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Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L'objectif de cet article est d’analyser les qualités métriques de quatre échelles de mesure de l’engagement dans l’activité physique en termes de leur validité et de leur fiabilité. Les échelles les plus populaires sont : 1- « Le Questionnaire International sur l'Activité Physique » (IPAQ, Craig et al., 2003), 2- « L'Échelle d'Activité Physique pour les Personnes Âgées » (PASE, Washburn et al., 1993), 3- « Le Questionnaire de Baecke sur l'Activité Physique » (BPAQ, Baecke et al., 1982 ; Voorips et al., 1991), 4- « Échelle d'Effort Physique » (PES, Cheval et al., 2023). La consistance interne du PES est la plus élevée, avec des coefficients alpha de Cronbach atteignant .90. La validité concomitante des trois premières échelles est relativement mitigée, avec des corrélations variant de .16 à .81. Par ailleurs, la fiabilité test retest des trois premières échelles est également mitigée, avec des coefficients de corrélation inter classe (ICC) oscillant entre .33 à .98.

Copyright of Revue Internationale PME is the property of Institue de Recherche sur les PME and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many English language proficiency (ELP) tests used for university admissions and placement now include integrated writing tasks that require examinees to use external sources when writing. Integrated writing tasks improve test authenticity and impact, but they raise several validity questions, such as what academic language skills they engage and whether performance on these tasks varies with examinee ELP level. This study addresses these questions with reference to an integrated writing task from the Canadian Academic English Language (CAEL) Test that involves reading, listening, and writing in academic contexts. Responses by 59 students to one of the CAEL integrated writing tasks are analyzed in terms of various grammatical, discourse, sociolinguistic, strategic, content, and source use aspects and compared across ELP levels (high and low) and score levels. The findings indicate that both ELP level and score level had significant effects on most writing features examined in the study, except for syntactic complexity. Additionally, except for syntactic complexity, all writing dimensions examined in the study were significantly associated with writing scores. The findings and their implications for the validity argument of source-based writing tasks are discussed. [ABSTRACT FROM AUTHOR]

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Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Une revue systématique visant à évaluer l'apport de l'échographie dans la détection de l'enthésite chez les patients porteurs d'arthrite juvénile idiopathique (AJI). Une recherche bibliographique a été menée dans les bases de données PubMed et Embase pour la période comprise entre janvier 1966 et mai 2021 ; les articles qui répondaient aux critères d'inclusion selon la définition de l'enthésite échographique et les propriétés métrologiques étudiées ont été sélectionnés. Nous avons évalué les caractéristiques cliniques de la population cible, le design de l'étude, le type et le nombre d'enthèses examinées, la définition et le système de cotation de l'enthésite échographique ainsi que les propriétés métrologiques définies par le filtre OMERACT (vérité, discrimination et faisabilité). La qualité méthodologique des études a été analysée au moyen de l'échelle QUADAS-2 (Quality Assessment of Diagnostic Accuracy Studies 2). Cinq publications remplissaient les critères d'inclusion (26 à 146 patients et 1 à 10 sites d'enthèse examinés bilatéralement). Toutes les études étaient axées sur les enthèses des membres inférieurs. Les lésions élémentaires incluses dans la définition de l'enthésite chez l'adulte ont été généralement évaluées. Peu d'études ont rapporté la fiabilité de l'échographie et aucune n'a évalué sa sensibilité au changement. Les anomalies échographiques des enthèses étaient visibles chez 9,4 % à 53 % des patients atteints d'AJI et 20 % à 83 % des cas d'arthrite liée à l'enthésite (ERA). Il n'a été retrouvé aucune anomalie significative chez les sujets sains. L'exploration échographique a été faiblement corrélée à l'examen clinique. La qualité globale des études était faible, en raison notamment de l'absence de test de référence. L'échographie est un outil qui affiche une bonne sensibilité pour la détection des anomalies des enthèses dans l'AJI. D'après les données actuelles, il n'existe pas de définition échographique standardisée de l'enthésite dans la population pédiatrique. Par ailleurs, les critères de validité externe et interne de l'échographie n'ont pas été établis. A systematic review to assess the value of ultrasonography (US) for detecting enthesitis in juvenile idiopathic arthritis (JIA). PubMed and Embase databases were searched for articles published from January 1966 to May 2021; we selected those meeting the inclusion criteria according to the US definition of enthesitis and metric properties studied. We assessed the clinical features of the population, study design, the type and number of entheses examined, the definition and scoring system of US enthesitis and metric properties according to the OMERACT filter (truth, discrimination, feasibility). The quality of the studies was evaluated with the Quality Assessment of Diagnostic Accuracy Studies 2. Five publications met the inclusion criteria (26 to 146 patients and 1 to 10 bilaterally examined entheses). All studies focused on lower-limb entheses. The elementary lesions included in the definition of adult enthesitis were generally assessed. Few studies reported US reliability, and none evaluated sensitivity to change of US. US revealed entheseal abnormalities in 9.4 % to 53 % of JIA patients and 20 % to 83 % of enthesitis-related arthritis cases. No significant abnormalities were found in healthy children. US findings were poorly correlated with clinical examination. The overall quality of the studies was low, mainly because of the lack of a reference standard. US is a sensitive tool to detect entheseal abnormalities in JIA. The current evidence highlights that a standardized US definition of enthesitis in children is lacking and US criteria and discriminant validity have not been established. [ABSTRACT FROM AUTHOR]

