CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: psychometric test</title> <meta name="description" content="Search results for: psychometric test"> <meta name="keywords" content="psychometric test"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="psychometric test" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="psychometric test"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9274</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: psychometric test</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9274</span> Translation in Greek and Psychometric Properties of the 9-Item Internet Gaming Disorder Scale-Short Form (IGDS9-Sf)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aspasia%20Simpsi">Aspasia Simpsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to translate into Greek and then validate the psychometric properties of the Internet Gaming Disorder Scale–Short-Form (IGDS9-SF) (Pontes & Griffiths, 2015). This is the first short standardized psychometric tool to assess Internet Gaming Disorder (IGD) according to the DSM-V nine clinical criteria and among the most frequently examined. The translation of the test was done through the process of back-translation. To gain a better insight into the psychometric properties of this test, the questionnaire included demographic questions and the Greek version of the Internet Addiction Test (Young, 1998). The participants of the study were 241 adolescents aged between 12 to 18. They were nationally recruited in Greece through an online survey that was hosted on the platform of Qualtrics. Analysis revealed excellent reliability with Cronbach’s alpha coefficients α = .939 for IGDS9-SF and α = .940 for IAT. The use of Pearson product-moment correlation revealed a significant positive relationship between IGDS9-SF and IAT r (241) =.45, p < .001. Due to inconsistencies in terminology and tests in the field of IGD, what is recommended for future research is a consensus regarding IGD testing and research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20gaming%20disorder" title="internet gaming disorder">internet gaming disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=IGDS9-SF" title=" IGDS9-SF"> IGDS9-SF</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20properties" title=" psychometric properties"> psychometric properties</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title=" internet addiction"> internet addiction</a> </p> <a href="https://publications.waset.org/abstracts/178724/translation-in-greek-and-psychometric-properties-of-the-9-item-internet-gaming-disorder-scale-short-form-igds9-sf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9273</span> An Investigation of the Psychometric Properties of the Strong Brand Questionnaire in Sport</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Rezaei">Mona Rezaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Habib%20Honari"> Habib Honari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrzad%20Hamidi"> Mehrzad Hamidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Kiani"> Fatemeh Kiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Make strong brands has become a priority for many organizations in marketing. Brand is an important indicator of marketing status. Brand Strength is in kept customer, profit, brand development and gain competitive advantage and In fact it is a concept that was created from a consumer perspective. It is assumed that the creation of a strong brand is creating numerous marketing benefits. The purpose of this study was to evaluate the psychometric characteristics of the questionnaire the most strong sports brands in the consumer society. Questionnaire was conducted to a sample of 340 customers of sports brands. Psychometric parameters were determined by using appropriate statistical methods. The results of the factor analysis and Varimax rotation revealed five factors of strong brands. The results confirms that questionnaire structure have acceptable associated to the data and confirmed all indicators of the model. Reliability (859/0) was satisfactory. According to calculated psychometric indices, this questionnaire could be appropriate to assess the most strong sports brands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reliability" title="reliability">reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=strong%20brand" title=" strong brand"> strong brand</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20brands" title=" sport brands"> sport brands</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric" title=" psychometric"> psychometric</a> </p> <a href="https://publications.waset.org/abstracts/48181/an-investigation-of-the-psychometric-properties-of-the-strong-brand-questionnaire-in-sport" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9272</span> Can Exams Be Shortened? Using a New Empirical Approach to Test in Finance Courses </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20S.%20Lee">Eric S. