Three-factor Instrument Research Articles

Attitudes towards research in graduate-entry Australian physiotherapy students: a survey

Purpose: To assess the attitudes towards research in a two-year, graduate-entry Master of Physiotherapy course. Methodology: All students starting (T0) and ending (T1) their degrees in 2020 and 2021 were invited to complete the revised Attitudes Towards Research Questionnaire. This is a three-factor instrument with 13 statements assessing Research Usefulness (four statements, scores ranging from 4 to 28), Research Anxiety (five statements, scores ranging from 5 to 35), and Positive Research Predispositions (four statements, scores ranging from 4 to 28). Each statement was scored using a seven-item Likert scale ranging from ‘Strongly Agree’ (1) to ‘Strongly Disagree’ (7). Student responses between T1 and T0 for factor scores were compared using independent samples t-tests and summarised using mean differences (95% CIs). We defined the minimally important difference as 15% of the scale range. Findings: Ninety-seven percent (n=124/129) of students completed the survey at T0 and 57% (n=79/125) at T1. We found no difference between T0 and T1 in research anxiety (0.2 points, 95% CI: –1.5 to 2.0) and research usefulness (–0.9 points, 95% CI: –1.8 to 0.1), but a significant (although not meaningful) decrease in positive research predispositions between T0 and T1 (–1.7 points, 95% CI –3.2 to –0.2). Research implications: Qualitative research could complement these quantitative findings and provide in-depth reasons for student scores. Practical implications: Educators need more active strategies to improve attitudes and engagement in research-focused subjects to further engage students. Originality/value: This is the first study to document attitudes towards research in an Australian graduate-entry Master of Physiotherapy program. Limitations: There is likely bias (unclear in which direction) at T1 given that 57% of students completed the survey. Surveys were not linked, so group differences were assessed independently. Keywords: Evidence-based practice; research methods; Master of Physiotherapy, UTS Physiotherapy Student surveys (PHYSS) study

Creative Self-Beliefs Among Children and Adolescents

Young people’s confidence in their creative abilities, as well as their beliefs about whether these abilities are fixed or malleable, play potentially important roles in educators’ efforts to foster creativity. This study explores a multidimensional model of young people’s creative self-beliefs that comprises creative self-efficacy, growth-creative mindsets, and fixed-creative mindsets. It operationalizes and tests this model via a new three-factor instrument appropriate for young samples. Drawing on data from 2980 children and adolescents (mean age 12–13 years), confirmatory factor analysis established the construct validity of the scales, and hence, the multidimensional concepts underpinning creative self-beliefs. All measures evinced suitable levels of reliability, and invariance analysis supported configural, metric, and scalar invariance across gender, language background, and school type. Findings supported the convergent and divergent validity of scales against Big Five (openness and conscientiousness) personality measures. Implications of this three-factor creative self-beliefs model for researchers, educational practitioners, and youth are discussed.

How coaching training transforms nurses' behaviour: The effectiveness of coaching training according to objective measures.

To evaluate the transition of behavioural changes of participants before and after the training using a scale that can objectively evaluate coaching training for nurses. After a cross-sectional study, a quasi-experimental study was conducted. We examined the reliability and validity of the Coaching Skill Assessment plus (CSAplus), which was developed to measure the effectiveness of coaching training for corporate leaders. Next, a repeated measures analysis of variance was conducted on two types of coaching training for nurses conducted at a university hospital, with the CSAplus scores of participants before, 1 month and 6 months after the training as the dependent variable. The CSAplus is a three-factor instrument with good reliability and validity. Participants' CSAplus scores improved after training, but there were differences in the magnitude and persistence of the training effects. Hospital staff, professional coaches and their clients were involved in data collection.

Development and initial validation of the Partnership Scale-DanceSport Couples.

DanceSport is described as a dance involving a male-female partner. It is important to comprehend the partnership between dance couples so that their competitive performance can be effectively supported. However, only a few studies have verified the influence of partnership between DanceSport couples on competitive performance and explored its psychological mechanism to provide means to deal with the partnership. The reason was that there was a lack of appropriate assessment tools. This multi-study outlines the development, content, and construct validity of a novel, mixed-method tool to assess DanceSport partnership. The development of the Partnership Scale-DanceSport Couples (PS-DSC) included four studies and data from four samples of Chinese elite dancers (N = 914 total). In stage 1, outlined in study 1, PS-DSC items were generated and then refined using the feedback provided by academics, sports coaches, and elite dancers. In stage 2, outlined in studies 2 and 3, exploratory factor analysis and confirmatory factor analysis were used to examine the structure of the PS-DSC items. In stage 3, outlined in study 4, composite reliability, discriminant validity, and convergent validity were assessed. The result of this process was a 13-item three-factor instrument. Based on these initial findings, the PS-DSC provided the first valid and reliable way of measuring partnerships between DanceSport couples. This study has taken the promising first step in developing a tool to comprehensively measure partnerships between DanceSport couples.

Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

BackgroundActive learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence.ResultsThese analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement.ConclusionsThis study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

Development and Evaluation of an Algorithm-Corresponding Instrument for Nursing Simulation.