Complaints about subjective cognitive changes are common in clinical consultations with individuals over 50 years old and are considered a predictive criterion for the onset of cognitive decline. The assessment of these complaints through questionnaires is infrequent due to the limited number available in the literature. Furthermore, most of them focus exclusively on the evaluation of amnestic changes and not on overall cognition. It is an instrumental study that allowed estimating the evidence of validity and reliability of the CCC questionnaire designed by Salazar and Maldonado (2020). The sample consisted of 258 individuals aged between 50 and 80 years without a diagnosis of cognitive impairment and mild cognitive impairment. An exploratory factor analysis was conducted, revealing correlations of 0.881 and 0.901 with criterion questionnaires and an internal consistency of the instrument with a Cronbach's alpha coefficient (a) of .973. The CCC questionnaire is useful for exploring subjective cognitive changes in adults. It is considered that it can be used in clinical consultations for a more comprehensive evaluation and as a predictor in detecting mild cognitive impairment. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La spiritualité est une thématique souvent évoquée en psychologie existentielle, c'est aussi un terme complexe et ambiguë. Nous avons développé le concept de spiritualité implicite, c'est-à-dire que nous abordons la spiritualité qu'elle soit religieuse ou non religieuse (areligieuse) sans la nommer. Nous travaillons uniquement à partir des dimensions qui la constituent. C'est au fil de notre pratique professionnelle que le concept de « spiritualité implicite » a pris forme. Par conséquent nous présentons dans cet article la validation d'une échelle de spiritualité implicite. Spirituality is a theme often evoked in existential psychology, it is also a complex and ambiguous term. We have developed the concept of implicit spirituality, that is to say that we approach spirituality whether it is religious or non-religious (areligious) without naming it. We work only from the dimensions that constitute it. It is through our professional practice that the concept of "implicit spirituality" has taken shape. Consequently, in this article we present the validation of a scale of implicit spirituality. [ABSTRACT FROM AUTHOR]

The objective was to determine the psychometric properties of the F-COPES in the Colombian population. Cross-sectional study, with 1373 people, aged between 18 and 84 years. Data were analyzed in Jasp, exploratory factor analyzes were performed using the weighted least squares estimation method and a promax-type oblique rotation. Confirmatory factor analyzes with diagonalized weighted least squares estimators and robust analysis methods. Internal consistency analysis using Cronbach's Alpha indices, McDonald's Omega, and the highest lower limit index. A structure of five factors was found, four original ones: finding social support, cognitive restructuring, finding spiritual support and passive evaluation, and a new one: neighbor support. The scale evaluates family functioning in crisis situations in the Colombian context. [ABSTRACT FROM AUTHOR]

The Generalized Problematic Internet Use Scale 2 was adapted for the adult population of Buenos Aires. Participants were 225 subjects (68.4% female; 30.7% male, 0.9% nonbinary). Instruments administered were: survey of sociodemographic data and characteristics of use of social networks; Generalized Problematic Internet Use Scale 2; Mental Health Continuum Short Form and; Symptom Check List-27. Confirmatory factor analysis was carried out; It was found an adequate fit of the structure proposed by the original author. Cronbach's and ordinals alphas ranged from .77 to .87. Significant positive correlations were found between the generalized problematic use of the Internet, the psychopathological symptoms and the time of use of social media. Associations were negative with psychological well-being. [ABSTRACT FROM AUTHOR]

The content validity of the Attitudes Towards Teamwork (AHTE) scale was designed and analyzed. The items were written from a university competence approach and are distributed in 4 dimensions: Identity, Communication, Regulation and Execution. Theoretical relevance, instrumental relevance, representativeness, mastery, valence, uniqueness and clarity of 104 items were evaluated by expert judgment (n=23). The following content validity indices were used: CVR, CVI, CVC and Aiken's V. The results show values close to 0.0.0. The results show values close to 0.80 in CVI and values higher than 0.9 in CVC Mean and Aiken's V Mean, being clarity the property to be improved in 28 items. In conclusion, the AHTE scale has evidence of content validity. [ABSTRACT FROM AUTHOR]