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Connie%20Bygrave"> Connie Bygrave</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan%20Mahar"> Jordan Mahar</a>, <a href="https://publications.waset.org/abstracts/search?q=Naina%20Garg"> Naina Garg</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzanne%20Cottreau"> Suzanne Cottreau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Marking exams is universally detested by lecturers. Final exams in many higher education courses often last 3.0 hrs. Do exams really need to be so long? Can we justifiably reduce the number of questions on them? Surprisingly few have researched these questions, arguably because of the complexity and difficulty of using traditional methods. To answer these questions empirically, we used a new approach based on three key elements: Use of an unusual variation of a true experimental design, equivalence hypothesis testing, and an expanded set of six psychometric criteria to be met by any shortened exam if it is to replace a current 3.0-hr exam (reliability, validity, justifiability, number of exam questions, correspondence, and equivalence). We compared student performance on each official 3.0-hr exam with that on five shortened exams having proportionately fewer questions (2.5, 2.0, 1.5, 1.0, and 0.5 hours) in a series of four experiments conducted in two classes in each of two finance courses (224 students in total). We found strong evidence that, in these courses, shortening of final exams to 2.0 hrs was warranted on all six psychometric criteria. Shortening these exams by one hour should result in a substantial one-third reduction in lecturer time and effort spent marking, lower student stress, and more time for students to prepare for other exams. Our approach provides a relatively simple, easy-to-use methodology that lecturers can use to examine the effect of shortening their own exams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exam%20length" title="exam length">exam length</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20criteria" title=" psychometric criteria"> psychometric criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=synthetic%20experimental%20designs" title=" synthetic experimental designs"> synthetic experimental designs</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20length" title=" test length"> test length</a> </p> <a href="https://publications.waset.org/abstracts/5338/can-exams-be-shortened-using-a-new-empirical-approach-to-test-in-finance-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9271</span> Psychometric Properties of Several New Positive Psychology Measures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Benyo%20Linford">Lauren Benyo Linford</a>, <a href="https://publications.waset.org/abstracts/search?q=Jared%20Warren"> Jared Warren</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeremy%20Bekker"> Jeremy Bekker</a>, <a href="https://publications.waset.org/abstracts/search?q=Gus%20Salazar"> Gus Salazar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to accurately identify areas needing improvement and track growth, the availability of valid and reliable measures of different facets of well-being is vital. Because no specific measures currently exist for many facets of well-being, the purpose of this study was to construct and validate measures of the following constructs: Purpose, Values, Mindfulness, Savoring, Gratitude, Optimism, Supportive Relationships, Interconnectedness, Compassion, Community, Contribution, Engaged Living, Personal Growth, Flow Experiences, Self-Compassion, Exercise, Meditation, and an overall measure of subjective well-being—the Survey on Flourishing. In order to assess their psychometric properties, each measure was examined for internal consistency estimates, and items with poor item-test correlations were dropped. Additionally, the convergent validity of the Survey on Flourishing (SURF) was assessed. Total score correlations of SURF and other commonly used measures of well-being such as the Positive and Negative Affect Schedule (PANAS), The Satisfaction with Life Scale (SWLS), the PERMA Profiler (measure of Positive Emotion, Engagement, Relationships, Meaning, and Achievement) were examined to establish convergent validity. The Kessler Psychological distress scale (K6) was also included to determine the divergent validity of the SURF measure. Three week test-retest reliability was also assessed for the SURF measure. Additionally, normative data from general population samples was collected for both the Self-Compassion and Survey on Flourishing (SURF) measures. The purpose of this study is to introduce each of these measures, divulge the psychometric findings of this study, as well as explore additional psychometric properties of the SURF measure in particular. This study will highlight how these measures can be used in future research exploring these positive psychology constructs. Additionally, this study will discuss the utility of these measures to guide individuals in their use of the online self-directed, self-administered My Best Self 101 positive psychology resources developed by the researchers. The goal of My Best Self 101 is to disseminate real, research-based measures and tools to individuals who are seeking to increase their well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=measurement" title="measurement">measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometrics" title=" psychometrics"> psychometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20validation" title=" test validation"> test validation</a>, <a href="https://publications.waset.org/abstracts/search?q=well-Being" title=" well-Being"> well-Being</a> </p> <a href="https://publications.waset.org/abstracts/139083/psychometric-properties-of-several-new-positive-psychology-measures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9270</span> Post-traumatic Checklist-5 (PCL-5) Psychometric Properties: Across Sectional Study Among Lebanese Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadwa%20Alhalaiqa">Fadwa Alhalaiqa</a>, <a href="https://publications.waset.org/abstracts/search?q=Othman%20Alfuqaha"> Othman Alfuqaha</a>, <a href="https://publications.waset.org/abstracts/search?q=Anas%20H.