Evidence Of Validity Research Articles (Page 1)

ABSTRACT Promoting physical literacy offers a promising approach to enhancing physical activity among older adults. However, methods to measure physical literacy have primarily been limited to developed regions globally. This study evaluated the reliability (internal consistency), validity (content, construct, and convergence validity), and floor and ceiling effects of the Perceived Physical Literacy Instrument (PPLI) among Nigerian older adults. This cross-sectional study included 409 Nigerian older adults [mean age (SD) = 67.9 (6.7) years]. Data were analyzed using Cronbach’s alpha for internal consistency, exploratory and confirmatory factor analysis for construct and convergent validity, and item-level (I-CVI), scale-level (S-CVI) content validity index, along with kappa statistics, for content validity. The Cronbach’s alpha was 0.736, indicating adequate internal consistency. The analysis revealed two factors: functional competency (α = 0.80) and psychosocial empowerment (α = 0.73), with an average variance extracted of 0.62, suggesting the items captured a sufficient proportion of construct-relevant variance. The I-CVI ranged from 0.22 to 0.67, and the S-CVI was 0.49; the kappa coefficients ranged from 0.22 to 0.67. Floor and ceiling effects were both minimal at 0.24%. While the PPLI demonstrates acceptable internal consistency and preliminary evidence of construct validity, it requires further face and content validity to ensure its language and items are fully appropriate for Nigerian older adults with a lower level of education.

This study aimed to examine the Turkish version of the Short Behavioral Inhibition Scale (SBIS-TR) and to investigate its validity and reliability. The original Short Behavioral Inhibition Scale (SBIS) was translated into Turkish in accordance with the prescribed procedures for the cross-cultural adaptation of self-report measures. This translated version was administered to 227 children and their parents, including children who stutter (CWS) and children who do not stutter (CWNS). After 7-14 days, a random sample of 98 children completed the SBIS again. Reliability and validity were assessed using statistical analyses. Reliability was assessed using Cronbach's alpha and the test-retest method. Validity was evaluated through confirmatory factor analysis, mean score comparisons between CWS and CWNS, and correlations with the Behavioral Inhibition Questionnaire Parent Form-Turkish version (BIQ-TR) and the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter-Turkish version (KiddyCAT-TR). SBIS-TR demonstrated high internal consistency, with a Cronbach's alpha of .86 and a test-retest correlation coefficient of .96. Structural validity analysis confirmed that the single-factor model fits the data well, with all fit indices meeting the accepted thresholds. SBIS-TR scores showed significant negative correlations with BIQ-TR and KiddyCAT-TR scores. No significant difference was found in SBIS-TR scores between CWS and CWNS groups (p = .235), with a median SBIS score of 15 for both groups. The SBIS-TR demonstrated strong reliability and evidence of convergent validity; however, the results did not fully support its construct validity due to the absence of the predicted group differences between CWS and CWNS.

Self-efficacy plays a key role in managing chronic conditions such as knee osteoarthritis (KOA), and reliable tools are needed to assess it in different languages and cultures. The arthritis self-efficacy scale-8 (ASES-8) is a widely used measure, but a validated Turkish version is not yet available. This study aimed to develop a Turkish version of the ASES-8 and evaluate its validity and reliability. The ASES-8 questionnaire was translated into Turkish following a standardized cross-cultural adaptation process. Initially, the clarity and comprehensibility of the Turkish version were tested in a sample of 10 patients with knee osteoarthritis (KOA). Subsequently, the final version was administered to an additional 80 KOA patients. All participants completed the questionnaire again 7 days later to assess test-retest reliability. Floor or ceiling effects were considered present if more than 15% of participants obtained the lowest (1) or highest (10) possible score on the scale. Construct validity was assessed in accordance with COSMIN guidelines by testing predefined a priori hypotheses regarding correlations between the ASES-8 and related measures, and structural validity through confirmatory factor analysis, testing a 1-factor (unidimensional) model. Reliability was evaluated through internal consistency (Cronbach's α), test-retest reliability (intraclass correlation coefficient), and measurement error (SEMagreement and individual-level smallest detectable change). Confirmatory factor analysis supported the 1-factor structure, showing excellent fit indices (using the relative chi-square index, the goodness-of-fit index, the Tucker-Lewis index, and the normed fit index). The internal consistency was excellent, with a Cronbach's α of 0.968. The test-retest reliability demonstrated strong stability for both the total scores and the individual items. Hypothesis testing for construct validity was established through strong positive correlations with the pain self-efficacy questionnaire and strong negative correlations with the Tampascale of kinesiophobia; the pain catastrophizing scale; the Western Ontario and McMaster Universities Osteoarthritis Index; and the depression, anxiety, and stress subscales of the depression anxiety and stress scale-42 (r = -0.80 to 0.91). No ceiling effect and minimal floor effect were observed at the total score level. The Turkish version of the ASES-8 has demonstrated evidence of validity and reliability for assessing self-efficacy in patients with knee osteoarthritis.

