This study set out to investigate the psychometric properties of the Hopelessness and Helplessness Scale (HHS), which was designed to measure an individual’s levels of hopelessness and helplessness. First, the structural validity of the scale was evaluated using confirmatory factor analysis. The results supported a two-factor model with an acceptable model fit. Convergent validity was investigated using correlations with the subscales of the Hopelessness, Helplessness, and Haplessness Scale; and criterion-related validity via correlations with depression and anxiety symptoms assessed using the Brief Symptom Inventory. All correlations were positive and statistically significant at the p < .001 level. The reliability findings of the scale indicate that the calculated Cronbach’s alpha and McDonald’s omega (ω) values demonstrate high internal consistency for both subdimensions. Furthermore, measurement invariance across gender and between student and non-student groups was examined using multi-group confirmatory factor analysis. The results supported configural, metric, scalar, and strict invariance, indicating that the HHS is a psychometrically robust instrument suitable for comparative research across gender and academic status

Background Organizational health is crucial to promote employees’ well-being, sustainable performances, and long-term survival; existing tools are, however, frequently unidimensional and have been developed without consideration for the organizational context. Purpose The purpose of this study was to construct and validate the Organizational Health Behavior Index (OHBI), a composite measure that includes quantitative and qualitative domains. Methods A sequential mixed-methods design was used to survey 7,548 workers in various Saudi industries. Subscale A (quantitative) comprised awareness, appreciation, relations, engagement, and communication satisfaction, which were validated through EFA, CFA, and reliability. Subscale B (qualitative) included organizational culture, employee persona, and voice, which were analyzed for theme, interrater reliability, and expert triangulation. Results CFA revealed a good fit (CFI = 0.960, TLI = 0.950, RMSEA = 0.053) with factor loadings > 0.70 and reliability α ≥ 0.707. Criterion-related validity demonstrated strong correlations (r = 0.75–0.83) with an existing model. The second aim we accomplished was to enhance our results by measuring employee-induced cultural perceptions (Subscale B). Conclusion The OHBI is a reliable multidimensional measure of organizational health, providing both theoretical and practical value. Future validation work in other contexts is suggested.

Validation and application of the breast cancer distress thermometer in Chinese patients: Cutoff scores and stage-specific manifestations.

The development and validation of the social media sexual objectification scale among Chinese heterosexual young women.

There are various positive effects of using music, but the effects of singing have been studied less than those of listening to music. Many tools have been developed to measure listening to music; however, there is no tool for measuring the enjoyment of singing. Thus, this study developed and validated a tool to measure the enjoyment of singing, and examined its relationship with subjective well-being. Data on singing enjoyment were collected from 24 participants using open-ended questions. Data for item and exploratory factor analyses were collected from 361 Chinese adults. The reliability and validity of the scale and the relationships between variables were analyzed using data from 277 Chinese adults. The results revealed that the four-factor model for enjoyment of singing demonstrated excellent model fit, and moderately good internal consistency, test–retest reliability, and criterion-related validity were shown for its mental elevation, choral engagement, musical nostalgia, and emotional renewal subscales. In addition, the enjoyment of singing positively correlated with subjective well-being. However, it was positively correlated with negative emotions as well as positive emotions. This study highlights the usefulness of the Singing Enjoyment Scale (SES) as a measure for research on educational or clinical use, and suggests that singing can be used educationally and clinically to promote subjective well-being.