%20Khalifeh"> Anas H. Khalifeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Alsaraireh"> Mahmoud Alsaraireh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rami%20Masa%E2%80%99Deh"> Rami Masa’Deh</a>, <a href="https://publications.waset.org/abstracts/search?q=Natija%20S%20Manaa"> Natija S Manaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Post-traumatic stress disorders (PTSD) usually occur after traumatic occurrences that exceed the range of common human experience. This study aimed to test the psychometric properties of PCL-5 checklist for the 20 PTSD symptoms from DSM-5 among Lebanese population and to identify the prevalence of PTSD. Methods: A cross sectional survey of PCL5 among 950 Lebanese using the online survey platform by Google form was conducted. Snowball recruitment was used to identify participants for the survey. STROBE guideline was used in reporting the current study. Results: Face content, construct, discriminant, and convergent validity had been accomplished of PCL-5. The reliability by Cronbach alpha, composite, and average variance extracted were set superior. We found also that more than half of the participants (55.6%) scored 33 or above, which is the cutoff score for a likely diagnosis of PTSD. Conclusion: The current study provides further support for the Arabic version PCL-5 validity and reliability among non-Western populations. This support using this tool in the screening of PTSD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=post%20traumatic%20stress%20disorder" title="post traumatic stress disorder">post traumatic stress disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20properties" title=" psychometric properties"> psychometric properties</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20population" title=" adult population"> adult population</a> </p> <a href="https://publications.waset.org/abstracts/152434/post-traumatic-checklist-5-pcl-5-psychometric-properties-across-sectional-study-among-lebanese-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9269</span> Testing Psychopathy as a Unified Theory of Crime and the Psychometric properties of the Youth Psychopathic Traits Inventory - Short Version among South African Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leon%20Holtzhausen">Leon Holtzhausen</a>, <a href="https://publications.waset.org/abstracts/search?q=Emma%20Campbell"> Emma Campbell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore the psychometric properties of the Youth Psychopathic Traits Inventory- short version (YPI-S) and the applicability of Psychopathy as a Unified Theory of Crime among 213 young adults in South Africa. The deviant behaviour variety scale and the YPI-S were used in this study. Results from factor analysis and reliability measures indicated the YPI-S seemed to have good psychometric properties when applied to the South African sample, however applicability of the behavioural dimension was a challenge. The results related to the association between deviant behaviours and psychopathic traits suggested that Psychopathy as a Unified Theory of Crime could be applied in the South African context. It is however important to note that future research should explore how the relevant scales could be culturally and contextually adapted for better psychometric outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=testing%20psychopathy" title="testing psychopathy">testing psychopathy</a>, <a href="https://publications.waset.org/abstracts/search?q=adverse%20childhood%20experiences" title=" adverse childhood experiences"> adverse childhood experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20psychopathic%20traits%20inventory" title=" youth psychopathic traits inventory"> youth psychopathic traits inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20adults" title=" young adults"> young adults</a> </p> <a href="https://publications.waset.org/abstracts/168566/testing-psychopathy-as-a-unified-theory-of-crime-and-the-psychometric-properties-of-the-youth-psychopathic-traits-inventory-short-version-among-south-african-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9268</span> Adaptation of the Scenario Test for Greek-speaking People with Aphasia: Reliability and Validity Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Charalambous">Marina Charalambous</a>, <a href="https://publications.waset.org/abstracts/search?q=Phivos%20Phylactou"> Phivos Phylactou</a>, <a href="https://publications.waset.org/abstracts/search?q=Thekla%20Elriz"> Thekla Elriz</a>, <a href="https://publications.waset.org/abstracts/search?q=Loukia%20Psychogios"> Loukia Psychogios</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean-Marie%20Annoni"> Jean-Marie Annoni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Evidence-based practices for the evaluation and treatment of people with aphasia (PWA) in Greek are mainly impairment-based. Functional and multimodal communication is usually under assessed and neglected by clinicians. This study explores the adaptation and psychometric testing of the Greek (GR) version of The Scenario Test. The Scenario Test assesses the everyday functional communication of PWA in an interactive multimodal communication setting with the support of an active communication facilitator. Aims: To define the reliability and validity of The Scenario Test GR and discuss its clinical value. Methods & Procedures: The Scenario Test-GR was administered to 54 people with chronic stroke (6+ months post-stroke): 32 PWA and 22 people with stroke without aphasia. Participants were recruited from Greece and Cyprus. All measures were performed in an interview format. Standard psychometric criteria were applied to evaluate reliability (internal consistency, test-retest, and interrater reliability) and validity (construct and known – groups validity) of the Scenario Test GR. Video