Copyright of Agroalimentaria is the property of Alejandro Antonio Gutierrez Socorro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Validité, validation d'un test, propriétés ou qualités psychométriques, voilà trois expressions qui désignent les opérations ou procédures permettant de juger de la pertinence d'un instrument de mesure psychométrique, de son élaboration et son application. L'expression ``validité psychométrique'' a dès les débuts reçu diverses interprétations et elle continue aujourd'hui d'interpeller les théoriciens. La validité d'un test réside-t-elle dans la mesure qu'il produit ou dans l'action qui en découle ou bien réfère-t-elle à l'interprétation qu'on lui attache? La validité repose-t-elle strictement sur le résultat d'une procédure de validation? Un test ``démontré valide'' est-il valide en lui-même ou sa ``validité'' est-elle relative à la démonstration qu'on en a faite ou à son usage prévu? Existe-t-il différentes espèces de validité ou représente-t-elle un concept unifié, molaire? Une définition claire et consensuelle du concept de ``validité psychométrique'' n'a pas encore vu le jour. C'est dans une perspective à la fois pragmatique et conceptuellement rigoureuse que nous préconisons d'abolir l'expression ``validité psychométrique'', que cette expression ne correspond pas \emph {per se} à un concept, mais qu'elle est tout simplement un jugement, tout comme l'est au tribunal le prononcé du juge en considération des preuves qu'on lui soumet, de l'intimé concerné et des circonstances attenantes au procès. La validité est un jugement à l'effet que la mesure, le test, l'échelle psychométrique répond adéquatement et fidèlement à l'usage qu'on lui destine. L'essai explore ensuite le riche arsenal disponible au psychométricien et à l'utilisateur pour leur permettre de ``juger'' à bon escient de la validité situationnelle du test produit. \\ Validity, test validation, psychometric properties or qualities: here are three expressions that designate the operations and procedures that make it possible to judge the relevance of a psychometric measurement instrument, its development and its use. The expression ``psychometric validity'' has historically inherited various interpretations from the outset and it continues to challenge theorists today. Does the validity of a test lie in the measure it produces or in the action that is derived from it, or does it refer to the interpretation intended for it? Is validity based strictly on the result of a validation procedure? Is a "demonstrated valid" test valid in itself or is its "validity" relative to the demonstration or intended use? Are there different species of validity or does it represent a unified, molar concept? A clear and consensual definition of the concept of "psychometric validity" has not yet been found. It is from a pragmatic yet conceptually rigorous perspective that this essay argues for the abolition of the term "psychometric validity", that the term is not a concept \emph {per se}, but is simply a judgment, just as a judge's pronouncement in court is a judgment in light of the evidence before him or her, the respondent, and the circumstances surrounding the trial. Validity is a judgment that the measure, test, or psychometric scale responds adequately and reliably to its intended use. The essay then explores the well-stocked arsenal available to the psychometrician and his client to enable them to ``judge'' the situational validity of the test produced.

Neuropsychological alterations are characterized, mainly, by compromising functions such as memory, attention, executive functions, visual-spatial and linguistic abilities, acquired or congenital. The present study examines the internal structure and indicators of sensitivity and specificity of the Neuropsic-R scale. A total of 790 patients participated in this study, of which 432 (55%) were healthy (control group) and 358 (45%) with probable neuropsychological and neurological impairment (clinical group), from different Brazilian regions. In an exploratory analysis, 1 factor was removed, with factory loads between 0.312 and 0.93. The results of the confirmatory analysis revealed that the one-factor model for 19 items had the best fit (RMSEA = 0.044; CFI = 0.957; TLI = 0.953) and the general internal consistency index of the model was 0.93 (Cronbach's alpha). Sensitivity and specificity, calculated based on the ROC curve, revealed a minimum score of 43 points for the identification of neuropsychological alterations (minimum values of 19 and maximum of 76 points), which distinguishes a presumably sick population from a healthy one. For patients with suspected cognitive decline and dementia, the cutoff point is shifted to 47. Thus, the Neuropsic-R scale has good, fast, and reliable applicability in different contexts, especially for clinical and research purposes. [ABSTRACT FROM AUTHOR]

