School Counselor Professional Identity Scale (SCPIS): instrument construction and evaluation

While integrating AI into education—particularly in health sciences—offers great potential, it raises significant ethical concerns. Academic integrity and ethical awareness are critical in using this technology responsibly. We developed and validated the AI Ethical Awareness and Academic Integrity Scale (AI-EAAI) to assess these dimensions among health sciences students. Using a cross-sectional design, we followed a structured scale development process: item generation, content validation through pilot testing, and psychometric evaluation. Exploratory and confirmatory factor analyses confirmed the scale’s reliability and validity across six domains: transparency, fairness, privacy, accountability, human and social impact, and academic integrity. The final 32-item AI-EAAI scale demonstrated strong internal consistency (Cronbach’s alpha = 0.92) and construct validity. Factor analysis supported the six-factor model, explaining 41.4% of the total variance. The AI-EAAI offers a robust tool for promoting ethical engagement with AI technologies and enhancing academic integrity in health sciences education.

Objective: Compiling and designing short and practical psychometric tools are among the benefits and strengths of a good standard test. The Delirium-O-Meter questionnaire measures patients' delirium status. Accordingly, the main aim of this research was to check the reliability and validity of the Persian version of this questionnaire.Method: This exploratory psychometric study was conducted from 2021 to 2022 at the therapeutic research training centers of Tabriz University of Medical Sciences. The study population included patients diagnosed with delirium. Content and construct validity were assessed using exploratory factor analysis and confirmatory factor analysis. Exploratory factor analysis was performed using SPSS 18, which helped identify the underlying factor structure, while confirmatory factor analysis in Smart PLS was employed to confirm the structure's fit. Pearson correlation was used to evaluate the consistency between different raters, and Cronbach's alpha was calculated to assess internal consistency. These methods were selected for their robustness in evaluating the instrument's psychometric properties, ensuring the reliability and validity of the Persian version of the Delirium-O-Meter questionnaire. Results: The Persian version of the Delirium-O-Meter questionnaire, consisting of 11 items, demonstrated strong psychometric properties. The average impact factor was 3.24, indicating a high relevance of the items. The content validity ratio was 0.78, and the content validity index was 0.87, both above the acceptable thresholds, confirming the content validity of the questionnaire. Cronbach's alpha coefficient for the entire questionnaire was 0.77, reflecting good internal consistency. The Kaiser-Meyer-Olkin index was 0.88, and Bartlett's sphericity test was significant (χ² = 278.45, P < 0.001), indicating the appropriateness of the data for factor analysis. Exploratory factor analysis revealed two factors that explained 76.09% of the total variance, supporting the questionnaire's construct validity. Additionally, Pearson’s correlation coefficient between the assessments of two nurses was 0.91, signifying inter-rater solid reliability.Conclusion: The Persian version of the Delirium-O-Meter questionnaire demonstrates acceptable reliability and validity, as confirmed by the comprehensive psychometric evaluation conducted in this study. The strong internal consistency, significant content and construct validity, and high inter-rater reliability underscore its effectiveness in assessing delirium in Persian-speaking patients. These findings highlight the questionnaire's suitability for clinical use, providing a reliable and valid instrument for accurately diagnosing and managing delirium in diverse healthcare settings.

In response to growing financial pressures and accountability demands, higher education institutions (HEIs) are increasingly adopting digital technologies to modernize financial operations. However, limited empirical evidence exists on how financial technology (FinTech) adoption and strategic finance alignment predict fiscal sustainability within academic institutions, particularly in emerging contexts such as the Philippines. This study introduces the concept of digital financial stewardship to bridge this gap, positioning FinTech as a strategic asset for institutional resilience. A predictive-correlational quantitative research design was employed, involving 40 Philippine HEIs selected through purposive sampling. Data were collected via structured surveys and institutional reports and analyzed using descriptive statistics, exploratory factor analysis, Pearson correlation, and multiple linear regression. Variables included FinTech adoption, strategic finance alignment, and fiscal sustainability indicators such as budget efficiency, cost control, and revenue diversification. Findings revealed strong internal consistency and validity for all constructs (Cronbach’s α &gt; 0.80; KMO &gt; 0.74). Correlation analysis indicated significant positive relationships between FinTech adoption, strategic finance alignment, and fiscal sustainability. Multiple regression results showed that both FinTech adoption (β = 0.562, p &lt; .001) and strategic finance alignment (β = 0.438, p = .006) significantly predicted fiscal sustainability, explaining 53.6% of the variance. The results confirm that digital financial tools, when aligned with institutional strategy, enhance financial performance and sustainability. The study supports the theoretical framing of digital financial stewardship as a multidimensional approach integrating technology, strategy, and governance. It also highlights the need for institutional policies that facilitate system integration, data-driven decision-making, and strategic financial alignment. Practical implications include guiding finance directors and policymakers toward more cohesive, data-informed financial governance frameworks, ultimately advancing institutional agility and long-term fiscal health. The findings affirm that FinTech adoption and strategic finance alignment strongly predict fiscal sustainability in higher education institutions. This demonstrates that integrating digital tools with smart financial planning enables better budget management and strengthens financial stability.