analysis was performed for the qualitative examination of the communication modes used. Outcomes & Results: The Scenario Test-GR shows high levels of reliability and validity. High scores of internal consistency (Cronbach’s α = .95), test-retest reliability (ICC = .99), and interrater reliability (ICC = .99) were found. Interrater agreement in scores on individual items fell between good and excellent levels of agreement. Correlations with a tool measuring language function in aphasia (the Aphasia Severity Rating Scale of the Boston Diagnostic Aphasia Examination), a measure of functional communication (the Communicative Effectiveness Index), and two instruments examining the psychosocial impact of aphasia (the Stroke and Aphasia Quality of Life questionnaire and the Aphasia Impact Questionnaire) revealed good convergent validity (all ps< .05). Results showed good known – groups validity (Mann-Whitney U = 96.5, p < .001), with significantly higher scores for participants without aphasia compared to those with aphasia. Conclusions: The psychometric qualities of The Scenario Test-GR support the reliability and validity of the tool for the assessment of functional communication for Greek-speaking PWA. The Scenario Test-GR can be used to assess multimodal functional communication, orient aphasia rehabilitation goal setting towards the activity and participation level, and be used as an outcome measure of everyday communication. Future studies will focus on the measurement of sensitivity to change in PWA with severe non-fluent aphasia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20scenario%20test%20GR" title="the scenario test GR">the scenario test GR</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20communication%20assessment" title=" functional communication assessment"> functional communication assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20with%20aphasia%20%28PWA%29" title=" people with aphasia (PWA)"> people with aphasia (PWA)</a>, <a href="https://publications.waset.org/abstracts/search?q=tool%20validation" title=" tool validation"> tool validation</a> </p> <a href="https://publications.waset.org/abstracts/145142/adaptation-of-the-scenario-test-for-greek-speaking-people-with-aphasia-reliability-and-validity-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145142.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9267</span> Developing a Multidimensional Adjustment Scale</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadereh%20Sohrabi%20Shegefti">Nadereh Sohrabi Shegefti</a>, <a href="https://publications.waset.org/abstracts/search?q=Siamak%20Samani"> Siamak Samani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Level of adjustment is the first index to check mental health. The aim of this study was developing a valid and reliable Multidimensional Adjustment Scale (MAS). The sample consisted of 150 college students. Multidimensional adjustment scale and Depression, Anxiety, and stress scale (DASS) were used in this study. Principle factor analysis, Pearson correlation coefficient, and Cornbach's Alpha were used to check the validity and reliability of the MAS. Principle component factor analysis showed a 5 factor solution for the MAS. Alpha coefficients for the MAS sub scales were ranged between .69 to .83. Test-retest reliability for MAS was .88 and the mean of sub scales- total score correlation was .88. All these indexes revealed an acceptable reliability and validity for the MAS. The MAS is a short assessment instrument with good acceptable psychometric properties to use in clinical filed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20adjustment" title="psychological adjustment">psychological adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20properties" title=" psychometric properties"> psychometric properties</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=Pearson%20correlation" title=" Pearson correlation "> Pearson correlation </a> </p> <a href="https://publications.waset.org/abstracts/17161/developing-a-multidimensional-adjustment-scale" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">634</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9266</span> Development of Taiwanese Sign Language Receptive Skills Test for Deaf Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiu%20Tan%20Liu">Hsiu Tan Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun%20Jung%20Liu"> Chun Jung Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has multiple purposes to develop a sign language receptive skills test. For example, this test can be used to be an important tool for education and to understand the sign language ability of deaf children. There is no available test for these purposes in Taiwan. Through the discussion of experts and the references of standardized Taiwanese Sign Language Receptive Test for adults and adolescents, the frame of Taiwanese Sign Language Receptive Skills Test (TSL-RST) for deaf children was developed, and the items were further designed. After multiple times of pre-trials, discussions and corrections, TSL-RST is finally developed which can be conducted and scored online. There were 33 deaf children who agreed to be tested from all three deaf schools in Taiwan. Through item analysis, the items were picked out that have good discrimination index and fair difficulty index. Moreover, psychometric indexes of reliability and validity were established. Then, derived the regression formula was derived which can predict the sign language receptive skills of deaf children. The main results of this study are as follows. (1). TSL-RST includes three sub-test of vocabulary comprehension, syntax comprehension and paragraph comprehension. There