The purpose of this study was to adapt and validate the Belongingness in Higher Education Institutions (BES-HE) for Doctor of Physical Therapy (DPT) students in the United States. Belongingness greatly influences student academic performance and overall well-being within the learning environment, making it crucial to measure belongingness in the academic setting. Respondents were actively enrolled DPT students, no earlier than their second semester of the DPT program, and currently in the didactic portion of the curriculum. The BES-HE was modified for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Exploratory factor analysis with promax rotation and Cronbach's alpha were used to determine construct validity and internal consistency reliability. Three hundred twenty-eight students completed all 35 items on the BES-HE scale. Factor analysis retained a 4-factor structure, explaining 52% of the variance, and the final scale, named the Belongingness Scale for Physical Therapy Education (BES-PTE), is a 33-item instrument with satisfactory internal consistency (α = 0.94). This study adapted and provided evidence of validity for the BES-PTE to measure DPT student belongingness during their didactic education. The 4-factor structure-community cohesion, interpersonal connection, social inclusion, and satisfaction with faculty and staff-provides a nuanced understanding of belongingness in DPT education. Insights from the BES-PTE can inform strategies to enhance the learning environment and support student success.

Positive development in sports (PDS) is a theoretical framework emphasizing human potential development in sports participation. Despite theoretical advancements, operationalizing PDS remains challenging, given the scarcity of instruments that translate theoretical models into practical applications in sports. This systematic review aimed to identify measurement instruments for assessing positive development in sports, their theoretical foundations, and validity evidence supporting their use. This study follows COSMIN guidelines and includes a comprehensive search across MEDLINE, PubMed PMC, PsycINFO, AgeLine, SPORTDiscus, CINAHL, Web of Science, and Scopus databases. The search strategy refined with expert input yielded 702 records, with 41 meeting inclusion criteria (i.e., peer-reviewed original studies focused on the development, adaptation, or validation of measurement instruments assessing positive development in sports or related constructs). Screening was performed by two researchers in a double-blind process, with conflicts resolved by a third researcher. Data extracted included sample characteristics, theoretical underpinnings, and psychometric properties. Most instruments were grounded in Positive Youth Development theories and Basic Psychological Needs. Internal structure validity and internal consistency were the primary types of evidence reported, with Cronbach's alpha widely used. Despite recognition that human potential can be developed across the lifespan, instruments primarily targeted youth in sports contexts, with limited tools for older cohorts, revealing a significant gap. Most instruments originated in high-income countries, such as those in North America and Europe, underscoring the need for adaptations of theories and tools for low- and middle-income regions. Underrepresentation of diverse populations with regards to race, ethnicity, and gender, absence of interpretative norms, and limited focus on older cohorts were critical limitations. Addressing these gaps can enhance PDS instruments' inclusivity and applicability, ultimately fostering more inclusive and impactful sports practices. Furthermore, the results indicate the need to develop instruments rooted in robust PDS theoretical models alongside theoretical revisions to better represent diverse populations and people from middle- and low-income countries, in addition to the adequate adaptation of instruments.

The Winston Essential Skills Survey (WESS) 3.0, the first social-emotional learning (SEL) assessment designed for students with learning disabilities (SwLD), has evidence for reliability and validity in a specific population of teachers. To build on this evidence, 180 educators responded to the WESS 3.0, along with new items and the Devereux Student Strengths Assessment (DESSA), to assess a sample of 397 SwLD. Minor modifications to the WESS 3.0 resulted in the WESS 4.0, which demonstrated internal consistency, an eight-factor structure, and convergent validity with the DESSA. The WESS 4.0 addresses a critical gap in SEL assessments for SwLD, providing researchers and educators with a valid and reliable method to assess SwLD's social-emotional skills. This survey may inform school interventions, policy decisions on SEL programming, and advance understanding of SEL in SwLD, potentially improving educational outcomes and well-being for this population.

