit. Internal consistency was accessed through McDonald's omega coefficient. In this way, evidence of the construct validity and reliability of the instrument was provided. The Inventory of the Metacognitive State was correlated with the CEVEAPEU Questionnaire, obtaining significant positive correlations between both instruments, thus providing certainty of convergent validity.

The purpose of this study is to evaluate the psychometric and structural instruments of the Physics Metacognition Inventory (PMI) developed by Taasoobshirazi, Bailey, and Farley. The PMI consists of 26 items in six factors. The English and Indonesian versions were tested on an English course (N = 37) in the Geophysics study program at Tadulako University. The trials were conducted separately within a two-week interval. The data collected from 364 students of the Physics Education Department, University of Tadulako were analyzed using the Exploratory Factor Analysis (EFA). Later, data were collected from 351 students of some Indonesian universities which have physics education study programs, and the data were analyzed using the Confirmatory Factor Analysis (CFA). The EFA result reveals six factors based on the rotation result with the maximum loading factor. The CFA result shows the RMSEA values of 0.018, X[superscript 2] (284) = 316.32 (X[superscript 2]/df = 1,11), GFI = 0.93, CFI = 0.99, AGFI = 0.92 and NFI = 0.93 which meet the cut-off statistic value, and therefore, the model is considered fit, with the Construct Reliability Estimation (CR) of 0.93, Composite Reliability of a = 0.95, and maximum reliability of omega = 0.96. The results obtained reveal that the PMI scale has good, valid and reliable psychometric properties. Therefore, PMI can be used to measure the level of metacognition of students when solving physics problems. Future studies using PMI are also discussed.

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.

Often, important decisions regarding accountability and placement of students in performance categories are made on the basis of test scores generated from tests, therefore, it is important to evaluate the validity of the inferences derived from test results. One of the threats to the validity of such inferences is aberrant responding. Several person fit indices were developed to detect aberrant responding on educational and psychological tests. The majority of the person fit literature has been focused on creating and evaluating new indices. The aim of this study was to assess the effect of aberrant responding on the accuracy of estimated item parameters and refining estimations by using person fit statistics by means of simulation. Our results showed that the presence of aberrant response patterns created bias in the both b and a parameters at the item level and affected the classification of students, particularly high-performing students, into performance categories regardless of whether aberrant response patterns were present in the data or were removed. The results differed by test length and the percentage of students with aberrant response patterns. Practical and theoretical implications are discussed.

Social perception is an evaluation process, which uses any information available in order to form impressions, understanding, and judgments about others. It is also considered as an essential element of social skills. This study aims to examine the psychometric analysis of students' social perceptions of mathematics using Rasch model analysis. This study uses a quantitative survey approach. The sample comprised 40 first year students at King Faisal University. The Rasch model is used because it is considered an effective tool for assessing constructs' validity and reliability of the instrument. It also generalizes results and inferential studies. The developed questionnaire consists of six dimensions. Every dimension consists of six items. They are verifying the validity based on the Rasch model using item polarity, item fit, and dimensionality. In addition, the reliability was verified using person and item reliability, and item and person separation. The results of the Rasch model analysis show that the items of social perception of mathematics SPoM fit the model appropriately.

The purpose of this research is to test the theoretical model developed for the mediator role of perceived organizational support in the relationship between organizational identity and organizational stress. The research is conducted with 320 teachers who work in preschools, primary schools, elementary schools, and high schools. The data were collected using organizational stress scale, perceived organizational support scale, organizational identity scale, and personal information form. The direct and indirect relationships between perceived organizational support, organizational stress, and level of organizational identity were analysed using the Structural Equation Model. The proposed structural model was verified by the analyses. It is observed that the relationships between all variables in the research have significant values and their goodness of fit indices were within the acceptable level. The results of the analyses showed that, organizational identity significantly predicts organizational stress and perceived organizational support. It was also found that the impact of organizational identity on organizational stress was fully mediated by perceived organizational support. According to these results, organizational support plays a mediating role in the relationship between organizational identity and organizational stress.