The purpose of this research was to conceptualize, construct and establish psychometric properties of an instrument to examine unmeasured dimensions of autonomy in practice through a process of retroduction and triangulation. In the context of ongoing rapid change and increasing competition in the health care delivery arena there is valid reason for nursing and other health professions to be concerned with their autonomous practice status. However, research and instrumentation activities have been hindered by the abstract nature of autonomy with only limited theoretical dimensions empirically measured. There is need to develop new, original, useful, and generalizable tools with a wide range of variables that have relevance for understanding, prediction, and control related to autonomy in practice in the present and future health care arena. Theoretical literature and empirical studies of autonomy were critically reviewed for conceptual analysis and identification of dimensions. This deductive pursuit was supplemented by an inductive study with in-depth interviews of 28 key informants. The resultant conceptual schema presented four theoretical unmeasured dimensions of readiness, empowerment, actualization, and valuation of autonomy in practice. Item formulation emerged through content analysis of authentic verbalizations from the qualitative study and the theoretical and empirical literature. The instrument was developed with a Likert-type format and a five point scaling and summated scoring basis related to the extent of autonomous behaviors in practice. The Content Validity Index of the Dempster Practice Behaviors Scale (DPBS) was 1.00. Based on a sample of 569 practicing registered nurses, psychometric evaluation including exploratory and confirmatory factor analysis reduced the DPBS to 30 items. Cronbach's alpha for the instrument was.95 with an inter-item correlation mean of.39. Moderate to high subscale correlations evidenced empirical unidimensionality. Using a multitrait-multimethod matrix, construct validity was established through application of convergent and discriminant procedures. Therefore, the theoretically multidimensional DPBS was determined to have strong initial psychometric properties. It is felt the Dempster Practice Behaviors Scale has potential to expand measurement parameters of autonomy in practice to the benefit of nursing and other professions.

The purpose of this research was to conceptualize, construct and establish psychometric properties of an instrument to examine unmeasured dimensions of autonomy in practice through a process of retroduction and triangulation. In the context of ongoing rapid change and increasing competition in the health care delivery arena there is valid reason for nursing and other health professions to be concerned with their autonomous practice status. However, research and instrumentation activities have been hindered by the abstract nature of autonomy with only limited theoretical dimensions empirically measured. There is need to develop new, original, useful, and generalizable tools with a wide range of variables that have relevance for understanding, prediction, and control related to autonomy in practice in the present and future health care arena. Theoretical literature and empirical studies of autonomy were critically reviewed for conceptual analysis and identification of dimensions. This deductive pursuit was supplemented by an inductive study with in-depth interviews of 28 key informants. The resultant conceptual schema presented four theoretical unmeasured dimensions of readiness, empowerment, actualization, and valuation of autonomy in practice. Item formulation emerged through content analysis of authentic verbalizations from the qualitative study and the theoretical and empirical literature. The instrument was developed with a Likert-type format and a five point scaling and summated scoring basis related to the extent of autonomous behaviors in practice. The Content Validity Index of the Dempster Practice Behaviors Scale (DPBS) was 1.00. Based on a sample of 569 practicing registered nurses, psychometric evaluation including exploratory and confirmatory factor analysis reduced the DPBS to 30 items. Cronbach's alpha for the instrument was.95 with an inter-item correlation mean of.39. Moderate to high subscale correlations evidenced empirical unidimensionality. Using a multitrait-multimethod matrix, construct validity was established through application of convergent and discriminant procedures. Therefore, the theoretically multidimensional DPBS was determined to have strong initial psychometric properties. It is felt the Dempster Practice Behaviors Scale has potential to expand measurement parameters of autonomy in practice to the benefit of nursing and other professions.

