Development Of Scale Research Articles

Development of Ethical Dilemma Distress Scale for Mental Health Practitioners (EDDS-MHP)

Development of Ethical Dilemma Distress Scale for Mental Health Practitioners (EDDS-MHP)

Developing and validating an instrument for assessing E-entrepreneurial idea feasibility

Despite the critical importance of e-entrepreneurship idea generation for e-venture success, there remains a significant lack of valid and reliable instruments to evaluate the feasibility of e-entrepreneurial ideas proposed by undergraduates during entrepreneurship learning. This study addresses this gap by creating and validating a scale based on the Business Model Canvas with a sample of 299 participants. Following established scale development procedures, a 13-item scale with four factors emerged: value creation and customer relationship management, cost structure, business viability, and customer segmentation and personalization. The scale demonstrates satisfactory internal consistency and criterion-related validity, providing a reliable tool for assessing e-entrepreneurial idea feasibility in higher education, benefiting both educators and researchers.

Development and Psychometric Evaluation of the Educational Leadership Scale for Faculty Members: Insights From the Network Analysis Perspective

ABSTRACTThis study aimed to develop and evaluate the psychometric properties of the Educational Leadership Scale for Faculty Members (ELSF) in Arabic. The scale was rigorously tested using both traditional methods—exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)—as well as advanced network techniques, including exploratory graph analysis (EGA) and centrality measures. The study sample consisted of 350 faculty members (56% male, 44% female) from various universities, with a mean age of 42.3 years (SD = 7.8). Participants represented a range of academic disciplines, and all were involved in educational leadership roles within their respective institutions. EFA revealed a five‐factor structure that explained 68.4% of the total variance. CFA further confirmed the model's adequacy, with fit indices showing a good model fit (CFI = 0.95, TLI = 0.94, RMSEA = 0.06). The ELSF, comprising 22 items across these five dimensions, demonstrated strong internal consistency, with a Cronbach's alpha coefficient of 0.89. Additionally, EGA supported the factor structure identified by traditional methods, reinforcing the stability and consistency of the scale. Centrality measures highlighted Item 18 as the most influential, with betweenness, closeness and strength centrality scores of 0.45, 0.78 and 0.62, respectively, within the ‘Research‐Ethical Leadership’ subscale. These findings affirm the ELSF's credibility as a robust tool for assessing educational leadership among faculty members. The scale's strong psychometric properties suggest it is well‐suited for application in diverse academic settings, including potential use across Arabic‐speaking countries such as Saudi Arabia, Qatar, the United Arab Emirates, Egypt, Oman and Kuwait.

Development and validation of the Health Activation Scale for Children (HAS-C): an important intermediate outcome measure for health promotion initiatives

BackgroundValid and reliable measures for assessing health activation in school-aged children are currently lacking. This study aimed to develop a scale to measure health activation and evaluate its psychometric properties among English-speaking primary school children in Singapore.MethodsThe development of the Health Activation Scale for Children (HAS-C) involved an extensive literature review, expert consultations, cognitive interviews with primary school children, and thorough discussions for dimension and item refinement. A cross-sectional study was conducted with 597 children aged 8 to 12 years, recruited from four mainstream primary schools, comprising 50.1% boys and 64.8% Chinese students. The potential scale, along with other measures, was independently completed by the children. Descriptive statistics were provided for individual scale items. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to assess factorial validity. Convergent validity was examined by correlating the scale scores with scores of health confidence and self-efficacy measures. Hypothesis-testing validity was evaluated by assessing the scale’s correlation with self-reported health behaviours, including daily consumption of vegetables and fruits, time spent on sedentary activities and physical activities. Internal consistency reliability was measured using Cronbach’s alpha.ResultsEFA suggested a three-factor structure for the 12-item HAS-C, which was subsequently confirmed by CFA with a good model fit. All three HAS-C dimension scores demonstrated moderate correlations (rho = 0.34–0.52) with health confidence and self-efficacy measures, indicating good convergent validity. They were positively correlated with more vegetable and fruit intakes, more time spent on exercises, and negatively correlated with time spent on sedentary activities, supporting hypothesis-testing validity. Internal consistency reliability for individual HAS-C dimensions was generally acceptable, with Cronbach’s alpha values of 0.70 or above.ConclusionThe 12-item multi-dimensional HAS-C exhibited good validity and reliability, making it a valuable tool for assessing health activation in primary school-aged children.