Purpose: This study reports on the development, validation and measurement invariance of the Multicultural Competency Scale (MCS) for pre-service teachers. Research Methods: Data from 640 pre-service teachers were collected for two studies. After data screening procedures 628 responses were left. The data were divided into two sets for exploratory factor (n1=314) and confirmatory factor analysis (n2=314) using a random split half method in SPSS. Findings: According to the results of the exploratory factor analysis, a 14-item, three-factor solution came out: awareness, skill and knowledge. Awareness subscale aims to measure the teacher's awareness of his or her own cultural affiliation. Knowledge subscale attempts to measure the teacher's willingness to learn about diverse cultures. Skill subscale intends to measures the teacher's competence to organize and adapt the educational environment and materials according to the multicultural class. Confirmatory factor analysis indicated that the three-factor oblique model was a good fit to the data. The subscales of the MCS demonstrated adequate internal consistency. Measurement invariance tests revealed that full configural, metric, scalar invariance and partial strict invariance were achieved across gender. Implications for Research and Practice: Validity and reliability analysis of the scale suggest that the MCS-14 has satisfactory psychometric features. Thus, the MCS can be utilized to diagnose pre-service teachers' multicultural competency and to investigate changes in their strengths and weaknesses in multicultural competency during the training. The MCS enables pre-service teachers to self-assess and to recognize their position of multicultural competence. The MCS also allows researchers to predict teachers' future success in diverse classrooms.

The aim of this research is to determine the relationship between preservice physical education teachers' self-efficacy beliefs and critical thinking tendencies. For this purpose, our universe constitutes preservice physical education teachers studying at different universities in the 2018-2019 academic year. The research sample consists of 640 preservice teachers in total, 350 males and 290 females. Cities in which the preservice teachers are involved in the research and the universities where they are studying; It consists of 8 provinces: Bartin, Bolu, Çorum, Düzce, Karabük, Kastamonu, Sinop, Zonguldak. Within the scope of the research, "California Critical Thinking Scale (CCTDI)" and "Teacher Self-Efficacy Scale" were used to obtain the data collected from preservice teachers. The data collected for the purpose of the research were analyzed with the SPSS-25 statistical program. Structural equation modeling analyzes were carried out using the data collected from 640 participant groups using the AMOS-25 package program. As a result, students can be directed to earn these trends through activities aimed at gaining critical thinking skills and tendencies by rethinking physical education and sports school programs being implemented in our country. In this regard, university students can be given the opportunity to become highly critical individuals.

This study aims to develop a scale in order to determine the organisational learning levels of educational organisations. The scale took its final form after the items were written, experts' opinions were received and pilot applications were implemented. A survey was administered to 267 teachers using a simple random sampling method. An 18-item organisational learning scale (OLS) was obtained as a result of the exploratory factor analysis. OLS was prepared on the basis of frequency (never-always) to render a possible 5-point Likert type measurement. This 18-item scale was validated by confirmatory factor analyses (CFAs). The factor analyses carried out revealed an 18-item scale with a total of four subscales. These subscales are continuous learning, cognitive processes, transparency and issue orientation. The goodness of fit index values revealed by the results of the CFA carried out indicated that OLS is valid and acceptable. Cronbach's alpha reliability coefficients of the factors ranged between 0.65 and 0.81. The overall Cronbach's alpha reliability coefficient of the OLS was determined as 0.85 and its Kaiser-Meyer-Olkin (KMO) value was determined as 0.87. In conclusion, OLS is proposed as a scale based on which the organisational learning levels of schools can be measured in four different subscales.

The quality of multiple-choice questions (MCQs) as well as the student's solve behavior in MCQs are educational concerns. MCQs cover wide educational content and can be immediately and accurately scored. However, many studies have found some flawed items in this exam type, thereby possibly resulting in misleading insights into students' performance and affecting important decisions. This research sought to determine the characteristics of MCQs and factors that may affect the quality of MCQs by using item response theory (IRT) to evaluate data. For this, four samples of different sizes from US and China in secondary and higher education were chosen. Item difficulty and discrimination were determined using item response theory statistical item analysis models. Results were as follows. First, only a few guessing behaviors are included in MCQ exams because all data fit the two-parameter logistic model better than the three-parameter logistic model. Second, the quality of MCQs depended more on the degree of training of examiners and less on middle or higher education levels. Lastly, MCQs must be evaluated to ensure that high-quality items can be used as bases of inference in middle and higher education.