BackgroundMindfulness during prayer, characterized by focused attention and present-moment awareness in worship, is linked to improved psychological and spiritual well-being. In Islamic practice, mindful engagement in prayer (Salah) is a core spiritual concept. To assess this construct in the Iranian context, a culturally and linguistically validated instrument is required. This study aimed to adapt the Mindfulness during Worship Scale (MWS) into Persian and evaluate its psychometric properties among Iranian university students.MethodsThe MWS was translated into Persian following a standard forward-backward translation procedure. A sample of 170 Iranian university students completed the Persian MWS and the Spiritual Well-Being Scale (SWBS). The scale’s factor structure was examined using a measurement model assessment within a Partial Least Squares Structural Equation Modeling (PLS-SEM) framework. Reliability was evaluated using Cronbach’s alpha and composite reliability (CR), while criterion-related validity was assessed by examining correlations with spiritual well-being.ResultsThe original three-factor structure (Concentration, Presence, Absorption) was confirmed. Two items exhibited factor loadings below 0.5. The Persian MWS demonstrated satisfactory internal consistency, with composite reliability (CR) values ranging from 0.76 to 0.85 for the subscales. Convergent validity was supported, with Average Variance Extracted (AVE) values above 0.50 for most subscales. A significant positive correlation was found between the total MWS score and spiritual well-being (r = .37, p < .01).ConclusionThe Persian MWS is a valid and reliable tool for assessing mindfulness during worship in a Persian-speaking Muslim population. Its strong psychometric properties support its use in research settings to explore the role of mindful prayer in health psychology and spiritual well-being. Future studies may refine the scale further to enhance its applicability.

Background The Boston Cognitive Assessment (BoCA) is an online, self-administered, remote cognitive screening tool for the early detection and long-term monitoring of health changes in the brain of aging populations. This study aimed to evaluate the reliability and validity of the Mandarin version of the BoCA in Chinese patients with stroke, thereby providing a reference for important clinical applications. Methods This study included 120 patients with chronic stroke and 120 healthy controls. All participants completed the Mini-Mental State Examination (MMSE), Montreal Cognitive Assessment (MoCA), and Mandarin versions of the BoCA. Assessments were spaced a minimum of 60 min apart. For the test–retest reliability analysis, 120 patients with stroke were retested on the BoCA after 1 week. The receiver operating characteristic (ROC) curves were generated to assess diagnostic performance. Results Among the stroke group, the BoCA showed appreciable internal consistency (Cronbach’s α = 0.808) and significant test–retest reliability (intraclass correlation coefficient, ICC = 0.895, p &amp;lt; 0.001). The BoCA subscales demonstrated moderate-to-strong correlations with the total score ( r = 0.546–0.770), supporting adequate content validity. The BoCA total scores were strongly correlated with the MMSE ( r = 0.829, p &amp;lt; 0.001) and MoCA ( r = 0.848, p &amp;lt; 0.001) scores, demonstrating adequate criterion-related validity. Exploratory factor analysis (EFA) of the BoCA tasks revealed one robust factor accounting for a plurality (i.e., 46.9%) of the total variance, indicating sufficient construct validity. An ROC analysis revealed comparable diagnostic performance for the BoCA (area under the curve, AUC = 0.823), MMSE (AUC = 0.836), and MoCA (AUC = 0.818). A BoCA score of 23.5 distinguished the stroke group from the control group with 81.7% sensitivity and 69.2% specificity. Conclusion The Mandarin version of the BoCA exhibits significant reliability and validity and functions effectively as a supplementary measure for cognitive assessment in stroke survivors.

ABSTRACT The current study aims to present the initial development and psychometric validation of the Antisocial and Delinquent Behaviors Scale (ADBS) among youth participants (N=559 youth, M=16.51 years, SD=1.07, range = 14-20 years) from Portugal. The three-factor model composed by the Theft and appropriation, Damage and vandalism, and Serious and violent behaviors subscales obtained the best fit (SBχ2/df=621/272, IFI=.96, CFI=.96, RMSEA=.05[.04, .05]). Reliability was mostly good (ranging from .78 to .94). Construct and criterion-related validities were demonstrated. Males scored significantly higher (p<.001). The findings support the use of the ADBS as a valid and reliable measure.