The Bronchiectasis Health Questionnaire (BHQ), a 10-question instrument designed to assess quality of life and disease-specific issues, was developed in 11 languages, including English. The present study aims to translate the original version of the BHQ into Turkish using a standardised methodology and to evaluate the validity and reliability of the Turkish version of the BHQ. This cross-sectional study was conducted at Giresun Training and Research Hospital between August 2024 and January 2025, with ethical approval (decision number 03.07.2024/03) and informed consent from all participants. A total of 132 clinically stable participants with bronchiectasis were enrolled. The study was performed in two stages: (1) cross-cultural adaptation of the original Bronchiectasis Health Questionnaire (BHQ) into Turkish (T-BHQ) according to established guidelines, and (2) psychometric validation of the T-BHQ. Alongside the T-BHQ, data on socio-demographics, clinical characteristics, mMRC dyspnea score, pulmonary function tests, Bronchiectasis Severity Index (BSI), SF-12 quality of life questionnaire, and exacerbation history were collected. Reliability was assessed using Cronbach's alpha and test-retest analysis, while construct validity was evaluated through exploratory and confirmatory factor analyses, convergent validity with clinical measures, and Bland-Altman analysis. The validity and reliability of the T-BHQ were evaluated in present study involving a total of 134 participants with bronchiectasis, and a Cronbach's alpha of 0.729 was obtained. In the exploratory factorial analysis, factorial loadings of > 0.40 were determined for all items and were evaluated as appropriate. Utilising the Bland-Altman analysis to assess the test's repeatability, (mean difference: 0,059, β = 0.03, p:0.840). The convergent validity of the T-BHQ with mMRC was strong (r = - 0.648, p:< 0.001), with BSI were moderate (r: -0,437, p:<0,001), while concurrent validity with SF-12 subtypes mainly were at a moderate level (Physical role functioning: r = - 0.661 p:<0.001, other subtypes at a moderate level). The T-BHQ has been demonstrated to possess both reliability and validity in evaluating the disease-related quality of life and health status of participants with bronchiectasis in Turkey.

Solo masturbation is a common behavior that is associated with both positive and negative outcomes. We suggest that individuals' attitudes toward masturbation might shed light on these conflicting findings; however, existing measures of masturbation attitudes are very long and have suboptimal psychometric qualities. In this study, 1531 adults (40% women, 54% men, 6% gender non-binary/non-conforming; 18-81years old) responded to items reflecting attitudes toward masturbation. Using exploratory and confirmatory factor analysis, we developed an eight-item Brief Attitudes Toward Solo Masturbation Scale (BATSMS) that has positive and negative subscales. Associations with related constructs (e.g., the most widely used existing measure of masturbation attitudes, pleasure during and frequency of masturbation, erotophilia, erotophobia, religiosity) provide preliminary evidence of validity. The merit of an ultra-brief two-item version of the BATSMS and recommendations for future investigations of masturbation attitudes are discussed.

Abstract Flow experience is often labeled as optimal experience or being in the zone. One research goal is to better understand the antecedents of flow to ultimately identify ways to increase it in interventions. We present a theoretical approach that considers task meaningfulness—the extent to which a certain task is perceived as personally meaningful—as a crucial antecedent of flow experience. We tested this proposition in a controlled experimental setting by having participants play Tetris and in everyday life by conducting a five-day ambulatory assessment study (both studies were preregistered; total N = 1,062). In the experimental setting, task meaningfulness had a causal and positive impact on flow experience. In everyday life, both constructs were positively associated across various situational contexts, even when controlling for skills-demands fit—the most established antecedent of flow. Our findings suggested that task meaningfulness and skills-demands fit were differentially associated with the experiential dimensions of flow. Task meaningfulness was more strongly related to the flow dimensions of absorption and intrinsic reward, whereas skill-demands fit showed a closer association with effort-less control. Crucially, our findings consistently demonstrated that task meaningfulness and the intrinsic reward dimension of flow constitute distinct constructs, thereby mitigating concerns of circular reasoning in our theoretical rationale, empirical evidence, and conclusions. Overall, we provide internally and externally valid evidence that task meaningfulness is a relevant yet previously overlooked antecedent of flow, offering a foundation for innovative and effective flow interventions.

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.