The purpose of this study was to develop and validate a Digital Writing Scale that measures the perspectives of individuals on digital writing. A total of 615 preservice teachers studying in the faculty of education at a state university in Turkey participated in the study (n = 615). The data were collected in two phases for exploratory factor analysis and confirmatory factor analysis. Three-hundred pre-service teachers participated in the first phase and 315 in the second phase of the study. In the analyses of the data obtained in the first phase, the exploratory factor analysis employed principal axis factoring technique with direct oblimin rotation and a two-factor model, both of which consists of 7 items, was obtained. The Cronbach's [alpha] coefficients were 0.851 for digital translating factor and 0.852 for digital reviewing factor. In the second phase, confirmatory factor analysis with maximum likelihood estimation demonstrated a statistically significant model fit to the data with five indices indicating a good fit and one indicating a substantial fit. The study, which endorsed the Hayes and Flower model and cognitive process theory of writing, resulted in a valid and reliable Digital Writing Scale. Digital Writing Scale is the first Turkish scale that measures the perspectives of individuals on digital writing. Factor scores did not differ according to sex or department of the respondents.

The purpose of this study is to research the validity and reliability of the Turkish version of Designing my Future Scale developed by Di Maggio et al (2017) for the adolescents. Study had been carried out with 360 students in total who randomly selected from grades 9 and 10 from Namik Kemal High School, Bekir pasa High School and Erenköy High School at the Northern part of the Cyprus. The scale has been translated into Turkish by three experts who are advance in English language to provide the linguistic equivalence. Translation of the scale into Turkish is done by two persons who are advanced in English and a person whose mother language is English and advance in Turkish. Final version is drafted by two researchers by comparatively evaluating the developed scale. Before the exploratory factor analysis, normality test, Barlett's tests for sphericity are carried out to see if the scale is factorable or not and then exploratory factor analysis are carried out by examining the Kaiser-Meger-Olkin (KMO) coefficient. To test the construct validity, structures are tested with confirmatory factor analysis. It is identified that original scale that has 19 items has 18 items and two factors structure in Turkish culture. Criterion-related validity is found related with the Satisfaction with Life Scale and Career Adaptability Scale in a positive way. For reliability analysis of the Designing my future Scale, Cronbach alpha test and split-half test and total item correlations are researched. Internal reliability coefficient is found 88 in total, future orientation dimension 87, resilience dimension 77 of the Designing my future Scale. Those findings show that Turkish version of the Designing my future Scale is a valid and reliable measurement tool that can be used career training studies and counselling services during adolescence period.

The study aims to examine the mediating role of engagement in the relationship between foreign language anxiety and English language achievement. The research design of the study is prediction research design. The participants consisted of 605 English preparatory class students at Foreign Languages Department at university level. Path analysis was used to analyse the data. The results show that student engagement mediated the relationship between foreign language anxiety and English language achievement. It was concluded that when engagement predicted English language achievement, the effect of foreign language anxiety on English language achievement partially disappeared. It means that the effect of foreign language anxiety on the English language achievement is not able to predict solely by engagement in EFL classroom. Therefore, other mediator variables can be investigated in the relationship between foreign language anxiety and English language achievement.

The three-factor model structure of the School Counseling Program Implementation Survey was tested with a national sample (N=275) of school counselors. Confirmatory factor analysis (CFA) suggested a modified two-factor model was the most appropriate fit. Implications and future research for the school counseling profession are discussed.

This cross-lagged longitudinal study was conducted with 862 seventh and eighth graders (secondary school) in the province of Québec (Canada) to study the effects of two important perceptual variables (self-concept and individual interest) on achievement, as well as reciprocal relations between all these constructs. Considering the results obtained previously in mathematics education, it was designed to test if the same inter-variable dynamics could be recorded in science and technology. The data was gathered at 10 time points (four perceptual; six report cards [school reports]) and analyzed using Mplus. Most fit indexes were acceptable and revealed a predictive solution that supports the hypothesis that interest does not appear to play any direct role in achievement, but that self-concept does. Recommendations for research that tests individual interest are formulated as well as suggestions for educational practice.

The aim of this study is to develop the language awareness scale regarding daily life. The study group consisted of 606 undergraduate students studying at a university in Istanbul. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used in the study. EFA result indicates that the scale consists of 17 items and 4 factors and 67% of the total variance is explained. Factors were named as Individual Awareness, Social Media Awareness, Awareness Regarding Daily Life and Awareness in the Mass Media. As a result of the CFA, it was determined that the scale had 17 items and the fit indices of the structure were sufficient (X[superscript 2]/sd = 2.54, RMSEA = 069, SRMR = 0.07). Item-total correlations of the scale were found to range between 79 and 89. Cronbach Alpha internal consistency coefficient of the scale was found to be as 86. Based on these findings, it can be said that the scale can be used in a valid and reliable way to measure students' language awareness about daily life.

