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147 results on '"Srem‐Sai, Medina"'

5. Gender Digital Health Literacy Gap across Age: A Moderated Moderation Effect on Depression among In-School Adolescents in Ghana during COVID-19

Author

Hagan, John Elvis, Quansah, Frank, Frimpong, James B., Agormedah, Edmond K., Nugba, Regina Mawusi, Srem-Sai, Medina, and Schack, Thomas

Abstract

The COVID-19 pandemic amplified the need for digital health literacy aimed at reducing the psychological distress levels of people, including in-school adolescents. Available evidence suggests the presence of a gender health literacy gap among adolescents in schools in Ghana and beyond. Previous literature has established the role of age in digital health literacy levels. What is unknown is how gender and age interact with digital health literacy levels to influence the levels of depression. This research assessed how gender digital health literacy gap across different age groups relates to the depression levels of adolescents during the COVID-19 pandemic. A cross-sectional survey was conducted using 942 students from secondary schools in Ghana who were sampled using the stratified sampling technique. Study participants completed the digital health literacy scale and World Health Organization (WHO-5) well-being index. Results from the two-way analysis of variance revealed a nonsignificant interaction between age and gender on digital health literacy, with significant main effects for gender and age. Further analysis from the moderated moderation analysis revealed that gender and age interact to moderate the relationship between digital health literacy and depression. The findings of this research stress the need for gender-age-specific intervention programs on digital health literacy to moderate depression levels during pandemics and other stressful situations.

Published
2023
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15. Uncovering Cognitive Distortions in Adolescents: Cultural Adaptation and Calibration of an Arabic Version of the “How I Think Questionnaire”

Author

Azaiez, Fairouz, primary, Tannoubi, Amayra, additional, Selmi, Taoufik, additional, Quansah, Frank, additional, Srem-Sai, Medina, additional, Hagan, John Elvis, additional, Azaiez, Chiraz, additional, Bougrine, Houda, additional, Chalghaf, Nasr, additional, Boussayala, Ghada, additional, Ghalmi, Imane, additional, Lami, Mazin Inhaier, additional, AL-Hayali, Mazin Dawood Ahmed, additional, AL-Rubaiawi, Ahmed Wateed Mazyed Shdr, additional, and AL-Sadoon, Nabee Muttlak Nasser, additional

Published
2023
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16. Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses.

Author

Quansah, Frank, Agormedah, Edmond K., Ankomah, Francis, Srem‐Sai, Medina, Nugba, Regina M., Hagan, John E., and Schack, Thomas

Subjects
ITEM response theory, FACTOR analysis, PSYCHOMETRICS, TEACHER effectiveness, GHANAIANS
Abstract

Teachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test its utility and use across different cultures. The purpose of this study was to revalidate the TSES in Ghana using item response theory (IRT) complemented by factor analyses. Through a validation study approach, 693 basic school teachers were purposively sampled to participate in the research by responding to the Teacher Efficacy Scale. The between‐item and within‐item multidimensional IRT analyses combined with factor analysis were performed to understand how the items functioned with intentions to propose a well‐fit instrument within the Ghanaian context. The outcome of this research revealed that the original TSES with a three‐factor structure, 24 items measured on a 9‐point scale did not provide an optimal measure of teachers' self‐efficacy within the Ghanaian context. Rather, a three‐structure scale with 18 items and a 6‐point scale offered a maximal measure of teachers' self‐efficacy. The practical implications of the findings are discussed. Practitioner Points: This study showed that the original TSES with a three‐factor structure, 24 items measured on a 9‐point scale did not provide an optimal measure of teachers' self‐efficacy within the Ghanaian context.The present findings showed that a three‐structure scale with 18 items and a 6‐point scale offered a maximal measure of teachers' self‐efficacy.Researchers are encouraged to use the modified TSES for future studies in Ghana to gauge teachers' self‐efficacy toward curriculum implementation‐related issues. [ABSTRACT FROM AUTHOR]

Published
2024
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18. Effects of Gender and Age Interaction on Sense of Coherence and Subjective Well-Being of Senior High School Students in Northern Ghana.