This study aimed to develop and validate an assessment instrument for students engaging with an algorithm-based simulation scenario addressing emergency measures for high-risk newborns with apnea in a neonatal intensive care unit. The study was conducted in two phases of development and evaluation of the algorithm-corresponding instrument. One hundred sixty-nine senior nursing students from two universities in South Korea were evaluated using the developed instrument. The developed and validated instrument consisted of three dimensions (assessment points, nursing skills, and communication) measured through 13 items. The exploratory factor analysis revealed three factors of the instrument, and the confirmatory factor analysis demonstrated a better model fit for a three-factor instrument model than for other models. The developed algorithm-corresponding assessment instrument is suitable for assessing the clinical decision-making ability of nursing students in a simulation scenario. [J Nurs Educ. 2020;59(11):617-626.].

Measuring university students\u2019 interest in biology: evaluation of an instrument targeting Hidi and Renninger\u2019s individual interest

BackgroundBoosting students’ disciplinary interest has long been considered an important mechanism to increase student success and retention in STEM education. Yet, interest is a complex construct and can mean different things to different people, and many of the existing interest questionnaires do not identify a specific theoretical framework underlying their items. To demonstrate that curricular interventions targeting students’ interest are effective, educators need a theoretically based instrument to measure interest. The aim of this study was to develop an instrument measuring undergraduate students’ interest in the discipline of biology and collect initial validity evidence supporting the proposed use. The instrument structure is based on Hidi and Renninger’s (Educational Psychologist 41:111–127, 2006) conceptualization of individual interest, and the intended use is to evaluate changes in the biology interests of the US undergraduate students pursuing STEM degrees. To provide evidence of validity, the instrument was completed by 446 biology majors and 489 non-biology majors at two R1 universities. Exploratory and confirmatory factor analyses were applied to evaluate the internal structure of the instrument.ResultsThe final three-factor instrument supported by these analyses includes 6 items representing positive feelings towards biology, 5 items representing personal value of biology, and 8 items representing reengagement in biology-related activities. Measurement invariance across biology and non-biology majors was established and subsequent comparisons of these populations demonstrated that biology majors report significantly higher positive feelings, personal value, and reengagement in biology-related activities compared to non-biology majors.ConclusionsThe study findings support the use of the instrument to gain a broad understanding of students’ individual interest in biology. With minor adaptions, the instrument could also be evaluated for use in other STEM disciplines and for use by other populations.

Exploration and confirmation of a reflective-thinking scale to measure transformative learning in online courses

Responding to the ubiquity of information and the corresponding need to filter and make sense of it, transformative learning is increasingly being used to frame learning experiences in higher education. While several instruments have been developed to measure transformative learning in educational settings, little work has been done towards an understanding of transformative learning measurement in online environments. This study was conducted over two phases, an initial exploration of a reflective thinking questionnaire with students in an online MBA program of a higher education institution in the mid-Atlantic region of U.S., followed by a confirmatory phase of a refined, three-factor instrument in the same context. This study demonstrated the improved fit and overall interpretability of the three-factor instrument. The measurement invariance of the factor structure has also been examined with a set of covariates.

A confirmatory factor analysis for SERVPERF instrument based on a sample of students from Syrian universities

Purpose – The purpose of this paper is to confirm the factorial structure of SERVPERF based on an exploration of its dimensionality among Syrian universities’ students. It also aimed at assessing the perceived service quality offered at these universities. Design/methodology/approach – A cross-sectional survey was conducted targeting students at Syrian universities. Using a pilot sample of 40 students, the authors developed their hypotheses. Thereafter, based on a sample of 259 students, the hypotheses were tested using structural equation modeling and one-sample t-test. Findings – The findings revealed that SERVPERF in the Syrian universities’ context was a three-factor instrument consisting of the three dimensions: faculty-individualized attention, support staff helpfulness, and support staff empathy. Moreover, the findings showed that students at Syrian universities hold negative perceptions toward all of the three service quality dimensions provided by their universities. Practical implications – Given the imperative need for universities to monitor and improve the quality of their services, this study can help Syrian universities’ administrations understand the perceptions of their students toward services offered, which can help them formulate effective marketing strategies. Originality/value – This paper came to be one of the first studies that attempted to assess the perceived quality of services offered through the Syrian higher education system. Additionally, this study pioneered through drawing a factorial picture for SERVPERF at the Syrian Arab context.

An Initial Validation of a Measure of Sexual Perceptions Regarding Breastfeeding

Increasing breastfeeding initiation and duration in the United States has been identified as a major public health goal. This article presents an initial validation of the Sexual Perceptions of Breastfeeding Scale (SPBFS). The SPBFS was designed to assess the presence of sexual perceptions regarding breastfeeding that may interfere with a mother's choice to breastfeed an infant. This study establishes the initial psychometric properties of the SPBFS based on a sample of 140 mothers participating in the federal supplemental food program Women, Infants, and Children. Results/conclusions: the SPBFS was developed as a three-factor instrument. Preliminary findings confirm this structure and indicate that the SPBFS shows promise for helping explore how sexual perceptions of breastfeeding interact with the decisions a mother makes regarding breastfeeding.