In this paper it is intended to evaluate the epistemological theory of Otto Neurath and Alf Ross regarding legal theory and norms. In order to do so, one particular phenomenon shall be examined: normative inflation. The fact that there are too many norms creates a specific situation for knowledge just like the absence of norms does. The hypothesis is that knowing “the” applicable norm is epistemologically equivalent whether there are too many norms or too few. In order to do so it seems interesting to rely on Neurath’s definition of knowledge that emphasizes its underdetermination and its uncertainty. [ABSTRACT FROM AUTHOR]

Copyright of Romanian Review of Private Law / Revista Română de Drept Privat is the property of Universul Juridic Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study shows the design and validation of the set of questionnaires called IKasGral, the aim of which is to explore students' perceptions of the development of crossskills deployed in the Final Degree Project (Bachelor Thesis) in Education degrees (Pedagogy, Social Education, Early Childhood Education and Primary Education). The article describes (i) the validation process, which was carried out with five experts in the field and a doctoral student related to the subject; and (ii) the reliability of the instrument by 48 students from four Education degrees of the University of the Basque Country at its three campuses. Results were positive with respect to the index of content validity (0.81) and an internal consistency of over 0.6, according to Cronbach's alpha coefficient of reliability. This study concludes by pointing out that these questionnaires can be transferred to other contexts that share the same or similar aims and open up the possibility of monitoring cross-skills in the Final Degree Project subject for the Degrees in Education. [ABSTRACT FROM AUTHOR]

Copyright of BMS: Bulletin de Methodologie Sociologique (Sage Publications Ltd.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Romanian Review of Private Law / Revista Română de Drept Privat is the property of Universul Juridic Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La Batterie d'Évaluation du développement Cognitif et Social (BECS) a été construite pour évaluer le développement de seize capacités chez des enfants ayant un trouble du spectre de l'autisme et un handicap intellectuel. Chacun des domaines de la BECS comprend des items hiérarchisés en 4 niveaux de développement correspondant à 4 périodes d'âges (1 : 4–8 mois ; 2 : 8–12 mois ; 3 : 12–18 mois ; 4 : 18–24 mois). Le profil des 16 niveaux de développement est interprétable dans le cadre de la théorie de Piaget (1977) et de celle de Fischer (1980). L'étude teste la sensibilité développementale des scores de niveaux et leur ajustement aux âges chronologiques pour 65 jeunes enfants au développement typique. Les résultats montrent une sensibilité élevée des scores et un ajustement satisfaisant aux différences d'âges chronologiques. Les scores sont interprétables en référence aux modèles théoriques et utilisables pour l'étude de toutes particularités développementales. The Social and Cognitive Evaluation Battery (SCEB) is an instrument specifically created for the examination of pre-school and school-aged children with autism and intellectual disability and recommended by the French High Health Authority (HAS, 2010, 2011, 2012, 2018). The SCEB explores 16 functional abilities, in both cognitive and socio-emotional areas and allows the calculation of domains and areas developmental levels and heterogeneity indices for the global, cognitive and socio-emotional areas. Each of the 16 domains of the SCEB includes behavioral items hierarchized into 4 developmental levels corresponding to 4 age periods (level 1: 4–8 months; level 2: 8–12 months; level 3: 12–18 months; level 4: 18–24 months). The child's assessment provides a profile of the 16 levels of cognitive and socio-emotional development that can be interpreted within the framework of Piaget's (1977) and Fisher's (1980) theory. The study tests the developmental sensitivity of level scores and their adjustment to chronological ages and developmental ages assessed with the Brunet-Lézine Scale for 65 young typical developmental French children aged from 4 months to 24 months. The results show high sensitivity of scores and satisfactory adjustment to chronological and developmental age differences. Normative benchmarks are also given for indices of heterogeneity of development profiles, heterogeneity that decreases with age. Thus, the scores are interpretable in reference to theoretical models and can be used for the study of all developmental characteristics in infant and toddlers' children with and without neurodevelopmental disorder. [ABSTRACT FROM AUTHOR]

Les démarches de validation factorielle des questionnaires psychométriques traduits en français sont entachées par la présence de plusieurs faiblesses méthodologiques et statistiques. L’analyse factorielle exploratoire (AFE) est considérée parmi les méthodes d’extraction les plus utilisées pour vérifier la validité des construits des questionnaires en sciences humaines et sociales (Osborne et Costello, 2009). Néanmoins, la plupart des études basées sur les AFE sont marquées par des usages non appropriés ou des interprétations litigieuses de ce type d’analyses. Dans cet article, le Questionnaire on Teacher Interaction (QTI) a été utilisé comme exemple des questionnaires psychométriques traduits en français. Très récemment, ses démarches de validation factorielle ont fait l’objet d’une critique approfondie (Ben Alaya, Grenon, Desbiens et Bali, 2018). Pour avancer les recherches dans ce sens, nous avons comparé les résultats de deux démarches d’AFE : la première est inspirée des études antérieures ayant validé le QTI alors que la deuxième suit les étapes et les recommandations des spécialistes en AFE. En comparant les deux résultats, nous avons montré à quel point les décisions opérées et l’usage non approprié des AFE peuvent influencer le résultat et la solution factorielle trouvée.