BackgroundProviding safe care in a sensitive and high-risk unit such as the ICU is one of the most crucial tasks for nurses. One way to establish the criteria for safe care is by creating a instrument to assess it. Therefore, this study was conducted with the aim of designing and psychometrically evaluating an instrument for safe nursing care in the ICU.MethodsThe current study employed a sequential-exploratory mixed-method approach with two qualitative and quantitative phases. Based on the results of qualitative phase and the literature review, the primary instrument was designed. In the quantitative phase, the designed instrument underwent psychometric evaluation. Face, content and construct validity were assessed. Face validity was assessed by 20 nurses, and content validity was assessed by 26 experts. In the construct validity stage, the sample size for the exploratory factor analysis (EFA) included 300 nurses, and for the confirmatory factor analysis (CFA) included 200 nurses who work full-time in the ICUs of hospitals affiliated with Kermanshah University of Medical Sciences in western Iran. EFA sampling was conducted in three hospitals, encompassing six ICUs, while CFA sampling was carried out in two hospitals, covering four ICUs. Sampling was done using the convenience method. The reliability of the instrument was also assessed. Finally, the interpretability, feasibility, weighting, and scoring of the instrument were evaluated.ResultsThe qualitative phase identified three themes, including professional behavior (with categories: Implementation of policies, organizing communication, professional ethics), holistic care (with categories: systematic care, comprehensive care of all systems), and safety-oriented organization (with categories: human resource management and safe environment). The primary instrument was designed with 107 items rated on a five-point Likert scale. In the quantitative phase, the psychometrics of the instrument were conducted. First, the face and content validity were assessed, and the average scale content validity index (S-CVI) was 0.94. Then, a preliminary test was conducted to assess the initial reliability (α = 0.92) and the correlation of each item with the total score. After completing these steps, the number of items in the instrument was reduced to 52. The results of the EFA explained 58% of the total variance, with 4 factors identified: professional behavior by following guidelines, comprehensive care, accurate documentation, and pressure ulcer care. At the CFA stage, the results of the calculation of indices and goodness of fit showed that the model had a good fit. The reliability of the relative stability by examining the intraclass correlation coefficient (ICC) for the whole instrument in 20 samples was 0.92 with a confidence interval of 0.97 − 0.81. To measure absolute stability and determine the responsiveness of the instrument, the standard error of measurement (SEM) was 4.39 and the minimum detectable change (MDC) was 12.13.ConclusionThe instrument for safe nursing care in the ICU has favorable psychometric properties.

Strengthening health systems through planned safety and quality improvement initiatives is an imperative to achieve more equitable, resilient, and effective care. And yet, years of organizational behavior research demonstrate that change initiatives often fall short because managers fail to account for organizational readiness for change. This finding remains true especially among surgical safety and quality improvement initiatives in low-income countries and middle-income countries. In this study, our aim was to psychometrically assess the construct validity and internal consistency of the Safe Surgery Organizational Readiness Tool (SSORT), a short survey tool designed to provide change leaders with insight into facility infrastructure that supports learning and readiness to undertake change. To demonstrate generalizability and achieve a large sample size ( n =1706) to conduct exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), a collaboration between seven surgical and anesthesia safety and quality improvement initiatives was formed. Collected survey data from health care workers were divided into pilot, exploration, and confirmation samples. The pilot sample was used to assess feasibility. The exploration sample was used to conduct EFA, while the confirmation sample was used to conduct CFA. Factor internal consistency was assessed using Cronbach's alpha coefficient. Results of the EFA retained 9 of the 16 proposed factors associated with readiness to change. CFA results of the identified 9 factor model, measured by 28 survey items, demonstrated excellent fit to data. These factors (appropriateness, resistance to change, team efficacy, team learning orientation, team valence, communication about change, learning environment, vision for sustainability, and facility capacity) were also found to be internally consistent. Our findings suggest that communication, team learning, and supportive environment are components of change readiness that can be reliably measured prior to implementation of projects that promote surgical safety and quality improvement in low-income countries and middle-income countries. Future research can link performance on identified factors to outcomes that matter most to patients.

Background: Assisting teachers to modify and improve their method of teaching is among the main goals of teachers’ evaluations. The current study aimed to psychometrically evaluate the teaching performance evaluation questionnaire in Urmia University of Medical Sciences, Urmia, Iran. Methods: The original 28-item scale was scored based on a Likert scale obtained from former studies and was translated into Persian after obtaining permission from the designer. Then, the impact item score, content validity index (CVI), and content validity ratio (CVR) of the questionnaire were assessed by 11 experts, and its structural validity was also evaluated using exploratory factor analysis. The reliability of the scale was also assessed by its internal consistency and test-retest reliability. Results: The reference version included 28 items, 23 of which were translated into Persian based on the impact factor 1.5, CVI > 0.59, and CVR > 0.70. Based on the exploratory factor analysis, the final version of the questionnaire included 23 items, and 3 factors were extracted. The scale could predict 51% of the total changes. Conclusions: Results of the current study indicated refined structure factor and good reliability for the psychometric adequacy of the teaching performance evaluation questionnaire. The results of the current study can be used by universities as well as other educational institutes to evaluate teachers’ adequacy. Keywords: Validity, Reliability, Psychometrics, Teachers’ Evaluation, Teachers