are 21, 20, and 9 items in vocabulary comprehension, syntax comprehension, and paragraph comprehension, respectively. (2). TSL-RST can be conducted individually online. The sign language ability of deaf students can be calculated fast and objectively, so that they can get the feedback and results immediately. This can also contribute to both teaching and research. The most subjects can complete the test within 25 minutes. While the test procedure, they can answer the test questions without relying on their reading ability or memory capacity. (3). The sub-test of the vocabulary comprehension is the easiest one, syntax comprehension is harder than vocabulary comprehension and the paragraph comprehension is the hardest. Each of the three sub-test and the whole test are good in item discrimination index. (4). The psychometric indices are good, including the internal consistency reliability (Cronbach’s α coefficient), test-retest reliability, split-half reliability, and content validity. The sign language ability are significantly related to non-verbal IQ, the teachers’ rating to the students’ sign language ability and students’ self-rating to their own sign language ability. The results showed that the higher grade students have better performance than the lower grade students, and students with deaf parent perform better than those with hearing parent. These results made TLS-RST have great discriminant validity. (5). The predictors of sign language ability of primary deaf students are age and years of starting to learn sign language. The results of this study suggested that TSL-RST can effectively assess deaf student’s sign language ability. This study also proposed a model to develop a sign language tests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehension%20test" title="comprehension test">comprehension test</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20language" title=" sign language"> sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan%20sign%20language" title=" Taiwan sign language"> Taiwan sign language</a> </p> <a href="https://publications.waset.org/abstracts/83403/development-of-taiwanese-sign-language-receptive-skills-test-for-deaf-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9265</span> Psychometric Properties of the Eq-5d-3l and Eq-5d-5l Instruments for Health Related Quality of Life Measurement in Indonesian Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dwi%20Endarti">Dwi Endarti</a>, <a href="https://publications.waset.org/abstracts/search?q=Susi%20a%20Kristina"> Susi a Kristina</a>, <a href="https://publications.waset.org/abstracts/search?q=Rizki%20Noorizzati"> Rizki Noorizzati</a>, <a href="https://publications.waset.org/abstracts/search?q=Akbar%20E%20Nugraha"> Akbar E Nugraha</a>, <a href="https://publications.waset.org/abstracts/search?q=Fera%20Maharani"> Fera Maharani</a>, <a href="https://publications.waset.org/abstracts/search?q=Kika%20a%20Putri"> Kika a Putri</a>, <a href="https://publications.waset.org/abstracts/search?q=Asninda%20H%20Azizah"> Asninda H Azizah</a>, <a href="https://publications.waset.org/abstracts/search?q=Sausanzahra%20Angganisaputri"> Sausanzahra Angganisaputri</a>, <a href="https://publications.waset.org/abstracts/search?q=Yunisa%20Yustikarini"> Yunisa Yustikarini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cost utility analysis is the most recommended pharmacoeconomic method since it allows widely comparison of cost-effectiveness results from different interventions. The method uses outcome of quality-adjusted life year (QALY) or disability-adjusted life year (DALY). Measurement of QALY requires the data of utility dan life years gained. Utility is measured with the instrument for quality of life measurement such as EQ-5D. Recently, the EQ-5D is available in two versions which are EQ-5D-3L and EQ-5D-5L. This study aimed to compare the EQ-5D-3L and EQ-5D-5L to examine the most suitable version for Indonesian population. This study was an observational study employing cross sectional approach. Data of quality of life measured with EQ-5D-3L and EQ-5D-5L were collected from several groups of population which were respondent with chronic diseases, respondent with acute diseases, and respondent from general population (without illness) in Yogyakarta Municipality, Indonesia. Convenience samples of hypertension patients (83), diabetes mellitus patients (80), and osteoarthritis patients (47), acute respiratory tract infection (81), cephalgia (43), dyspepsia (42), and respondent from general population (293) were recruited in this study. Responses on the 3L and 5L versions of EQ-5D were compared by examining the psychometric properties including agreement, internal consistency, ceiling effect, and convergent validity. Based on psychometric properties tests of EQ-5D-3L dan EQ-5D-5L, EQ-5D-5L tended to have better psychometric properties compared to EQ-5D-3L. Future studies for health related quality of life (HRQOL) measurements for pharmacoeconomic studies in Indonesia should apply EQ-5D-5L. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EQ-5D" title="EQ-5D">EQ-5D</a>, <a href="https://publications.waset.org/abstracts/search?q=Health%20Related%20Quality%20of%20Life" title=" Health Related Quality of Life"> Health Related Quality of Life</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20Population" title=" Indonesian Population"> Indonesian Population</a>, <a href="https://publications.waset.org/abstracts/search?q=Psychometric%20Properties" title=" Psychometric Properties"> Psychometric Properties</a> </p> <a href="https://publications.waset.org/abstracts/66133/psychometric-properties-of-the-eq-5d-3l-and-eq-5d-5l-instruments-for-health-related-quality-of-life-measurement-in-indonesian-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66133.