This paper emphasizes the essential role of a support person for faculty teaching and assessing the Canadian Engineering Accreditation Board (CEAB) graduate attributes as part of an ongoing accreditation cycle. It details the continuous program improvement process adopted by the Department of Biosystems Engineering at the University of Manitoba, and the role of engineering stakeholders. It recounts a study that details the supportive efforts of a Research Associate who helped to validate and implement rubrics with individual professors as outcomes-based tools for teaching and assessing the 12 CEAB graduate attributes, which resulted in the creation of 14 rubrics for 12 courses. Findings included new pedagogical understandings, the appreciation of individual support from the Research Associate, and the continued use of rubrics; the work led most professors to think deeply and in new ways about teaching and assessment. There was evidence that six professors engaged in 'reverse design', developing rubrics with targeted learning outcomes and course materials in mind. The work led to critical improvement in teaching practices and evidence of continual program improvement. Despite overall engagement and success, some professors continued to struggle with the concept and use of rubrics. In sum, this experience emphasizes the benefit of a dedicated person to support professors to implement rubrics, and in creating and sustaining an outcomes-based assessment culture in the department. [ABSTRACT FROM AUTHOR]

Copyright of Romanian Review of Private Law / Revista Română de Drept Privat is the property of Universul Juridic Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Psychology / Psihologie Socială is the property of Alexandru Ioan Cuza University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Review of Applied Psychology is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reading fluency is a relevant skill in discriminating between readers with and without reading problems, especially in postliteracy grades and in more regular languages such as Brazilian Portuguese. Reading fluency measures help monitor students' progress in response to reading interventions. Objective: To develop and investigate the psychometric properties of a test to evaluate reading fluency of isolated words and texts in Elementary School-II. Method: The study had 3 phases: 1) Development of Reading Fluency Test (TFL); 2) Pilot study; 3) Study for evidence of validity and accuracy. In phase 1, the test was developed with two parts, reading single words and reading texts. In phase 2, 48 students from a state school in São Paulo participated, being 29 students from the 6th grade and 19 from the 9th grade. This phase revealed the 9th grade had greater performance than 6th grade, as expected, and led to changes in the instructions. In phase 3, another 145 students from 6th to 9th grade participated, 74 of them male (51%) from the same school where the pilot study took place. Results: Analysis of Variance revealed, in general, a significant increase in performance with school progression, with differentiation especially between initial years. There were moderate correlations between measures of fluency of isolated words and text. Correlations with Portuguese school grades were low. Reliability analyzes indicated adequate internal consistency, however, there are items with low discrimination index. In this way, the TFL proved to be a promising instrument, but more suitable for the evaluation of 6th and 7th years. Changes must be made to make it more sensitive to the final grades of Elementary School. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to determine French psychiatrists' level of general knowledge about dissociative identity disorder and to evaluate their perceptions of this condition., Methods: In this study, French psychiatrists were invited by e-mail to answer an online survey. The questionnaire asked about their general knowledge and perceptions of dissociative identity disorder., Results: We received 924 answers including 582 complete questionnaires. The survey revealed that almost two-thirds (60.8%) of psychiatrists working in France had never received any training on dissociative disorders and 62% had never managed patients suffering from dissociative identity disorder. Only 19.5% of them claimed to believe unreservedly in the existence of the diagnosis of dissociative identity disorder. The psychiatrists' confidence in diagnosing or treating dissociative identity disorder was low (mean confidence in diagnosis: 3.32 out of 10 (SD 1.89), mean confidence in treatment: 3.1 out of 10 (SD 1.68)). Fifty percent believed that dissociative identity disorder is an entity created by cinema, medias or social networks. Seventy-seven point seven percent thought that confusion with borderline personality disorder is possible, and 41.3% with schizophrenia., Conclusion: In France, there is a lack of training and knowledge about dissociative identity disorder, as well as persistent skepticism about the validity of the diagnosis. Specific training seems essential for a better understanding of dissociative identity disorder., (Copyright © 2024 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.)