Purpose: This study aimed to develop a scale to measure end-of-life care (EOLC) competency among nurses working in long-term care hospitals and to evaluate its validity and reliability.Methods: Preliminary items were developed based on attributes and indicators identified through a conceptual analysis of EOLC competency. The initial version of the scale was refined through expert content validity assessment, item revision, and a pilot test. The main survey was conducted among 460 nurses in long-term care hospitals, and 409 valid responses were analyzed after excluding 51 incomplete or invalid cases. Data were analyzed using software-assisted item analysis, exploratory and confirmatory factor analyses, and assessments of convergent, discriminant, and criterion-related validity, as well as reliability testing.Results: The initial 55 items were reduced to a final set of 30 items across seven dimensions. Model fit indices indicated good construct validity (χ²/degrees of freedom=1.91, standardized root mean square residual=.06, root mean square error of approximation=.07, Tucker-Lewis index=.90, comparative fit index=.91), with a total explained variance of 70.2%. The scale demonstrated strong criterion-related validity (r=.76, p&lt;.001), high internal consistency (Cronbach’s α=.95; McDonald’s ω=.95), acceptable test–retest reliability (r=.56, p&lt;.001), and an intraclass correlation coefficient of .72 (95% confidence interval, .51–.84; p&lt;.001).Conclusion: The developed scale is a valid and reliable instrument for assessing EOLC competency among nurses in long-term care hospitals. It can be effectively utilized for educational assessment, training evaluation, and the measurement of program effectiveness in end-of-life care.

ABSTRACT Learner feedback literacy (FL) is increasingly recognised as a multidimensional competency essential for navigating and benefiting from feedback processes in higher education. Yet existing instruments often address only fragmented aspects of FL, lacking an integrated perspective that captures its cognitive, affective, behavioural, and social nature. This study developed and validated the Learner Feedback Literacy Scale (LFLS), a theoretically grounded and psychometrically sound instrument assessing these domains. The development process involved item generation employing an integrated framework, followed by expert review and validation with 564 undergraduates. CFA supported a five-factor structure – Appreciating Feedback, Eliciting Feedback, Managing Affect, Decision-Making and Taking Action, and Acknowledging Feedback Reciprocity – comprising 18 items. LFLS demonstrated strong construct validity, internal consistency, and measurement invariance across gender groups. A second-order CFA confirmed a higher-order FL construct. Significant correlations with help-seeking behaviour provided evidence for criterion-related validity. LFLS offers a comprehensive tool to inform pedagogical interventions and learner support.

IntroductionGrounded in social support theory, this study aims to develop and validate the Perceived University Employment Support Scale (PUESS) to systematically evaluate the role of higher education institutions in facilitating graduates’ successful transition into the labor market.MethodsTwo studies were conducted to develop and validate the PUESS. Study 1 involved item generation, preliminary selection, and initial validation based on exploratory analyses. Study 2 further tested the construct validity, criterion-related validity, and measurement invariance of the finalized 20-item scale. Data were collected from diverse samples of university graduates to ensure representativeness.ResultsThe PUESS demonstrated strong internal consistency and robust construct validity across studies. The scale also showed comparable criterion-related validity to the University Student Social Support Scale and exhibited measurement invariance across gender, educational levels, and institutional types.DiscussionThe findings provide empirical support for understanding how university-based employment support contributes to graduates’ career development. The PUESS offers a reliable and practical tool for assessing institutional employment support and provides actionable insights for education administrators and policymakers aiming to enhance employment services in higher education.