Is it up to language? Pragmatic competence in Croatian preschool children with autism and typical development

Objectives The relationship between structural language ability and pragmatics is not fully understood, in either individuals with autism or those with typical development (TD). Despite the well-established understanding that core deficits in autism lie in pragmatics, specific pragmatic behaviours that distinguish autistic children (AC) from their TD peers are not sufficiently described. The aims of this study were as follows: to investigate the differences in language abilities and pragmatic competence between AC and those with TD; to examine the relationship between language comprehension/production and pragmatic competence in both groups; and to identify the items of pragmatic composite that are most discriminative in detecting AC. Methods The participants in this study were preschool-aged children with TD (N = 45; mean age 65.5 months) and AC with average nonverbal IQ scores (N = 32; mean age 72.9 months). Language production and comprehension abilities were assessed using the New Reynell Developmental Language Scales (4th edition), and pragmatic competence was measured using the Children’s Communication Checklist (CCC). Results For all language and pragmatic variables, AC performed worse than those with TD. Pragmatic competencies did not correlate with structural language skills in either group, except for a correlation between language production and coherence in the TD. Finally, certain pragmatic behaviours common to many AC and rarely found in children with TD were identified as potential distinguishing features between the two groups. Conclusions This study underscores the importance of incorporating pragmatic assessments alongside traditional language evaluations and suggests that interventions should target pragmatic competence specifically, especially in preschool AC.

Overview and confirmatory and exploratory factor analysis of AI literacy scale

Comprehensive concepts of AI literacy (AIL) and valid measures are essential for research (e.g., intervention studies) and practice (e.g., personnel selection/development) alike. To date, several scales have been published, sharing standard features but differing in some aspects. We first aim to briefly overview instruments identified from unsystematic literature research in February 2023. We identified four scales and one collection of items. We describe the instruments and compare them. We identified common themes and overlaps in the instruments and developmental procedure. We also found differences regarding scale development procedures and latent dimensions. Following this literature research, we came to the conclusion that the literature on AI literacy measurement was fragmented, and little effort was undertaken to integrate different AI literacy conceptualizations. The second focus of this study is to test the factorial structures of existing AIL measurement instruments and identify latent dimensions of AIL across all instruments. We used robust maximum-likelihood confirmatory factor analysis to test factorial structures in a joint survey of all AIL items in an English-speaking online sample (N=219). We found general support for all instruments' factorial structures with minor deviations from the original factorial structures for some of the instruments. In a second analysis step, to address the issue of fragmented research on AI literacy conceptualization and measurement, we used principal axis exploratory factor analysis with oblique rotation to identify latent dimensions across all items. We found four correlated latent dimensions of AIL, which were mostly interpretable as the abilities to use and interact with AI, to design/program AI (incl. in-depth technical knowledge), to perform complex cognitive operations regarding AI (e.g., ethical considerations), and a common factor for the abilities to detect AI/differentiate between AI and humans and manage persuasive influences of AI (i.e., persuasion literacy). Our findings sort the multitude of AIL instruments and reveal four latent core dimensions of AIL. Thus, they contribute importantly to the conceptual understanding of AIL that has been fragmented so far.

Development and validation of an infectious disease control competency scale for public health professionals

BackgroundInfectious diseases persistently pose global threats, and it is imperative to accelerate the professionalization of public health workforce. This study aimed to develop and validate the infectious disease control competency scale (IDCCS) for public health professionals to fill a theoretical gap and elevate practical capabilities by informing public health professionals’ development goals.MethodsThe initial item pool was generated through a literature review, and categorized into three dimensions (knowledge, practical skills, and leadership) based on the competency iceberg model and public health leadership framework. A two-round Delphi process was conducted to determine indicators within the scale. A pilot survey was utilized for item analysis and exploratory factor analysis (EFA). A formal survey was employed for confirmatory factor analysis (CFA). The weight value of each indicator was calculated using the analytic hierarchy process.ResultsAn initial scale with three primary items, 14 secondary items, and 81 tertiary items was generated. Twenty experts participated in the two rounds of the Delphi process. Authority coefficients exceeded 0.9 in both rounds. Kendall's W was 0.29 and 0.19, respectively (both P < 0.001). Item analysis presented a Cronbach's Alpha of 0.98, with corrected item-total correlation coefficients ranging from 0.33 to 0.78. EFA demonstrated that cumulative variance explanations for the four primary dimensions (knowledge, practical skills, leadership, and personal quality) were 77.463%, 73.976%, 81.174%, and 68.654%, respectively. CFA indicated that all composite reliability values and average variance extracted surpassed 0.8 and 0.5, respectively. The standardized factor loadings of the items ranged from 0.630 to 0.977. Among the seven model fit indices, each of the four dimensions satisfied at least five criteria. A final three-level scale comprising four primary items, 14 secondary items, and 64 tertiary items was constructed. The weight values for the four primary items were 0.4064, 0.2878, 0.2082, and 0.0981, respectively.ConclusionsThe IDCCS was established to evaluate the competencies of knowledge, practical skills, leadership, and personal quality for public health professionals in infectious disease control. This scale demonstrates good reliability and validity, and can be used for performance evaluation, recruitment processes, curriculum development, and individual self-assessment.