The Cognition Battery of the NIH Toolbox (NIHTB) is an iPad-based set of brief assessments with documented test score reliability and validity, covering a range of cognitive functions for ages 3-85+. The construct of visual reasoning (VR) was identified as a measurement gap in previous versions of the NIHTB by a contingent of NIH-sponsored researchers. The VR Test was developed de novo to address this gap across the entire age spectrum. Given the intended brevity of NIHTB measures, VR was designed for computer-adaptive test administration. VR items were calibrated on 3,768 participants from the NIHTB Version 3 norming study. To evaluate convergent validity of the derived test score, a subsample of 283 participants was administered the age-appropriate Wechsler Intelligence Scale, including the commonly used Matrix Reasoning subtest to assess VR. A separate subsample of 190 individuals was readministered VR 1-14 days later to evaluate test-retest reliability of VR scores. Results yielded a robust bank of 180 items measuring a wide range on the ability spectrum, with correlations of .45-.55 with Wechsler Matrix Reasoning tests and .48-.65 with Wechsler Full-Scale IQ scores. Test-retest intraclass correlation coefficient for VR scores was .77. The new NIHTB VR Test is a computer-adaptive test that can be used to assess VR from preschool to older adulthood, showing evidence of convergent validity of test scores with those of similar constructs, and test-retest reliability of scores, as well as an overall strong relationship to general cognitive ability. This measure broadens the scope of the NIHTB. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This article reports the development and psychometric properties of the White Innocence Legitimizing Beliefs Scale, a measure designed to assess the degree to which an individual White person perceives White privilege applies to them, regardless of the extent to which they acknowledge the presence of White privilege in society. Across two studies, using samples of U.S. adults and college students, results provided evidence for this new measure's reliability and validity. Exploratory and confirmatory factor analyses supported a hierarchical model with a superordinate factor (White innocence legitimization) and three factors that correspond to three subscales: Hard Work (rather than White privilege, as a contributor to one's successes), Personal Hardship (which proves that White privilege has not been beneficial to oneself), and Distancing from Whiteness (racial privilege is less applicable to oneself). Evidence of reliability was demonstrated by high α coefficients and test-retest reliability. Convergent, discriminant, criterion-related, and incremental evidence of validity was also demonstrated. Considering these results, the conceptual, methodological, and practical contributions of the White Innocence Legitimizing Beliefs Scale to counseling psychology are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The Personality Inventory for ICD-11 (PiCD) assesses five maladaptive trait domains from the International Classification of Diseases-11th edition's dimensional model of personality disorder. Validity evidence of PiCD scores has relied primarily on White samples and there have been no evaluations of measurement invariance (MI). Research examining use of PiCD scores with diverse populations is needed. The present study investigated MI of PiCD scores across race and time in sample of White and Black American older adults (n = 843, ∼20% Black). Cross-sectionally, Marsh et al.'s (2009) 13-step exploratory structural equation modeling was used to determine MI of the five domains across Black and White participants at two waves of data collection about 2 years apart. Findings revealed partial strong invariance across race at both waves. At Wave 1, intercepts for two Anankastia items and two negative affectivity items (only one negative affectivity item at Wave 2) were noninvariant across race. Longitudinal exploratory structural equation modeling suggested strict invariance across time for the entire sample. Domain-level longitudinal confirmatory factor analysis indicated strict invariance across time for Black participants in each PiCD domain. Findings suggest four item means demonstrated noninvariance and require further examination, but the PiCD scores showed a high level of invariance (factor structure, factor loadings, 56 of 60 item intercepts). Reasons for the four noninvariant item intercepts are probed by examining scale score differences with and without the items and external correlates. Findings indicate partial strong invariance for PiCD scores, but the four item mean scores need further exploration across race, and potential revision. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Comic book for asthma control in children.