Cet article présente la démarche d’élaboration, de validation et de vérification exploratoire des qualités psychométriques d’un questionnaire sur les préoccupations des stagiaires tunisiens en enseignement de l’éducation physique et sportive. Une étude attentive des préoccupations est indiquée car la documentation scientifique montre qu’elles sont porteuses d’émotions négatives associées notamment au stress, à l’épuisement professionnel, mais aussi à un engagement professionnel amoindri. Un total de 349 questionnaires (77,56 %) collectés dans les quatre instituts tunisiens de formation en ÉPS auprès de stagiaires finissants a mené à l’élaboration d’un questionnaire cohérent et robuste composé de 13 énoncés répartis en deux facteurs expliquant 73,204 % de variance. Le facteur 1 (54,461 %) appelé Appréhensions face à la pratique de l’enseignement regroupe 8 énoncés. Le facteur 2 appelé Appréhensions face à l’évaluation par un tiers (18,743 %) en regroupe 5. Ce questionnaire recoupe certains éléments de la documentation scientifique alors qu’il présente aussi des spécificités. Ces éléments de convergence et divergence font l’objet d’une discussion sur les plans de la recherche et de l’intervention.

Cet article présentela démarche d’élaboration, de validation et de vérification exploratoire des qualités psychométriques d’un questionnaire sur les préoccupations des stagiaires tunisiens en enseignement de l’éducationphysique et sportive. Une étudeattentive des préoccupations est indiquée car la documentation scientifique montrequ’elles sont porteuses d’émotions négatives associées notamment au stress, àl’épuisement professionnel, mais aussi à un engagement professionnel amoindri. Un totalde 349 questionnaires (77,56 %) collectés dans les quatre instituts tunisiens de formation enÉPS auprès de stagiaires finissants a mené à l’élaboration d’un questionnairecohérent et robuste composé de 13 énoncés répartis en deux facteurs expliquant73,204 % de variance. Le facteur 1 (54,461 %) appelé Appréhensions face à lapratique de l’enseignement regroupe 8 énoncés. Le facteur 2 appeléAppréhensions face à l’évaluation par un tiers (18,743 %) en regroupe 5. Cequestionnaire recoupe certains éléments de la documentation scientifique alors qu’il présenteaussi des spécificités. Ces éléments de convergenceet divergence font l’objet d’une discussion sur les plans de la recherche et de l’intervention.

Academic satisfaction has been studied from different perspectives that considerate distinct ways of measurement. However, the plurality of evaluated facets prevents a more parsimonious assessment of the general students' academic satisfaction. In the article, we aimed to provide psychometric evidence of the validity and reliability for the AMSS in Brazil in two studies (N = 893). In Study 1, an exploratory factor analysis and item parameters (Item Response Theory) support the one-factor solution and the suitability of the six items. Moreover, evidence for factorial invariance across gender and convergent validity with the PANAS and with the SWLS was also presented in Study 2. In conclusion, the present paper provides evidence of the adequacy of the AMSS to evaluate global satisfaction with the academics course in Brazil. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Romanische Philologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Context and background: The COVID-19 pandemic has caused many disturbances within training programs taking place before selection processes for medical school and made difficult, if not impossible, the use of some selection tools such as face-to-face interviews. This situation will have important repercussions on the choice and validation of selection tools for medical school in the years to come, either for the assessment of academic performance or personal qualities. Analysis: This reflection aims to assess how these impacts may be felt by using Kane’s validation framework as a reference and by proposing some solutions and investigation topics to gain knowledge from this exceptional situation. [ABSTRACT FROM AUTHOR]