Initial development of a sleep health literacy scale

ObjectivesHealth literacy includes the skills necessary for effective communication with health professionals, understanding health instructions, and recognizing health needs. Our study aimed to create a novel measure of sleep health literacy—an individual's capacity to comprehend sleep-related information and navigate sleep-related healthcare services. MethodsThe Sleep Health Literacy scale consists of two subscales: “Sleep Health Communication” (11 Likert-scale items assessing access to resources and communication with healthcare providers) and “Sleep Health Knowledge” (46 true/false items assessing specific knowledge of sleep health). The Sleep Health Literacy scale was completed by 154 undergraduate students (mean age=20.96years; 79.87% female) in study 1. In study 2, an additional sample of 251 participants (mean age=20.23years; 79.87% female) completed the Sleep Health Literacy scale, along with measures of convergent and discriminant validity. ResultsExploratory factor analysis results in study 1 revealed a two-factor structure for the “Sleep Health Communication” subscale (“comprehension” and “critical application”). The subscale demonstrated good internal consistency (α = 0.81) and inter-item and item-total correlations. On the “Sleep Health Knowledge” subscale, participants answered 76.36% of items correctly. In study 2, the Sleep Health Literacy had good convergent validity with Sleep Beliefs Scale and the All Aspect of Health Literacy Scale. ConclusionsThe Sleep Health Literacy scale offers a standardized measure to assess sleep health literacy, an understudied domain that has important links to health. This measure may allow researchers and clinicians to better understand how to improve sleep health. Further validation of the Sleep Health Literacy scale is warranted in more diverse samples.

Development and validation of asthma diagnostic scale for children.

To construct an asthma diagnostic scale for children under 6 years old. An electronic medical record database was used to develop the scale. Item pool was established through literature survey and expert opinion. Items were screened and optimized by using the Delphi method, t-test, reactivity analysis, Pearson correlation coefficient, factor analysis, reliability and validity test. The predictive probability of asthma was calculated using logistic regression, and receiver operating characteristic curve. Another childhood asthma database was used to validated the scale. The asthma diagnostic scale for children under 6 years old included five dimensions: dimension 1 (shortness of breath, three concave sign, cyanosis, moist rale, heart rhythm, heart sound and dyspnea), dimension 2 (respiratory sound, cough, sputum), dimension 3 (frequency of wheezing, allergic rhinitis, history of allergy in one or both parents), dimension 4 (sex, wheezing, atopic dermatitis), and dimension 5 (reversible airflow, positive in vitro or in vivo allergy test). The Cronbach's α coefficients for the five dimensions were 0.846, 0.459, 0.019, 0.202, and 0.024. The area under the ROC curve (AUC), sensitivity, and specificity were 0.737, 59.1%, and 81.2%. AUC, sensitivity, and specificity in the validation database were 0.614, 76.2%, and 46.7%. The scale has significant diagnostic value for asthma in children under 6 years old. 1. The aim of the study was to establish an asthma diagnosis scale for children younger than 6 years old. 2. Our study not only addresses the lack of diagnostic criteria of young children asthma, but also indicates the accuracy of the diagnostic scale. 3. The data may help to reduce the missed diagnosis and misdiagnosis rate of asthma, and improve the diagnostic accuracy of the disease, and thus reduces the harm of asthma to children's physical and mental health.

Vaccine hesitancy as indecision: Creation and evaluation of the Unidimensional Vaccine Hesitancy Scale.