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9264</span> Psychometric Validation of Czech Version of Spiritual Needs Assessment for Patients: The First Part of Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucie%20Mrackova">Lucie Mrackova</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Kisvetrova"> Helena Kisvetrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spirituality is an integral part of human life. In a secular environment, spiritual needs are often overlooked, especially in acute nursing care. Spiritual needs assessment for patients (SNAP), which also exists in the Czech version (SNAP-CZ), can be used for objective evaluation. The aim of this study was to measure the psychometric properties of SNAP-CZ and to find correlations between SNAP-CZ and sociodemographic and clinical variables. A cross-sectional study with tools assessing spiritual needs (SNAP-CZ), anxiety (Beck Anxiety Inventory; BAI), depression (Beck Depression Inventory; BDI), pain (Visual Analogue Scale; VAS), self-sufficiency (Barthel Index; BI); cognitive function (Montreal Cognitive Test; MoCa) and selected socio-demographic data was performed. The psychometric properties of SNAP-CZ were tested using factor analysis, reliability and validity tests, and correlations between the questionnaire and sociodemographic data and clinical variables. Internal consistency was established with Cronbach’s alfa for the overall score, respective domains, and individual items. Reliability was assessed by test-retest by Interclass correlation coefficient (ICC). Data for correlation analysis were processed according to Pearson's correlation coefficient. The study included 172 trauma patients (the mean age = 40.6 ± 12.1 years) who experienced polytrauma or severe monotrauma. There were a total of 106 (61.6%) male subjects, 140 (81.4%) respondents identified themselves as non-believers. The full-scale Cronbach's alpha was 0.907. The test-retest showed the reliability of the individual domains in the range of 0.924 to 0.960 ICC. Factor analysis resulted in a three-factor solution (psychosocial needs (alfa = 0.788), spiritual needs (alfa = 0.886) and religious needs (alfa = 0.841)). Correlation analysis using Pearson's correlation coefficient showed that the domain of psychosocial needs significantly correlated only with gender (r = 0.178, p = 0.020). Males had a statistically significant lower average value in this domain (mean = 12.5) compared to females (mean = 13.8). The domain of spiritual needs significantly correlated with gender (r = 0.199, p = 0.009), social status (r = 0.156, p = 0.043), faith (r = -0.250, p = 0.001), anxiety (r = 0.194, p = 0.011) and depression (r = 0.155, p = 0.044). The domain of religious needs significantly correlated with age (r = 0,208, p = 0,007), education (r = -0,161, p = 0,035), faith (r = -0,575, p < 0,0001) and depression (r = 0,179, p = 0,019). Overall, the whole SNAP scale significantly correlated with gender (r = 0.219, p = 0.004), social status (r = 0.175, p = 0.023), faith (r = -0.334, p <0.0001), anxiety (r = 0.177, p = 0.022) and depression (r = 0.173, p = 0.025). The results of this study corroborate the reliability of the SNAP-CZ and support its future use in the nursing care of trauma patients in a secular society. Acknowledgment: The study was supported by grant nr. IGA_FZV_2020_003. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acute%20nursing%20care" title="acute nursing care">acute nursing care</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20of%20spiritual%20needs" title=" assessment of spiritual needs"> assessment of spiritual needs</a>, <a href="https://publications.waset.org/abstracts/search?q=patient" title=" patient"> patient</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20validation" title=" psychometric validation"> psychometric validation</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a> </p> <a href="https://publications.waset.org/abstracts/134215/psychometric-validation-of-czech-version-of-spiritual-needs-assessment-for-patients-the-first-part-of-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9263</span> Developing a Toolkit of Undergraduate Nursing Student’ Desirable Characteristics (TNDC) : An application Item Response Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parinyaporn%20Thanaboonpuang">Parinyaporn Thanaboonpuang</a>, <a href="https://publications.waset.org/abstracts/search?q=Siridej%20Sujiva"> Siridej Sujiva</a>, <a href="https://publications.waset.org/abstracts/search?q=Shotiga%20Pasiphul"> Shotiga Pasiphul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The higher education reform that integration of nursing programmes into the higher education system. Learning outcomes represent one of the essential building blocks for transparency within higher education systems and qualifications. The purpose of this study is to develop a toolkit of undergraduate nursing student’desirable characteristics assessment on Thai Qualifications Framework for Higher education and to test psychometric property for this instrument. This toolkit seeks to improve on the Computer Multimedia test. There are three skills to be examined: Cognitive skill, Responsibility and Interpersonal Skill, and Information Technology Skill. The study was conduct in 4 phases. In Phase 1. Based on developed a measurement model and Computer Multimedia test. Phase 2 two round focus group were conducted, to determine the content validity of measurement model and the toolkit. In Phase 3, data were collected using a multistage random sampling of 1,156 senior undergraduate