BackgroundThe 12-item Multiple Sclerosis Walking Scale (MSWS-12) is widely used to assess patient-perceived walking disability in individuals with multiple sclerosis (MS). Despite its international application, a validated Mandarin version has been lacking. This study aimed to translate and validate the Chinese version of the MSWS-12 and examine its psychometric properties using both classical test theory (CTT) and item response theory (IRT) approaches.MethodsThe MSWS-12 was translated into Chinese following international guidelines, including forward and backward translation, expert panel review, and cognitive debriefing. Cognitive debriefing was conducted with 20 individuals with MS (10 urban, 10 rural; 40% with a high school education or lower), confirming that all items were clear, culturally relevant, and conceptually equivalent. Participants were recruited from neurology clinics and included adults with clinically confirmed MS who had sufficient cognitive and physical function to complete the self-report instrument. Measurement properties were evaluated in accordance with the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guideline, including internal consistency, test–retest reliability, structural validity, measurement invariance, and item-level analysis using the Graded Response Model (GRM).ResultsParticipants (N = 292) had a mean age of 41.72 years (SD = 5.23), with 60.6% identifying as female, and represented a diverse educational backgrounds. The Chinese version of the MSWS-12 demonstrated excellent internal consistency (Cronbach’s α = 0.92; McDonald’s ω = 0.91) and strong test–retest reliability (intraclass correlation coefficient [ICC] = 0.91, 95% CI [0.86, 0.94]), indicating high temporal stability. CFA supported a unidimensional structure with excellent model fit (CFI = 0.987, TLI = 0.984, IFI = 0.987, SRMR = 0.032, RMSEA = 0.038. 90% CI [0.015, 0.056]). Measurement invariance was confirmed across sex, residency, and disease duration at configural, metric, scalar, and strict levels (ΔCFI < 0.010, ΔRMSEA < 0.015). IRT analysis showed high item discrimination parameters (α = 2.01 - 2.95) and well-ordered respnse thresholds. No evidence of differential item functioning (DIF) was found (Δpseudo-R² < 0.02). Criterion-related validity was supported by strong correlations with the T25FW (r = .64, 95% CI [0.57, 0.70]) and the 6MWT (r = –.61, 95% CI [–0.67, –0.53]). Convergent validity was indicated by moderate associations with the EDSS (r = .47, 95% CI [0.37, 0.55]) and the MFIS (r = .45, 95% CI [0.36, 0.54]), while discriminant validity was confirmed by a weak association with the PHQ-9 (r = .28, 95% CI [0.17, 0.38]).ConclusionThe Chinese version of the MSWS-12 is a psychometrically sound, culturally valid tool for assessing ambulatory disability in Mandarin-speaking individuals with MS. Its demonstrated reliability, validity, and measurement invariance support its application in clinical practice and cross-cultural research.Supplementary InformationThe online version contains supplementary material available at 10.1186/s40359-025-03607-x.

Objective: This confirmatory survey aimed to verify the criterion-related validity and reliability of the final version of the Medical Doctors’ Work-Related Quality of Life Questionnaire (WQMD-9), following partial revision of its content. This study also explored the questionnaire’s structure and scoring methods. Method: From June to July 2022, the WQMD-9 was administered to 98 MDs selected to match the statistical distribution of MDs in Japan. Criterion-related validity was evaluated using a visual analogue scale (VAS) as the reference standard, and reliability was examined using inter-dimension correlations and Cronbach’s α. Results: The correlation coefficient between the VAS score and the simple sum of WQMD-9 dimensions scores was 0.7891, supporting criterion-related validity. Cronbach’s α was 0.87, indicating acceptable reliability. Conclusions: The profile-type WQMD-9 consists of nine dimensions—“Workload,” “Working time,” “Collaboration,” “Clinical practice,” “Working conditions,” “Working environment,” “Feelings of fatigue,” “Work-life balance,” and “Career”—with five levels. In the confirmatory survey population, the WQMD-9 demonstrated criterion-related validity and reliability, suggesting that it can be utilized with simple total scoring approach.