In South Korea where there is no national accreditation system for translators and interpreters, it is left to the respective employers to devise and administer an assessment instrument for hiring translators and interpreters. While studies calling for reliable and valid testing and assessment in the field of Translation and Interpretation Studies have increased during the past decade, empirical research on how tests and assessments are carried out in the marketplace, especially outside of Europe and North America, remain scarce. This study closely examines how tests and assessments are carried out at hiring by tapping into questions of how tests are developed, by whom, and who rates the tests and on which criteria. Then, the soundness of the overall hiring process is evaluated based on the six qualities of Bachman and Palmer's Test Usefulness Model; construct validity, reliability, authenticity, interactiveness, impact, and practicality. The study found that (1) the hiring process involves three stages of assessment: document screening, interpreting and translation tests, and one-on-one interview; (2) the interpreting and translation tests are developed, administered and rated by a combined group of experts: professors of interpreting and translation studies; professional interpreters/translators; subject-matter experts at the institutions; (3) the overall usefulness of the tests based on Bachman and Palmer's Test Usefulness Model is medium to high; and (4) the employers of interpreter-translators look for qualities beyond interpreting/translation skills upon hiring. The implications of the findings on professional translators and interpreters and educators are discussed, followed by suggestions for future research. Résumé: En Corée du Sud, où il n'y a pas de système national d'accréditation des traducteurs et interprètes, il appartient aux employeurs respectifs de concevoir et de gérer un instrument d'évaluation permettant de recruter des traducteurs et interprètes. Bien qu'on ait vu augmenter le nombre d'études demandant des tests et des évaluations fiables et valables dans le domaine de la traductologie et de l'interprétologie au cours de la dernière décennie, des recherches empiriques sur la manière dont les tests et les évaluations sont effectués sur le marché restent rares, en particulier en dehors de l'Europe et de l'Amérique du Nord. Cette étude examine en détail la manière dont les tests et les évaluations sont effectués au moment du recrutement, en explorant les questions suivantes : comment les tests sont-ils élaborés, par qui, par qui sont-ils cotés et en fonction de quels critères. La rigueur du processus global de recrutement est ensuite évaluée sur la base des six qualités du modèle de Bachman and Palmer sur l'utilité des tests : validité du construit, fidélité, authenticité, interactivité, impact et practicabilité. L'étude révèle que (1) le processus de recrutement couvre trois étapes d'évaluation : vérification des documents, tests d'interprétation et de traduction et entretien en face à face ; (2) un groupe d'experts, composé de professeurs d'interprétologie et de traductologie, d'interprètes et de traducteurs professionnels et d'experts au sein d'institutions, élabore, fait passer et cote les tests d'interprétation et de traduction ; (3) l'utilité générale des tests, basée sur le modèle de Bachman and Palmer, est moyenne à élevée ; et (4) au moment du recrutement des interprètes et traducteurs, les employeurs recherchent des qualités qui vont au-delà des compétences en interprétation et traduction. Nous abordons ensuite les implications des résultats sur les traducteurs et interprètes professionnels et les enseignants, puis nous formulons des suggestions pour de futures recherches. [ABSTRACT FROM AUTHOR]

L'anxiété spécifique à la grossesse (ASG) peut avoir de nombreuses conséquences sur la santé de l'enfant à naître et sa mère. À ce jour, il n'existe aucune échelle validée permettant d'évaluer ce construit en langue française. Cette étude a pour but de valider en langue française le Pregnancy Related Anxiety Questionnaire (PRAQ-R2). Cet outil compte 10 items et permet d'évaluer trois dimensions de l'ASG : les craintes concernant la santé du fœtus, la peur d'accoucher et les préoccupations concernant sa propre apparence physique. Après une étape de traduction et rétro-traduction, nous avons évalué la validité structurelle et la consistance interne de l'échelle sur un total de 160 femmes enceintes recrutées en ligne. La validité convergente (STAI-Y) et les construits associés ont également été examinés. Les indices d'adéquation du modèle sont satisfaisants. La structure trifactorielle de la version française du PRAQ-R2 est confirmée. Les dimensions et le score total de cet outil présentent une bonne consistance interne (α >.80) et sa validité convergente est également démontrée. Le PRAQ-R2 est le premier outil validé en France permettant de mesurer l'ASG. Cette validation française présente des qualités psychométriques prometteuses. Cependant, sa validité discriminante et sa stabilité restent à être explorées. Pregnancy specific anxiety (PSA) may have many consequences on the health of the unborn child and the mother. Nowadays, in French, there is no validated tool to measure it. The aim of this study is to validate the French version of the Pregnancy Related Anxiety Questionnaire (PRAQ-R2). This 10 items scale measures three PSA dimensions: worries about child health, fear of giving birth and concern about own appearance. After a translation and a back-translation step, the structural validity and the internal consistency of the scale were assessed in 160 pregnant women recruited online. Convergent validity (STAI-Y) and correlates of the construct were also examined. The model fit indices are satisfactory, confirming the three- factor structure of the PRAQ-R2 in its French version. The dimensions and the total scores have a good internal consistency (α >.80), and convergent validity was also demonstrated. The PRAQ-R2 is the first tool designed to measure PSA and validated in France. This French validation has promising psychometric qualities. However, its discriminant validity and stability remain to be explored. [ABSTRACT FROM AUTHOR]