Sense of belonging (belongingness) is a psychological inference about the quality of fit or potential fit between a person and a social context. Although inconsistencies in its measurement have been documented in other fields, how belongingness is defined and operationalized in medicine remains unclear. This review synthesizes how researchers have conceptualized and quantitatively assessed belongingness and related constructs among physicians. This systematic review included original, English-language, peer-reviewed studies published through February 14, 2023, that measured sense of belonging (or a related, positively valenced construct) among medical students, residents, and/or practicing physicians using the keywords belongingness , social connectedness , social integration , relatedness , sense of community , and fitting in . The authors examined data at the study (e.g., participants, setting, location, methodological and reporting quality), instrument (e.g., origin, use, rating scale attributes, validity evidence), and item (via thematic analysis of content) levels. Fifty-two studies met eligibility criteria, encompassing 16,956 participants, 54 instruments (23 author created, 17 reproduced, 12 adapted, and 2 indeterminate), and 350 items. Instrument lengths ranged from 1 to 30 items (median, 4); 47 of 54 instruments (87%) used Likert-type rating scales (3-7 response options; median, 5). Sources of validity evidence for resulting scores included content (39 of 54 [72%]), relations to other variables (36 of 54 [67%]), internal structure (26 of 54 [48%]), and response process (4 of 54 [7%]). Of 198 items provided verbatim, 69 (35%) measured belongingness or a related, positively valenced construct. Items targeted perceptions of interpersonal connection and broader belonging to organizations or professional groups. Belongingness measures among physicians demonstrate substantial heterogeneity. Opportunities for improvement include addressing methodological and reporting gaps, strengthening validity evidence, and enhancing conceptual clarity. These findings highlight areas for further development in how belongingness is measured across medical training contexts and health care organizations.

What to do when things go wrong: A simulation for high-volume hemorrhage control.

Community-engaged service learning (CSL) fosters partnerships to address health disparities and instills cultural humility and social responsibility in medical students. Despite its increasing integration into medical education, learner assessment remains a challenge; most assessments include reflection or participation but overlook behavioral and attitudinal skills. The authors aimed to cocreate a multisource feedback tool to assess observable competencies during the experiential phase of CSL. From 2022 to 2024, the authors developed a multisource assessment tool with community partners and students in iterative phases while collecting validity evidence using Kane's framework. The tool was pilot-tested with 170 students and 39 site leaders at Albert Einstein College of Medicine, Bronx, New York; self, peer, and site leader assessments were collected for each student. After exploratory factor analysis, the authors implemented the revised tool with the next cohort of 168 students. The authors conducted confirmatory factor analysis, tested α and bivariate correlations among competency domains, and computed a mixed-effects regression model to affirm the tool was able to distinctly measure respondent-specific effects. Assessment data were compared with assessment data from other courses with similar learning objectives. The initial tool included 36 items in 5 competency domains: cultural humility, communication, teamwork, social responsibility, and professionalism. The second iteration of the tool included 29 items organized in the same 5 competency domains and 12 subdomains. The α coefficients for 3-item constructs exceeded .76, and bivariate correlations of 2-item constructs exceeded .47 ( P < .001). Comparative analysis indicated the tool's ratings for certain subdomains correlated with assessments in other courses. The authors developed and collected preliminary validity evidence of a novel multisource assessment tool to measure students' behavioral and attitudinal skills in CSL. The tool and process of development may inform assessment practices in other CSL programs.

Assessing Saudi Arabian parents' awareness of child sexual abuse using the Arabic version of child sexual abuse awareness scale for parents: A descriptive cross-sectional study.

Environmental sustainability attitudes among older Arabs in Israel: Psychometric testing of the Arabic SustainABLE-16 and SustainABLE-8.

The Mattis Dementia Rating Scale (DRS), a widely used cognitive assessment tool, has been revised to align with contemporary diagnostic criteria and cognitive domain classifications such as those outlined in Diagnostic Statistical Manual for Mental Disorders, fifth edition-text revision (DSM-5-TR) and eleventh version of the International Classification of Diseases (ICD-11). This study proposed a reorganization of DRS items into five new subscales based on cognitive domains of those classificatory manuals, aiming to enhance its construct validity and clinical utility. The DRS and other neuropsychological tests were used for the assessment of 407 older adults with low formal education and heterogeneous cognitive backgrounds. We used confirmatory factor analysis to test different arrangements of DRS items and correlated the final model with other neuropsychological tests. Our final model (following the DSM-5-TR/ICD-11 cognitive domains) showed better model fit in multiple indexes when compared with the original DRS subscales. They showed significant correlation with specific neuropsychological tests corresponding to their respective cognitive domains, supporting its validity. Group comparisons across cognitive impairment levels (cognitively unimpaired, mild neurocognitive disorder, major neurocognitive disorder) revealed progressive cognitive decline patterns consistent with clinical expectations. The proposed DRS item division based in DSM-5-TR and ICD-11 cognitive domains showed more consistent evidences of validity than the original. The proposed revision can use the original DRS subtests and scoring system, just reorganizing the subscales to better fit the DSM-5-TR/ICD-11 model and can in any translation/local version of the test. Further research is needed to replicate this findings and establish normative values and cutoff scores for clinical application. (PsycInfo Database Record (c) 2025 APA, all rights reserved).