Several authors have argued that vaccine hesitancy should be conceptualized as indecision in the vaccination decision-making process, but no established measure with support for its psychometric properties and validity has been created from this operational definition. To resolve this tension, this article undergoes a four-study scale development process to create the 4-item Unidimensional Vaccine Hesitancy Scale (UVHS). We conduct four survey studies utilizing a total sample size of 884. In Studies 1 (n = 297) and 2 (n = 298), we provide psychometric support for the measure via exploratory and confirmatory factor analysis. In Studies 3 (n = 193) and 4 (n = 106), we support the concurrent and discriminant validity of the measure by assessing its relations with relevant constructs, such as vaccination readiness and acceptance, and we also provide initial indicators of the scale's possible predictive qualities by testing its time-separated effects with vaccination willingness, receipt and word-of-mouth. We leverage these results to provide a number of theoretical insights and suggestions for future practice. Of note, we highlight that different conceptualizations and operationalizations for the same construct can produce notably differing empirical findings, and vaccine hesitancy is no different. Our cumulative efforts indicate that the UVHS is an appropriate measure to assess vaccine hesitancy as indecision.

Effect of the COVID-19 pandemic on infants' development: analyzing the results of developmental assessments at ages 10-11 and 18-24 months.

The purpose of this study was to determine the effect of the COVID-19 pandemic on infant development. The study investigated the development of infants at 10-11 months of age between 2020 and 2023 by using the Kyoto Scale of Psychological Development-2020 (KSPD2020), an individualized developmental scale, and the Kinder Infant Developmental Scale (KIDS), a developmental questionnaire. We compared the results of the KSPD2020 with those of a pre-pandemic developmental research and compared the developmental age (DA) of KIDS with children's chronological age (CA). Moreover, the same developmental research was conducted again on the same children at 18-24 months of age. DA for receptive language and expressive language was lower in the KIDS compared to CA in the investigation at 10-11 months. However, in the investigation at 18-24 months, there were no areas where KIDS' DA was lower than CA, and DA in the areas of manipulation, receptive language, social relationship with adults, discipline, and eating was higher than CA. On the other hand, using the KSPD2020, there were no differences when compared to pre-pandemic data in the investigation at 10-11 months. Furthermore, the investigation at 18-24 months showed that developmental quotient (DQ) was lower in the Language-Social (L-S) areas than in the investigation at 10-11 months. The lower DQ of L-S in this study was also evident in comparison to the 18-24 months pre-pandemic data. These results suggested that to investigate the medium- and long-term effects of the COVID-19 pandemic on children's development, it is necessary to use not only parent-filled questionnaires but also individualized developmental scales. In addition, the finding that results may differ depending on the method of developmental assessment is considered important not only for developmental researchers but also for professionals involved in supporting children's development.

Individual Entrepreneurial Orientation: Scale Development and Validation

Individual Entrepreneurial Orientation: Scale Development and Validation

Machine heuristic: concept explication and development of a measurement scale

Abstract Human assumption of superior performance by machines has a long history, resulting in the concept of “machine heuristic” (MH), which is a mental shortcut that individuals apply to automated systems. This article provides a formal explication of this concept and develops a new scale based on three studies (Combined N = 1129). Measurement items were derived from the explication and an open-ended survey (Study 1, N = 270). These were then administered in a closed-ended survey (Study 2, N = 448) to identify their dimensionality through exploratory factor analysis (EFA). Lastly, we conducted another survey (Study 3, N = 411) to verify the factor structure obtained in Study 2 by employing confirmatory factor analysis (CFA). Analyses resulted in a validated scale of seven items that reflect the level of MH in individuals and identified six sets of descriptive labels for machines (expert, efficient, rigid, superfluous, fair, and complex) that serve as formative indicators of MH. Theoretical and practical implications are discussed.

Breastfeeding health literacy scale for pregnant women: A scale development study.

Breastfeeding provides optimal nutrition for infants, and health literacy significantly influences breastfeeding rates. This study aimed to develop a tool to assess the breastfeeding health literacy levels of pregnant women. This methodologically structured study was conducted with 590 pregnant women who visited the pregnancy follow-up clinic between January and April 2024 and met the sampling criteria. Data were collected using a participant form and the Health Literacy Scale for Breastfeeding for Pregnant Women (BFHLS). To assess the BFHLS validity, the content validity index (CVI) and factor analysis were used, while the reliability was evaluated using the test-retest method, item-total score correlation, and Cronbach's alpha reliability coefficient. The BFHLS for pregnant women is structured into four dimensions, comprising 25 items. To assess the scale's stability, test-retest measurements were conducted with a minimum interval of 2 weeks, revealing no significant difference in mean scores (p > 0.05). The CVI for each item was 99%. The corrected item-total correlations ranged from 0.48 to 0.92, and Cronbach's alpha value was determined to be 0.96. The BFHLS developed for pregnant women is a valid and reliable tool. Higher scores on the scale indicate a greater level of breastfeeding health literacy in pregnant women. This scale can effectively be used to assess the breastfeeding health literacy levels of pregnant women.