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The purpose of this article was to examine the psychometrics of the My Emotions Questionnaire, a self‐report designed to assess mothers' emotional reactions when their infants cry. Participants were 240 first‐time mothers. When infants were 6 months and 1 year old, mothers completed the new questionnaire and measures assessing beliefs and behavioral responses to infant crying, and interview‐based measures of mothers' emotional reactions and causal attributions about crying were administered. Maternal sensitivity and negative behaviors were observed when infants were 6 months and 1 and 2 years old. Mothers reported on their discipline practices when children were 2 years old. Five emotion factors emerged based on exploratory factor analysis (EFA) of the 6‐month data: Amusement, Anxiety, Frustration, Sympathy, and Protective. The five‐factor structure was supported via a confirmatory factor analysis (CFA) of the 1‐year data. All scales demonstrated adequate internal consistency reliability and significant stability from 6 months to 1 year. Amusement, Frustration, and Protectiveness demonstrated the best convergent validity with cry cognitions and predictive validity to parenting measures, followed by Anxiety, although effects tended to be small to moderate. Evidence for the validity of Sympathy was less compelling. The potential utility of the questionnaire for basic and applied research is discussed. [ABSTRACT FROM AUTHOR]

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Ce manuscrit rapporte les résultats de trois études sur la fiabilité et la validité de l'Échelle de compréhension sociale des enfants (ÉCSE), une adaptation française du questionnaire parental Children's Social Understanding Scale développé par Tahiroglu et al. (2014). Dans une première étude administrée aux parents de 382 jeunes enfants, l'ÉCSE démontre dans sa fiabilité interne et ses corrélations avec d'autres construits des propriétés similaires à la version originale anglaise de l'échelle. Une deuxième étude (n = 63) démontre la fiabilité test-retest de l'échelle alors qu'une troisième étude (n = 68) confirme que les réponses parentales sur l'ÉCSE corrèlent positivement avec les scores des enfants sur une échelle comportementale de théorie de l'esprit. Ces données confirment la fiabilité et la validité de l'ÉCSE, offrant un nouvel outil aux chercheurs travaillant avec des populations d'enfants francophones. This manuscript presents data on the reliability and validity of a French translation of the Children's Social Understanding Scale (CSUS; Tahiroglu et al., 2014), a parent-report scale assessing theory of mind in young children. In a first study, parents of 382 typically developing children (34–82 months; M = 55 months; 193 males) completed an online questionnaire (215 in English and 167 in French) including the CSUS or its French translation, l'Échelle de compréhension sociale des enfants (ÉCSE), as well as subscales of the short-form Children's Behavior Questionnaire (CBQ; Putnam & Rothbart, 2006) and demographic questions. Internal consistency of the CSUS/ÉCSE was high and similar between French and original English versions (French: long form α =.929, ρ =.933, n = 99, short form α =.896, ρ =.901, n = 128; English: long form α =.935, ρ =.936, n = 100, short form α =.860, ρ =.869, n = 146). Correlations between the mean CSUS/ÉCSE score and children's age in months were significantly positive and similar across languages, English: r =.478, P <.001, French: r =.569, P <.001, difference: Z = 1.21, P =.226, ns. In both languages, the CSUS/ÉCSE correlated positively with CBQ subscales of attention (English: r (205) =.298, P <.001; French: r (165) =.353, P <.001) and inhibition (English: r (205) =.538, P <.001; French: r (165) =.421, P <.001). A confirmatory factor analysis constraining variances and covariances of the six CSUS/ÉCSE subscales to be equal between languages yielded a non-significant Chi2, χ 2(33) = 6.204, ns. In a second study, French-speaking parents completed the ÉCSE twice one week apart for 63 children (M child age: 50 months; 31 females). Test-retest reliability was high, r =.967. In a third study, 68 children (33–78 months; M = 54 months; 30 males) were administered the four easiest tasks of a widely used behavioral theory of mind scale (Wellman & Liu, 2004) and their French-speaking parents completed the ÉCSE. Behavioral theory of mind from the Wellman & Liu (2004) scale and parent-report theory of mind from the ÉCSE were positively correlated (long form: r (68) =.350, P =.003; short form: r (68) =.364, P =.002), and these correlations held even after controlling for age (long form: r =.281, P =.021; short form: r (68) =.242, P =.049). Together, these findings support the reliability and validity of the French-language ÉCSE. Translated items are provided in appendix for use by researchers working with francophone populations. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine evidence of content and face validity, construct validity, the internal consistency of the dimensions that compose the instrument, and concurrent validity. The sample included 333 students from a private Argentine university. Content and face validity was carried out by expert judges and a pilot test. Subsequently, a confirmatory factor analysis was carried out, comparing two factor models of first and second order. The results showed a proper adjustment of the first-order factor model, adequate internal consistency and evidence of concurrent validity. These results are discussed using the two dominant conceptions of self-efficacy. [ABSTRACT FROM AUTHOR]