It is necessary to examine the measurement invariance (MI) among groups in studies where different groups are compared by using a measurement instrument. Most of the studies, measurement invariance is tested with multiple group confirmatory factor analysis. This model applies many model adjustments based on the modification indexes. Therefore, it is not practical due to too many large modification indexes while testing MI over many groups. Besides scalar model is a poor model fit when comparing many groups and so does not hold MI. In this study, the aim is to explain the basic concepts and processes of the alignment method which is offered as a new method for testing MI and illustrate an application on the real data set. In this study, measurement invariance among 56 countries including Turkey is tested with alignment method in order to set an example for researchers. For this purpose, the Instrumental Motivation Scale data, which is one of the psychological measurement instruments used in PISA 2015, was used. As a result of MG-CFA, it was found that configural invariance was ensured. The fit indexes of CFI and TLI were calculated as 0.982 and 0.946 respectively in this stage. After that, metric invariance was tested by considering the difference of fit indices obtained for the two stages. It was found that the metric invariance could not be provided. Alignment results show which countries hold MI and which do not. Besides it provides information which items have the most invariants for groups that hold MI.

The Abbreviated Math Anxiety Scale (AMAS) is commonly used to compare groups on math anxiety. Group comparisons should however be preceded by a demonstration of metric and scalar measurement invariance, which is currently only available for undergraduate students in the USA. This study tested for metric and scalar measurement invariance of AMAS scores across sexes and age groups and investigated reliability and validity evidence. Dutch secondary school students (N = 1504) and university students (N = 629) completed the AMAS and reported their math grades. Subsamples also completed questionnaires on related (e.g., trait anxiety) and unrelated constructs (e.g., anxiety for learning a foreign language). Results of multi-group Confirmatory Factor Analyses showed the 2-factor structure that was detected in earlier studies and supported partial metric and scalar invariance, although cross-loadings for one item were included for the female university students group to improve model fit. Reliability ranged from acceptable to good and validity was supported.

The development of technology-enhanced innovative items calls for practical models that can describe polytomous testlet items. In this study, we evaluate four measurement models that can characterize polytomous items administered in testlets: (a) generalized partial credit model (GPCM), (b) testlet-as-a-polytomous-item model (TPIM), (c) random-effect testlet model (RTM), and (d) fixed-effect testlet model (FTM). Using data from GPCM, FTM, and RTM, we examine performance of the scoring models in multiple aspects: relative model fit, absolute item fit, significance of testlet effects, parameter recovery, and classification accuracy. The empirical analysis suggests that relative performance of the models varies substantially depending on the testlet-effect type, effect size, and trait estimator. When testlets had no or fixed effects, GPCM and FTM led to most desirable measurement outcomes. When testlets had random interaction effects, RTM demonstrated best model fit and yet showed substantially different performance in the trait recovery depending on the estimator. In particular, the advantage of RTM as a scoring model was discernable only when there existed strong random effects and the trait levels were estimated with Bayes priors. In other settings, the simpler models (i.e., GPCM, FTM) performed better or comparably. The study also revealed that polytomous scoring of testlet items has limited prospect as a functional scoring method. Based on the outcomes of the empirical evaluation, we provide practical guidelines for choosing a measurement model for polytomous innovative items that are administered in testlets.

Purpose: This was an investigation of the dimensionality of oral and written language to test the hypothesis that a two-factor model with sound/word and sentence/discourse language levels would best fit language and literacy data for a population-based sample in the school-age years. Method: A stratified secondary data set of 1,500 participants was drawn randomly from a larger nationally representative U.S. data set (N = 1,853) gathered during standardization of the Test of Integrated Language and Literacy Skills. A sample of 254 students with prior diagnoses of language and literacy disorders (LLD) was drawn from the full data set. Confirmatory factor analysis was used to compare the hypothesized two-factor model with other theoretically possible models. Results: The hypothesized two-factor language-levels model had an acceptable-to-good fit to the full data set, as did the three-factor model, with verbal memory added. High interfactor correlation between verbal memory and sentence/ discourse constructs, as well as a preference for parsimony, led to the acceptance of the two-factor model as best. This language-levels model had a good fit to the data at ages 8-11 years, and an excellent fit at ages 12-18 years, but only a poor fit for ages 6-7 years (yet still better than other two-factor or unitary models). It had a reasonable fit for students with LLD, although the three-factor model fit their data slightly better. Conclusions: Oral and written language abilities during the school-age years are best explained by a two-factor model with sound/word and sentence/ discourse language levels and memory as a contributing factor. Implications for identifying and treating language and literacy disorders as multidimensional rather than categorical are discussed.