The SLE-specific functioning support outlook: Scale development and psychometric evaluation of a new instrument

Background: The indispensable influence of social support is not commonly considered in most instruments for measuring daily functioning. There is a gap in self-report measures on the perceived impact of social support on daily functioning. Objectives: This study aimed to develop and psychometrically evaluate the Functioning Support Outlook Scale, a new instrument designed to assess the perceived or anticipated impact of social support on daily functioning. Design: Methodological design. Methods: Involves three phases: (1) conceptualization and item generation, (2) preliminary item evaluation, and (3) field testing of the instrument. Results: A 13-item instrument emerged with two subscales, namely, Perceived Enhancing Vitality and Perceived Fighting Endurance, which explained 81.48% of the total variance. The Cronbach’s alpha of the final version is 0.967, while that of the subscale Perceived Enhancing Vitality is 0.954, with 5 items, and that of the subscale Perceived Fighting Endurance, with 8 items, is 0.957. Conclusion: The newly developed instrument is valid and reliable, has high content validity and acceptable Cronbach’s alpha coefficient and can be used to assess the daily functioning of individuals with alterations in functioning.

Faculty verbal messages: scale development and initial validation

IntroductionThis study set out to create a scale of messages faculty use when communicating with students and provide initial validation evidence for that scale.MethodsThree studies were used to create and initially validate the scale. Study one used focus groups to have students generate a list of 65 messages. Study 2, a survey with exploratory factor analysis, yielded two factors: affirming (items) and disconfirming (items) messages. Study 3 confirmed the factor structure and provided initial construct validation based upon the relationship between messages and relational distance, motives to communicate, learner empowerment, and student motivation.ResultsWithdrawal mediates the relationship between faculty verbal messages and learner empowerment. Faculty verbal messages directly, without mediation, predict student motivation.DiscussionFaculty verbal messages matter inside and outside the classroom. Both affirming and discomfiting messages can have a positive effect on students’ learning/motivation as well as the instructor-student relationship.

Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach

Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data ( n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After that, the revised 17-item questionnaire was validated by confirmatory factor analysis and other validation methods with data from 224 EFL learners. The results indicated that the underlying structure involved writing task traits, English language ideology, writing teacher support, interest in English language, and self-perception of English language proficiency. The scale was further validated through factor analysis of the quantitative data ( n = 173) and thematic analysis of the immediate retrospective interview data ( n = 12) from EFL learners to test its generalizability in other L2 learning contexts and for face validity evidence. The findings showcased a promising mixed-methods design for scale development and clarified the underlying factors of L2 writing WTC. Implications for scale development and the teaching and learning of L2 writing were discussed.

Development of the Flexibility in Daily Life scale to measure multidimensional cognitive and behavioural flexibility in health and disease

AbstractObjectivesInflexibility of thought and behaviour is a transdiagnostic feature of many neuropsychiatric disorders and presents several empirical measurement challenges. Here, we developed and validated the Flexibility in Daily Life scale (FIDL); a novel, self‐report questionnaire, which captures expressions of cognitive and behavioural flexibility in daily life and is sensitive to natural shifts in these processes across the adult lifespan.MethodsThe FIDL was developed using a deductive scale development approach, which aimed to capture common themes within the flexibility literature and across diagnoses (e.g. insistence on sameness, preference for routines). Following multidisciplinary consensus, an initial 37‐item questionnaire was submitted for validation in an online sample of 295 healthy adult participants (19–78 years).ResultsExploratory factor analysis produced a revised 21‐item version comprising five factors, labelled: Repetition, Switching, Predictability/Control, Routine, and Thoughts/Beliefs. Internal consistency reliability was good‐to‐strong for the total FIDL score and moderate‐to‐strong for individual subscales. Convergent validity was established between the FIDL and an existing measure of cognitive flexibility. Critically, the FIDL total score evinced a U‐shaped relationship with age, whereby flexibility was lower at the younger and older tails of the lifespan and greater in middle age. The same U‐shaped trajectory emerged for the Repetition, Routine, and Thoughts/Beliefs factors.ConclusionsOverall, the FIDL is a valid and reliable multidimensional measure of flexibility, which upholds a clearly defined factor structure and good psychometric properties. It promises to be a valuable clinical and research tool to assess the natural fluctuations in flexibility across the lifespan and departures thereof.