Author

Agormedah, Edmond Kwesi, Ankomah, Francis, Srem-Sai, Medina, Nugba, Regina Mawusi, Quansah, Frank, Hagan Jr., John Elvis, Okan, Orkan, Dadaczynski, Kevin, and Schack, Thomas

Subjects
HIGH school students, SENSE of coherence, SUBJECTIVE well-being (Psychology), SECONDARY school students, GENDER
Abstract

Though several studies have established the effect of gender and age on the sense of coherence (SoC) and subjective well-being (SWB) among diverse populations, findings have been varied and inconclusive. These inconsistencies have been attributed to the differences in sample characteristics, methodological and cultural disparities. Thus, the present study assessed the following: (1) gender and age effect on SoC, (2) gender and age effect on SWB, and (3) moderating roles of gender and age in the link between SoC and SWB. Through a stratified sampling technique, 724 selected high school students from secondary schools in Northern Ghana completed the World Health Organization-5 Well-Being and Sense of Coherence instruments. The results showed that female students exhibited higher levels of SoC compared to their male counterparts. Whereas younger male and female students showed no significant difference in SWB levels, older female students, compared to older males, exhibited high levels of SWB. Age significantly moderated the relationship between SoC and SWB. With the same level of SoC, younger students were more likely to exhibit higher SWB compared to older ones. The findings call for sustainable gender- and age-based interventions because students subjectively develop SoC mechanisms for improving their well-being. [ABSTRACT FROM AUTHOR]

Published
2024
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31. Validity and Reliability of Cultural Mix Coping Inventory for Stressful Situations among Healthcare Professionals in Ghana Amidst COVID-19

Author

Ankomah, Francis, primary, Quansah, Frank, additional, Agormedah, Edmond Kwesi, additional, Hagan, John Elvis, additional, Srem-Sai, Medina, additional, Sambah, Francis, additional, Seidu, Abdul-Aziz, additional, Ameyaw, Edward Kwabena, additional, Ahinkorah, Bright Opoku, additional, Darteh, Eugene Kofuor Maafo, additional, and Schack, Thomas, additional

Published
2022
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35. A cross‐sectional study of university students' pocket money variance and its relationship with digital health literacy and subjective well‐being in Ghana

Author

Professur Health Literacy, Quansah, Frank;Ankomah, Francis;Agormedah, Edmond Kwesi;Ntumi, Simon;Hagan, John Elvis;Srem‐Sai, Medina;Dadaczynski, Kevin;Okan, Orkan;Schack, Thomas, Professur Health Literacy, and Quansah, Frank;Ankomah, Francis;Agormedah, Edmond Kwesi;Ntumi, Simon;Hagan, John Elvis;Srem‐Sai, Medina;Dadaczynski, Kevin;Okan, Orkan;Schack, Thomas

Published
2022

36. Perceived safety of learning environment and associated anxiety factors during COVID-19 in Ghana: evidence from physical education practical-oriented program

Author

Quansah, Frank, Hagan, John Elvis, Sambah, Francis, Frimpong, James Boadu, Ankomah, Francis, Srem Sai, Medina, Seibu, Munkaila, Kwadwo Abieraba, Richard Samuel, Schack, Thomas, Quansah, Frank, Hagan, John Elvis, Sambah, Francis, Frimpong, James Boadu, Ankomah, Francis, Srem Sai, Medina, Seibu, Munkaila, Kwadwo Abieraba, Richard Samuel, and Schack, Thomas

Abstract

The outbreak of COVID-19 led to the swift migration to alternate instructional delivery models and pedagogical practices in educational institutions. This study examined the perceived safety of the learning environment and associated anxiety factors among physical education students amidst COVID-19. Using a cross-sectional design, a sample of 638 students drawn purposively and conveniently from a public university in Ghana completed a self-developed questionnaire. Frequency counts, percentages, and ordered logistic regression were used to analyze the data. Findings of the study showed that students perceived the practical lesson environment as unsafe, with self-reported moderate to high levels of anxiety during their practical lessons. The ordered logistic regression results revealed that varied factors such as age, COVID-19 information platforms, certainty about personal safety, and adequacy of preparation to manage COVID-19 cases were associated with anxiety. The study concluded that an unsafe practical physical education learning environment increases the anxiety levels of students. Academic departments/units should provide periodic interventions (e.g., positive self-talk, mental rehearsal, cognitive restructuring) and counseling services for students amidst the ongoing pandemic to help moderate situational-specific anxiety. In addition, key to the management of students’ anxiety is the provision of a safe and supportive school environment, including the provision of adequate personal protective equipment for practical lessons by school authorities.