Psychometric Evaluation of the Spanish-Language Version of the Health Information Technology Usability Evaluation Scale (Health-ITUES)

BackgroundAs generative AI and other technologies reshape the educational ecosystem, teachers’ data - artificial intelligent competency (DAIC) has become the core bridge connecting technological innovation with teaching practice.MethodsThis study employs a mixed-methods approach to construct a DAIC framework for K-12 teachers and develop a standardized measurement scale for validation. The framework dimensions were first established through thematic mining of 33,800 teacher competency demand texts, combined with two rounds of Delphi consultations involving 28 education experts. Subsequently, a cross-sectional survey was conducted using stratified random sampling. Exploratory factor analysis was performed on 215 pre-survey data points, while confirmatory factor analysis and reliability/validity testing were applied to 2,052 formal survey responses.ResultsThe teacher DAIC framework comprises five core dimensions of Data Literacy Awareness and Beliefs, Data Literacy Knowledge and Skills, Higher-Order Data Literacy Thinking, Data Literacy Teaching/Learning Application, and Related Personality Traits. The 25-item scale demonstrates strong internal consistency and construct validity (Cronbach’s α=0.983, χ2/df=3.11, CFI=0.938, TLI=0.931, RMSEA=0.046, SRMR=0.040).ConclusionThis study integrates relevant theories to reveal the intrinsic logic of merging data literacy with AI literacy, overcoming the fragmented limitations of existing research that analyzes them separately. Besides, it supplements localized evidence of teachers’ DAIC within the Chinese context, specifically addressing cultural adaptability and low-resource environment suitability issues in international frameworks. The developed scales and low-threshold application solutions adapted to urban-rural disparities provide actionable pathways for teacher professional development in resource-constrained regions. This framework and scales balance theoretical rigor with practical applicability, offering scientific tools for differentiated teacher training and regional educational informatization assessment. They also provide reference for localizing international teacher digital literacy frameworks, thereby advancing equitable educational digitalization.

This research aims to develop a scale on embitterment in light of adult individuals’ responses in the Urdu language experiencing traumatic episodes. Despite its psychological significance, there is a lack of validated assessment for embitterment. The study adopted a purposive sampling technique and two fifty young individuals ranging from 18 to 45 years of age were recruited. The researcher obtained the data through semi-structured interviews and measured it qualitatively. The sample of the study was taken from Punjab Pakistan. By using SPSS 29, exploratory factor analysis was done for psychometric properties. Reliability and validity were checked to measure the consistency and accuracy of the constructs. The values of Cronbach alpha were acceptable and factor loading of EFA was appropriate to measure embitterment effectively.The total Cronbach’s Alpha value was 0.75. Five factors from 20 items were obtained and they were “reaction to injustice” (6 items), ‘revengeful emotions’ (4 items), “decrease in trust” (3 items), “past bitter experiences” (3 items), and “impact on self-confidence” (4 items). According to the results, there is strong internal consistency and construct validity that confirms the effectiveness of developing this embitterment scale within diverse adult populations in Punjab Pakistan. The research effectively contributes by providing a validated and reliable scale to measure expressed embitterment expressions that may be helpful in therapeutic intervention and psychological help. It is suggested to explore future studies by analyzing predictive validity and application across different demographic groups.

Background: Recovery Housing (RH), an important resource for substance use disorder (SUD) recovery, centers on shared lived experience. Program evaluation considers the contribution of environmental factors to outcomes, yet most research on outcomes has focused on patient factors and fidelity to protocols. Investigations of process measures reflecting the dynamic interplay between patient factors and the treatment program are limited. Alliance, one’s perceived connection with others, is a process measure associated with mental health outcomes and includes domains “tasks,” “goals,” and “bonds.” We posit that alliance serves as a proxy construct to measure the impact of shared experience in RH. Objectives: Develop and assess the psychometric properties of the Fletcher Recovery Housing Alliance Measure (FRHAM-12) for RH. Methods: A cross-sectional survey with the 12-item FRHAM-12 was administered to 271 individuals (60% men, 39% women, 1% other) within six RH centers in Kentucky. Item-total correlations, internal consistency reliability, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) were conducted. Results: The FRHAM-12 was found to have a strong internal consistency (0.924 alpha coefficient) and the EFA yielded a single component (56.38% of cumulative scale variance). CFA indicated acceptable levels of absolute and relative fit of a unidimensional scale with values of 0.67 and 0.976 for the standardized root mean square residual and relative fit index. Conclusion: This study aimed to construct and validate an initial measure for RH alliance resulted in the brief, FRHAM-12; a tool with strong internal and factor validity. Future research should examine the measure’s predictive and concurrent validity.