In recent decades, middle and high school students have been experiencing increasing levels of academic stress. The reason may be rapid urbanization and the widespread use of the Internet, which have expanded students' environments from the confines of family and school to the open community and cyber world. Greater exposure to academic information and social interactions may contribute to heightened stress levels. However, the underlying mechanisms remain underexplored. Furthermore, the current taxonomy of academic stress conflates self-stress with stress arising from social events, resulting in a misalignment between theoretical frameworks and measurement scales. The mixed-methods study explored stressful academic events among adolescents using the critical incident technique and validated a corresponding scale (Adolescent Stressful Academic Events Checklist, ASAEC). The study was conducted during the spring 2025 semester. In the qualitative phase, 84 participants, including teachers, parents, and students, were interviewed. Data were coded, member-checked, and analyzed to identify common stressful academic events. Based on these findings, a checklist of adolescent academic stress was developed, and its reliability and validity were examined through a survey of 453 adolescents. (1) Qualitative: The study categorized critical incidents from three dimensions (event topics, social actors, and interaction ways). A total of 540 critical incidents revealed common sources of academic stress related to enrollment, rivalry, career, working hard, intelligence, and social. These events were associated with various social actors, including neighbors, kinsmen, friends of parents, non-classmate peers, netizens, news media, self-media, parents, teachers, and classmates. Participants reported experiencing stress not only through direct interactions but also through mediated, observing, and distal interactions. (2) Quantitative: Both EFA and CFA supported a single-factor structure for the checklist. The Item Response Theory (IRT) model demonstrated strong psychometric properties, including high reliability, good model fit (as indicated by RMSEA, CFI, and TLI), and appropriate item parameters, infit indicators, and average information measures. ASAEC showed significant correlation with the hypothesized variables, confirming its criterion-related validity. (1) Newly identified stressful academic events were found to be correlated with urban and online communities, and all related items were significant in the survey. These findings highlight the importance of considering the impact of digitalization and urbanization on academic stress. (2) Weak ties and new interaction ways were found to contribute to stressful academic events, while the checklist exhibited a single-factor structure. The findings suggest that the proposed three-dimensional framework requires further empirical validation. (3) ASAEC provides a reliable tool for assessing adolescent academic stress from an ecological perspective, facilitating more effective management that accounts for various interactions with a wide range of social actors.

ABSTRACT Objective People who struggle to provide verbal responses may be underserved by neuropsychology. A nonverbal cognitive test (NCT) was developed to fill this need. Reliability, concurrent validity, criterion-related validity, and clinical utility are presented. Method The NCT and neuropsychological tests were administered to 122 adults aged 19–91, including 87 healthy adults (CN) and 35 adults with cognitive impairment (CI) meeting diagnostic criteria for a neurocognitive disorder. The overall sample was used to determine internal consistency and concurrent validity of the NCT (Experiment 1). The criterion-related validity and clinical utility of the NCT were assessed among the above 35 older adults with CI and 49 older adult CN participants with similar age and education (Experiment 2). Results The NCT (alpha = .84) is internally consistent. Seven NCT subtests assessing learning, recall, attention, and working memory demonstrated concurrent validity (r’s > .6) with neuropsychological tests. CN outperformed people with CI on the NCT and all subtests. Receiver Operating Characteristic shows a large area under the curve (.98). A cut-score of 75.5 differentiated people with CI from CN (true positive rate = .91; false positive rate = .04). Conclusions The NCT demonstrates acceptable psychometric properties and clinical utility for use as a cognitive test.

The Return to Sport After Serious Injury Questionnaire (RSSIQ) was developed to assess psychological readiness to resume sport involvement after injury. However, its applicability to Turkish-speaking athletes has not been established. Consequently, the current study aimed to translate, culturally adapt, and validate the RSSIQ for Turkish athletes. The translation and cross-cultural adaptation were conducted following established guidelines. A total of 244 athletes (80 females, 164 males) aged 18–45 who had completed rehabilitation participated. Structural validity was evaluated using confirmatory factor analysis (CFA), while criterion-related validity was determined by examining correlations with the Anterior Cruciate Ligament-Return to Sport after Injury (ACL-RSI) scale. Internal consistency and test-retest reliability were evaluated. CFA confirmed the two-factor structure of the Turkish RSSIQ with acceptable fit indices (CFI = .98, RMSEA = .082). The RSSIQ correlated significantly with the ACL-RSI, supporting criterion-related validity. Internal consistency was strong (Cronbach’s α = .95 for "Return Concerns" and .84 for "Renewed Perspective"), and test-retest reliability was satisfactory. The Turkish RSSIQ demonstrated strong psychometric properties, maintaining its original structure. The adaptation process helps to ensure its applicability in Turkish rehabilitation settings, capturing cultural nuances associated with psychological readiness. The validated Turkish RSSIQ is a reliable tool for assessing psychological readiness in injured athletes who were absent from sport for at least two months due to injury. It has potential utility in clinical and research settings to enhance rehabilitation strategies. Future studies should explore longitudinal changes and intervention strategies.