The original Spectral Correlation Index (SCI[underscore o]) is a measure of amplitude envelope distortion that has been used in several studies to predict behavioral results. Because the original SCI[underscore o] did not account for the differential contribution of particular frequency bands to speech intelligibility (i.e., band importance) or for audibility, a new "individual" version (the SCI[underscore i]) is proposed and evaluated. Sentence intelligibility data are used to compare the predictive power and goodness-of-fit for statistical models using two versions of the SCI. The SCI[underscore i] provides significantly better fits to behavioral data than the SCI[underscore o]. This result demonstrates the importance of accounting for and including signal audibility in analyzing and modeling data collected from the population of individuals with hearing impairment. With this update, the SCI[underscore i] is a useful measure for predicting speech intelligibility based on amplitude envelope distortions.

School climate research has traditionally been carried out by separating its two main components, prosocial and antisocial behaviors. This is often a partial view of the school climate. Hence, the goal of this study is to develop an evaluation instrument (CONVIVE) that takes into account both perspectives of the school climate through a dual-strategy design, psychometric and non-experimental, cross-sectional, and descriptive-comparative. The sample includes 600 Primary and Secondary Education students from a southeastern region of Spain. Exploratory and Confirmatory Factorial Analysis fit indices were used for the psychometric study. The result is a 26-item instrument (CONVIVE) made up of four scales that evaluate antisocial and prosocial behaviors, both performed toward others and received by peers: "Prosocial Behavior Actor," "Prosocial Behavior Receiver," "Antisocial Behavior Actor," and "Antisocial Behavior Receiver." These behaviors differ as a function of sex and the educational stage.

Purpose: Our audio--vocal system involves a negative feedback system that functions to correct for fundamental frequency (f[subscript 0]) errors in production. Therefore, automatic and opposing responses appear when an unexpected change in voice pitch is present in auditory feedback. This study explores following responses to pitch perturbation in auditory feedback in tonal language speakers, which have been commonly overlooked or discarded by past research. We examine whether the number of response types (opposing vs. following) and their dynamic f[subscript 0] contours in tone word production vary as a function of instruction (involuntary ["to ignore"] vs. volitional ["to compensate"]). Method: Twenty-four native speakers of Taiwanese Southern Min (TSM) produced three disyllabic TSM words while receiving pitch perturbation through headphones. The three disyllabic words were "tsau"[superscript 55]-"im"[subscript 55] ("out of tune"; HH), "kau"[superscript 33]-"uann"[superscript 33] ("exchange"; MM), and "pan"[superscript 11]-"an"[superscript 11] ("handle a case"; LL) that carry an identical high-, mid-, or low-level tone. The participants were instructed either "to ignore" or "to compensate" for the pitch shifts. Results: Results from a Bayesian Poisson regression show that the number of opposing and following responses were split nearly 50-50 for the "ignore" condition and 55%-35% for the "compensate" condition. The simulation results indicate that the speakers were able to switch between the feedback and the feedforward mode during the testing. On the other hand, f[subscript 0] contour analyses using generalized additive models show that pitch-increasing responses (i.e., oppose to downshifts or follow upshifts) were significantly larger than pitch-decreasing responses (i.e., oppose to upshifts or follow downshifts) for the MM and LL words, but not for the HH word. Conclusions: Our results provide support for the view that, for tone speakers, following responses are not uncommon. The magnitudes of pitch shift response trajectories have to do with the available pitch range for moving up or down in tone word production.

The goodness-of-fit model, which proposes that developmental outcomes result from combinations of environmental and children's factors, has contributed substantially to the recognition of person × environment processes. However, which pattern of person × environment interactions characterizes this model remains unclear, making it difficult to test or compare with other models (e.g., the differential-susceptibility model). In this article, we offer solutions for these issues. We propose that a contrastive effect pattern best summarizes both goodness of fit and poorness of fit. We outline methodological considerations that help determine whether a person × environment interaction supports the goodness-of-fit model. We then discuss how person × environment interactions can be culturally specific, an issue aligned with the goodness-of-fit model but not other models. We illustrate cultural specificities in socialization-by-temperament interactions with evidence from different sociocultural groups. These theoretical and methodological refinements help clarify how person × environment interactions can be interpreted and predicted by the goodness-of-fit model.