The developmental dyslexia scale for standard mandarin: A study among early primary students

BackgroundDevelopmental dyslexia (DD) is a prevalent neurodevelopmental disease that poses challenges in both early intervention and long-term development for children with DD. However, there is a lack of a standardized and comprehensive tool for the diagnosis of DD in Mainland China. AimTo develop a standardized tool (i.e., Developmental Dyslexia Scale for Standard Mandarin [DDSSM]) for the diagnosis of DD in Mainland China and evaluate its reliability and validity. Methods and proceduresDDSSM consists of 10 subtests. The initial draft was created after Delphi expert consultation, and the final version was revised to improve discriminability with a pilot study involving 450 children from grades 1–3. The reliability and validity were then confirmed with 53 children from grades 1–2. Outcomes and resultsThe Delphi expert consultation demonstrated that the expert panel had good authority, and that all agreed on the subtest setup. The DDSSM exhibited great internal consistency. Confirmatory factor analysis revealed that the model aligns with the theoretical structure (P > 0.05, χ2/df < 2.00, root-mean-square error of approximation (RMSEA) < 0.08, comparative fit index (CFI) > 0.90, TLI > 0.90). The Dyslexia Checklist for Chinese Children and children’s academic performance agreed well with the DDSSM. Conclusions and implicationsThe DDSAM is reliable and valid for assessing and diagnosing DD in Standard Mandarin-speaking primary school children from grades 1–2. What this paper adds?Although a number of scales and tools have been proposed for assessing developmental dyslexia (DD) in Chinese, there is still a lack of diagnostic tools for Mandarin Chinese in Mainland China. In this study, we developed one of the most comprehensive diagnostic tools for DD in Mandarin Chinese for lower graders. We included visual-spatial attention (VA) and compounding awareness (CA), two tests that have been recently suggested as reliable measures for identifying DD in the Chinese language. This assessment tool has been verified for robust reliability and validity.This study also provided confirmation of the core deficits of DD in Chinese, which were orthographic awareness (OA). In addition, VA, rapid automatized naming (RAN) and morphological awareness (MA) were found to be the most important cognitive abilities for word reading in Chinese lower graders in this study.

Assessing the psychometric properties of Connor-Davidson Resilience Scale 25 (CD-RISC 25) in pharmacy students and academics in the Eastern Mediterranean Region

BackgroundResilience is a complex concept that is defined and influenced by the context of individuals, organisations, societies and cultures. The Connor-Davidson Resilience Scale (CD-RISC) is a widely used validated tool to evaluate psychological resilience. CD-RISC is a self-administered scale of twenty-five items, each rated by a 5-point Likert scale. The scale evaluates overall personal resilience through assessing five main resilience-related constructs; personal competence, trust in one's instincts, positive acceptance of change, control and spiritual influences. As per the scale's developers, higher scores reflecting greater level of resilience. This particular tool has not previously been tested with a pharmacy student or academic population sample. ObjectiveThis study aims to assess the factor structure, validity, and reliability of the CD-RISC-25 in a sample of pharmacy students and academics from faculties drawn across the Eastern Mediterranean Region (EMR). MethodsA cross-sectional study was carried out between October 2020 and January 2021 sampling pharmacy students and academics across the EMR who were invited to complete the self-administered CD-RISC 25 questionnaire. Confirmatory factor analysis using principal components analysis with oblique rotation was conducted on sample responses (n = 616). The internal consistency and reliability for each identified factor and from the CD-RISC scale was evaluated by using Cronbach's alpha coefficient. ResultsFive factors were isolated accounting for 51.5 % total cumulative model variance. Identification of factors showed high convergence with previous work on the CD-RISC resilience tool. The current study in our sample found a five–factor structure which differed from the original scale reliabilities. This study did identify a five-factor solution with differing item factor loadings. The reliability analysis on the CD-RISC-25 items in our study sample revealed an overall Cronbach Alpha value of 0.89; however, three items showed corrected Item-total correlations of <0.3. Our analysis, in this respondent sample, suggested a re-adjustment of the scale inclusions to improve overall scale stability and performance. ConclusionsThe current research findings propose a modified five-factor structure to resilience, with a 22-item unidimensional model of CD-RISC scale.