nursing student were recruited to test psychometric property. In Phase 4 data analysis was conducted by descriptive statistics, item analysis, inter-rater reliability, exploratory factor analysis and confirmatory factor analysis. The resulting TNDC consists of 74 items across the following four domains: Cognitive skill, Interpersonal Skill, Responsibility and Information Technology Skill. The value of Cronbach’ s alpha for the four domains were .781, 807, .831, and .865, respectively. The final model in confirmatory factor analysis fit quite well with empirical data. The TNDC was found to be appropriate, both theoretically and statistically. Due to these results, it is recommended that the toolkit could be used in future studies for Nursing Program in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=toolkit" title="toolkit">toolkit</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20student%E2%80%99%20desirable%20characteristics" title=" nursing student’ desirable characteristics"> nursing student’ desirable characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework" title=" Thai qualifications framework"> Thai qualifications framework</a> </p> <a href="https://publications.waset.org/abstracts/21095/developing-a-toolkit-of-undergraduate-nursing-student-desirable-characteristics-tndc-an-application-item-response-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21095.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">535</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9262</span> Pilot Study of the Psychometric Properties of the Test of Predisposition towards the Bullying</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosana%20Choy">Rosana Choy</a>, <a href="https://publications.waset.org/abstracts/search?q=Fabiola%20Henostroza"> Fabiola Henostroza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Actual theory suggests social-ecological factors as the main framework of bullying. Most previous research in this phenomenon is focused on the identification of bullying attitudes and conducts in puberty and adolescence periods. For this reason, this study is considered as a contribution to the existing knowledge in measuring matters, because of its non-traditional way of evaluation (graphic items), and because of its approach to a distinctive age group, children from 7 to 9 years-old, not regularly examined in current studies in this field. The research used a transversal descriptive investigation design for the development of a graphic test for bullying predisposition. The process began with the operationalization of the variable bullying predisposition, the structuring of the factors and variable indicators of a pilot instrument, evaluation by experts of the items representation, and finally it continued with the test application to children of two types of regular school population in Lima-Peru: private and public schools. The reliability level was 0.85 and the validity of the test corroborated the three-factor structure proposed by the researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bullying" title="bullying">bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=graphic%20test" title=" graphic test"> graphic test</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/68067/pilot-study-of-the-psychometric-properties-of-the-test-of-predisposition-towards-the-bullying" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68067.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9261</span> Psychometric Properties of the Social Skills Rating System: Teacher Version </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amani%20Kappi">Amani Kappi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maria%20Linares"> Ana Maria Linares</a>, <a href="https://publications.waset.org/abstracts/search?q=Gia%20Mudd-Martin"> Gia Mudd-Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with Attention Deficit Hyperactivity Disorder (ADHD) are more likely to develop social skills deficits that can lead to academic underachievement, peer rejection, and maladjustment. Surveying teachers about children's social skills with ADHD will become a significant factor in identifying whether the children will be diagnosed with social skills deficits. The teacher-specific version of the Social Skills Rating System scale (SSRS-T) has been used as a screening tool for children's social behaviors. The psychometric properties of the SSRS-T have been evaluated in various populations and settings, such as when used by teachers to assess social skills for children with learning disabilities. However, few studies have been conducted to examine the psychometric properties of the SSRS-T when used to assess children with ADHD. The purpose of this study was to examine the psychometric properties of the SSRS-T and two SSRS-T subscales, Social Skills and Problem Behaviors. This was a secondary analysis of longitudinal data from the Fragile Families and Child Well-Being Study. This study included a sample of 194 teachers who used the SSRS-T to assess the social skills of children aged 8 to 10 years with ADHD. Exploratory principal components factor analysis was used to assess the construct validity of the SSRS-T scale. Cronbach’s alpha value was used to assess the internal consistency reliability of the total SSRS-T scale and the subscales. Item analyses included item-item intercorrelations, item-to-subscale correlations, and Cronbach’s alpha value changes with item deletion. The results of internal consistency reliability for both the total scale and subscales were acceptable. The results of the exploratory factor analysis supported the five factors of SSRS-T (Cooperation, Self-control, Assertion, Internalize behaviors, and