The development and validation of the HIV/AIDS Stigma Instrument – Nurse (HASI-N)

Illness-related stigma remains a serious problem in the management of HIV disease in Africa. This article describes a series of study phases conducted to develop and validate an instrument to measure HIV/AIDS-related stigma as perpetrated and experienced by nurses. Data were collected in Lesotho, Malawi, South Africa, Swaziland and Tanzania, from 2004–2006. The first phase was a qualitative study with focus group participants (n=251) to gather emic and etic descriptions of HIV/AIDS-related stigma in the five countries. Based on the qualitative data, a 46-item instrument was developed and tested during a second phase in the same five countries (n=244). The result of this phase was a 33-item, three-factor instrument with an average Cronbach alpha of 0.85. A third phase tested the instrument in 1474 nurses. The result was a final 19-item instrument, the HIV/AIDS Stigma Instrument – Nurse (HASI-N), comprised of two factors (Nurses Stigmatizing Patients and Nurses Being Stigmatized) with a Cronbach alpha of 0.90. Concurrent validity was tested by comparing the level of stigma with job satisfaction and quality of life. A significant negative correlation was found between stigma and job satisfaction. The HASI-N is the first inductively derived instrument measuring stigma experienced and enacted by nurses. It has the potential to be used not only to measure stigma, but also to develop stigma-reduction interventions.

Constraints facing tourism entrepreneurs in South Africa: a study in the Gauteng and Mpumalanga provinces, South Africa

The current study is an investigation into tourism entrepreneurship of small, medium and micro enterprises in Gauteng and Mpumalanga. Through Principal Factor Analysis, the paper identifies a three-factor instrument that could be used as a diagnostic tool to investigate how government policies and support, the tourism industry's products and services, and perceptions about South Africa could advance or constrain the development of small, medium and micro tourism in South Africa. Such a tool can be used to identify problematic areas in order to take remedial action to manage sustainable tourism in South Africa and prevent the leakage of profits.

Measurement of Test and Study Worry and Emotionality in College Students

Test worry and emotionality can substantially affect student performance on examinations, and research has shown the deleterious effects of untreated test anxiety. A recently developed measure, the Test and Study Attitudes Inventory (TSAI), has shown promise in the measurement of both test and study related worry and emotionality. The purpose of the present study was to explore the psychometric characteristics of scores on the TSAI in a large sample (n = 1, 537) of college students. Results indicated good internal consistency reliability. Exploratory factor analysis of a smaller portion of the sample (n = 512) indicated a three-factor instrument structure, whereas confirmatory factor analysis with a larger portion of the sample (n = 1, 025) generally supported the four-factor solution posited by the test authors. Implications for use in educational settings are offered.

Development and Initial Investigation of the School Counseling Program Evaluation Scale

This article evaluates the initial psychometric qualities of the School Counseling Program Evaluation Survey (SCoPES). SCoPES is a 64-item instrument designed to correspond to The National Standards for School Counseling Programs (Campbell & Dahir, 1997). Coefficient alphas on the overall score and the three subscales (i.e., Academic, Career, and Personal/Social Development) were all above .90. All items had significant factor loadings with the specified subscales. The loadings for Academic Development were .38 to .79; for Career Development, .42 to .78; and for Personal/Social Development, .36 to.70. The indexes of goodness-of-fit supported a three-factor instrument. Additionally, students with more contacts with their school counselor reported more career competencies than did students who had never met with a counselor.

Development and Initial Investigation of the School Counseling Program Evaluation Scale

This article evaluates the initial psychometric qualities of the School Counseling Program Evaluation Survey (SCoPES). SCoPES is a 64-item instrument designed to correspond to The National Standards for School Counseling Programs (Campbell & Dahir, 1997). Coefficient alphas on the overall score and the three subscales (i.e., Academic, Career, and Personal/Social Development) were all above .90. All items had significant factor loadings with the specified subscales. The loadings for Academic Development were .38 to .79; for Career Development, .42 to .78; and for Personal/Social Development, .36 to.70. The indexes of goodness-of-fit supported a three-factor instrument. Additionally, students with more contacts with their school counselor reported more career competencies than did students who had never met with a counselor.

An Initial Validation of a Measure of Personal and Social Perceptions of the Sexual Abuse of Males

Objective/Method: The Sexual Abuse of Males Perceptions Scale (SAMPS) is a measure designed to assess an individual’s personal and projected social perceptions of myths about the sexual abuse of boys and men. Myths are rigid, stereotypical beliefs that invalidate the experiences and minimize the profound effects of sexual abuse on boys and men. This study establishes the initial psychometric properties for the SAMPS, based on a sample of 333 students enrolled in diverse courses (i.e., business, psychology, social work, urban and regional planning, and education) at a large, southern university. Results/Conclusions: The SAMPS was developed as a three-factor instrument. Preliminary findings confirm this structure and indicate the SAMPS shows promise for future uses relating to training, research, and clinical practice.