IntroductionClergy well-being (CWB), encompassing subjective, psychological, and spiritual dimensions, is critical for sustaining work-related psychological health (WPH). However, dominant well-being models are largely grounded in Western individualistic assumptions and lack cultural sensitivity to collectivist contexts such as Chinese-speaking communities. Despite facing distinct vocational and spiritual stressors, clergy remain underrepresented in occupational health psychology research. This study aimed to develop and validate a culturally grounded self-screening tool for CWB and to examine a dual-spectrum model of WPH among Chinese clergy.MethodsA mixed-method design was conducted in Taiwan across two studies. Study 1 involved item development, expert content validation, and exploratory factor analysis with 150 clergy. Study 2 included confirmatory factor analysis, measurement invariance testing, and structural equation modeling with 437 clergy to validate the factor structure and examine the predictive relationships between CWB dimensions (subjective, psychological, spiritual well-being) and WPH outcomes (engagement, stability, fatigue, burnout).ResultsThe final 34-item scale demonstrated strong internal consistency and construct validity. Analyses supported a three-factor structure of CWB and a four-factor structure of WPH. Subjective well-being showed the strongest and most consistent associations with engagement, stability, fatigue, and burnout. Psychological well-being significantly reduced fatigue and enhanced stability, whereas spiritual well-being primarily predicted engagement and stability. Gender measurement invariance was established.DiscussionThis study provides a culturally sensitive and psychometrically validated self-screening instrument for assessing clergy well-being and work-related psychological health in Chinese contexts. By integrating collectivist cultural values and spiritual dimensions into occupational health psychology, the findings advance culturally inclusive well-being theory and inform targeted interventions. The accompanying online self-assessment tool enhances practical applicability and supports ongoing well-being monitoring.

This study developed and validated the Human–Computer Collaborative Classroom Second Language Learning Engagement Scale among 710 junior high school students studying in Mongolian. Initially, the scale’s conceptual framework was developed through a review of pertinent literature and interview, drawing on self-determination theory and socio-constructivist perspectives to define engagement in human–computer collaborative second language learning contexts. The study adopted a sequential mixed-methods design: in Phase 1, item analysis and exploratory factor analysis (EFA) were conducted using data from 437 students, resulting in a preliminary five-factor structure; in Phase 2, confirmatory factor analysis (CFA) was performed using data from the remaining 273 students to validate the factor structure. The final scale comprises five core dimensions: (1) higher-order thinking, (2) student–teacher interaction, (3) human–computer interaction, (4) active collaborative learning, and (5) learning enthusiasm. Structural equation modeling confirmed a robust five-factor model, with all fit indices indicating satisfactory model fit (e.g., CFI = 0.981, TLI = 0.977, RMSEA = 0.041). The scale demonstrates strong internal consistency (Cronbach’s α = 0.959) and construct validity. These findings highlight the reliability and efficacy of this psychometric tool for evaluating students’ engagement in second language learning within human–computer collaborative classroom environments, offering valuable insights for educators and researchers.

This pilot study presents preliminary findings from a doctoral project investigating reading and writing anxiety among English as a Foreign Language (EFL) majors at a Chinese university. The primary aim was to assess the feasibility, reliability, and validity of two adapted instruments: the Chinese versions of the Foreign Language Reading Anxiety Inventory (Zoghi, 2012) and the Second Language Writing Anxiety Inventory (Cheng, 2004). These instruments respectively measure top-down, bottom-up, and classroom-related reading anxiety, as well as cognitive, somatic, and avoidance-related writing anxiety. A sample of 30 undergraduate English majors was stratified by English proficiency based on National College Entrance Examination (NCEE) scores. Statistical analyses, including Cronbach’s alpha and exploratory factor analysis, indicated strong internal consistency and structural validity for both scales. Several low-performing items were revised or removed based on item-total correlation, expert and participant feedback. The findings confirm the instruments’ suitability for large-scale deployment and provide insights into anxiety patterns among learners with different proficiency levels. Implications for instrument refinement and targeted pedagogical interventions are also discussed.