Published
2022

45. Development and Validation of an Inventory for Stressful Situations in University Students Involving Coping Mechanisms: An Interesting Cultural Mix in Ghana

Author

Quansah, Frank, Ankomah, Francis, Hagan Jr., John Elvis, Srem-Sai, Medina, Frimpong, James Boadu, Sambah, Francis, and Schack, Thomas

Subjects
validation, stressful situation, university students, coping inventory, Ghana, culture
Abstract

Cognitive and behavioural coping strategies are relevant approaches for individuals such as university students as they attempt to manage stressful situations such as the COVID-19 pandemic and other academic-related pursuits within their social milieu. Although several instruments have been developed to measure the coping situations of such individuals, few studies have developed students’ specific coping inventories, with none in the African context. Of the few that exist, a culturally dominant code such as religion has been ignored by many scholars in the development of coping measures. In this study, a cultural-mix coping inventory was developed and validated using university students in Ghana. Two distinct interrelated objectives were addressed. First, the structure of the coping inventory was identified through principal component analysis. Further confirmatory factor as well as reliability analyses were then performed to provide evidence of construct validity of the scale. The outcome of the study revealed a sixteen-item psychometrically sound coping inventory with a four-dimensional structure, namely, active coping, religious coping, behaviour disengagement, and emotional support. The implications of the results are further discussed in detail.

Published
2022
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46. Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

Author

Agormedah, Edmond Kwesi, Ankomah, Francis, Frimpong, James Boadu, Quansah, Frank, Srem-Sai, Medina, Hagan Jr., John Elvis, and Schack, Thomas

Subjects
standard-based curriculum, experience, gender, beliefs, self-efficacy, teaching
Abstract

The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation.

Published
2022
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47. Assessing the validity of digital health literacy instrument for secondary school students in Ghana: The polychoric factor analytic approach

Author

Agormedah, Edmond Kwesi, Quansah, Frank, Ankomah, Francis, Hagan Jr, John Elvis, Srem-Sai, Medina, Abieraba, Richard Samuel Kwadwo, Frimpong, James Boadu, and Schack, Thomas

Subjects
General Medicine
Abstract

The emergence of the coronavirus pandemic resulted in the heightened need for digital health literacy among the youth of school-going age. Despite the relevance of digital health literacy among the general public (including students), it appears the measurement of digital health literacy is still a challenge among researchers. Recently, Dadackinski and colleagues adapted existing digital health literacy measures to fit the COVID-19 situation. Since this development, the instrument has been widely used with few validation studies with none in Africa and specifically, in Ghana. The purpose of the study was to assess the validity of the digital health literacy instrument (DHLI) for secondary school students in Ghana using the polychoric factor analysis. We sampled 1,392 students from secondary schools in Ghana. The digital health literacy instrument was administered to the respondents, thereof. The study confirmed the four latent structure of the DHLI. Further, sufficient validity evidence was found regarding the construct validity of the DHLI. The findings from the study support the validity of the DHLI and its utility within the Ghanaian context. With the growing need for digital health literacy among younger people globally, the DHLI provides sufficient grounds for scaling them based on their level of literacy. There is a need for the instrument to be adapted and re-validated in Ghana and among different populations to widen its reproducibility. © 2022 Agormedah, Quansah, Ankomah, Hagan, Srem-Sai, Abieraba, Frimpong and Schack.

Published
2022
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48. Additional file 1 of Psychometric properties of the cultural mix coping inventory for stressful situations using physical education teachers: a multidimensional item response theory analysis

Author

Quansah, Frank, Hagan, John Elvis, Frimpong, James Boadu, Srem-Sai, Medina, Agormedah, Edmond Kwesi, and Ankomah, Francis

Abstract

Additional file 1. Appendices A and B. The Appendix A presents the frequency and percentage counts for the responses provided on all the items. Appendix B presents the marginal fit (X2) and standardized LD X2 Statistics (local independence) for the items.

Published
2022
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