Nonverbal tests assess cognitive ability in multicultural and multilingual children, but language-based instructions disadvantage non-proficient children. This is a growing concern worldwide due to the increasing number of multilingual classrooms. The tablet-based FLUX (Fluid Intelligence Luxembourg) test was developed within a highly multicultural and multilingual educational context to offer not only nonverbal test content but also language-fair animated video instructions. A total of 703 third graders (Mage = 8.85, SD = 0.66; 48.8% females, 51.1% males, 0.1% with no gender specified) were included in the standardisation sample and were assessed with tasks measuring figural fluid intelligence, quantitative fluid intelligence, visual processing and short-term memory. The test proved sufficiently reliable (FLUX Full-scale: McDonald's Omega = 0.94; split-half = 0.95). Test fairness was ensured by analysing each item for Differential Item Functioning (DIF) on children's background characteristics (language spoken at home, socioeconomic status, gender). Its factorial structure was confirmed using Confirmatory Factor Analysis (CFA). Further validity evidence was provided by determining its concurrent and criterion-related validity (correlations with a test of cognitive ability and educational achievement scores). Research implications and future prospects in promoting equal opportunities in a heterogeneous multilingual educational context are discussed.

Early childhood teacher competency ensures high-quality programs and fosters student development. This competency comprises four key aspects: pedagogical, personality, social, and professional skills. However, Indonesia still lacks a psychometrically validated, perception-based competency scale that fully aligns with both national policy standards and internationally recognised frameworks. To address this gap, this research aimed to develop a self-inventory model of teacher competency. A 60-item questionnaire was sent to 249 early childhood teachers. Construct validity was examined using Exploratory and Confirmatory Factor Analyses. Convergent validity was confirmed by significant factor loadings, Composite Reliability, and Average Variance Extracted values. Criterion-related validity was supported by positive correlations with established measures of creative adaptability, perceived social support, teacher efficacy, and work engagement scale. The final analysis identified seven teacher competency dimensions. This scale also correlates with the other four measuring instruments. Analysis of Cronbach's Alpha Coefficient, Composit Reliability Value, and Average Variance Extract assessed reliability. The scale was refined to 45 valid items. This was followed by Measurement Invariance with Multigroup Confirmatory Factor Analysis, to evaluate potential differences in perceptions among groups categorised by educational background and teaching experience in their comprehension of the item questionnaire. The results revealed no significant differences in perceptions across either group type regarding the measuring instrument. This new scale is expected to enhance future research, educator training, and the quality of early childhood education.

Objective: This study aimed to adapt the Emotion Regulation Questionnaire-Short Form (ERQ-SF) to Turkish, and to investigate its psychometric properties. Method: A total of 325 adults (255 females (78.5%) and 70 males (21.5%) between the ages of 18-58 (27.86±8.37), consisting of university students and community samples, participated in the study. To evaluate the test-retest reliability, 41 university students were administered the DDA-KF at five-week intervals, and for criterion-related validity, the DDA-KF, Emotion Regulation Questionnaire, Difficulties in Emotion Regulation Questionnaire, Perth Alexithymia Scale and Depression, Anxiety and Stress Scale were administered to a community sample of 165 people, 142 (86.1%) women and 23 (13.9%) men, including university students. Results: The Cronbach's alpha coefficients of the scale were .71 for the suppression dimension and .73 for the cognitive reappraisal dimension. According to the findings of the exploratory factor analysis, the scale was suitable for factor analysis and the scale items had high factor loadings ranging from .64 to .89, and the confirmatory factor analysis showed that the fit indices of the two-factor model were good (X2/df =1.39, CFI=.98, TLI=.96, GFI=.97, AGFI=.94) in parallel with the original study. Conclusion: The ERQ-SF demonstrates strong psychometric properties, making it a valid and reliable tool for assessing emotion regulation in Turkish samples for research purposes. Additionally, its concise six-item format ensures ease of administration.

ICOPE-PROM: Development and validation of a patient-reported outcome measure for integrated care in older Chinese adults.