Externalize behaviors) reported in the original version. Findings indicated that SSRS-T is a reliable and valid tool for assessing the social behaviors of children with ADHD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=SSRS-T" title=" SSRS-T"> SSRS-T</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20properties" title=" psychometric properties"> psychometric properties</a> </p> <a href="https://publications.waset.org/abstracts/130913/psychometric-properties-of-the-social-skills-rating-system-teacher-version" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9260</span> The Greek Version of the Southampton Nostalgia Scale: Psychometric Properties in Young Adults and Associations with Life Satisfaction, Positive and Negative Emotions, Time Perspective and Wellbeing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eirini%20Petratou">Eirini Petratou</a>, <a href="https://publications.waset.org/abstracts/search?q=Pezirkianidis%20Christos"> Pezirkianidis Christos</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastassios%20Stalikas"> Anastassios Stalikas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nostalgia is characterized as a mental state of human’s emotional longing for the past that activates both positive and negative emotions. The bittersweet emotions that are activated by nostalgia aid psychological functions to humans and are depended on the type of stimuli that evoke nostalgia but also on the nostalgia activation context. In general, despite that nostalgia can be activated and experienced by all people; however, it differs both in terms of nostalgia experience but also nostalgia frequency. As a matter of fact, nostalgia experience along with nostalgia frequency differs according to the level of the nostalgia proneness. People with high nostalgia proneness tend to experience nostalgia more intensely and frequently than people with low nostalgia proneness. Nostalgia proneness is considered as a basic individual difference that affects the experience of nostalgia, and it can be measured by the Southampton Nostalgia Scale (SNS); a psychometric instrument that measures human’s nostalgia proneness consisting of seven questions that assess a person’s attitude towards nostalgia, the degree of experience or tendency to nostalgic feelings and the nostalgia frequency. In the current study, we translated, validated and calibrated the SNS in Greek population (N = 267). For the calibration process, we used several scales relevant to positive dimensions, such as life satisfaction, positive and negative emotions, time perspective and wellbeing. A confirmatory factor analysis revealed the factors that provide a good Southampton Nostalgia Proneness model fit for young adult Greek population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nostalgia%20proneness" title="nostalgia proneness">nostalgia proneness</a>, <a href="https://publications.waset.org/abstracts/search?q=nostalgia" title=" nostalgia"> nostalgia</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20instruments" title=" psychometric instruments"> psychometric instruments</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20properties" title=" psychometric properties"> psychometric properties</a> </p> <a href="https://publications.waset.org/abstracts/100958/the-greek-version-of-the-southampton-nostalgia-scale-psychometric-properties-in-young-adults-and-associations-with-life-satisfaction-positive-and-negative-emotions-time-perspective-and-wellbeing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100958.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9259</span> Abilitest Battery: Presentation of Tests and Psychometric Properties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sylwia%20Sumi%C5%84ska">Sylwia Sumińska</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%81ukasz%20Kapica"> Łukasz Kapica</a>, <a href="https://publications.waset.org/abstracts/search?q=Grzegorz%20Szczepa%C5%84ski"> Grzegorz Szczepański</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Cognitive skills are a crucial part of everyday functioning. Cognitive skills include perception, attention, language, memory, executive functions, and higher cognitive skills. With the aging of societies, there is an increasing percentage of people whose cognitive skills decline. Cognitive skills affect work performance. The appropriate diagnosis of a worker’s cognitive skills reduces the risk of errors and accidents at work which is also important for senior workers. The study aimed to prepare new cognitive tests for adults aged 20-60 and assess the psychometric properties of the tests. The project responds to the need for reliable and accurate methods of assessing cognitive performance. Computer tests were developed to assess psychomotor performance, attention, and working memory. Method: Two hundred eighty people aged 20-60 will participate in the study in 4 age groups. Inclusion criteria for the study were: no subjective cognitive impairment, no history of severe head injuries, chronic diseases, psychiatric and neurological diseases. The research will be conducted from February - to June 2022. Cognitive tests: 1) Measurement of psychomotor performance: Reaction time, Reaction time with selective attention component; 2) Measurement of sustained attention: Visual search (dots), Visual search (numbers); 3) Measurement of working memory: Remembering words, Remembering letters. To assess the validity and the reliability subjects will perform the Vienna Test System, i.e., “Reaction Test” (reaction time), “Signal Detection” (sustained attention), “Corsi Block-Tapping Test” (working memory), and Perception and Attention Test (TUS), Colour Trails Test (CTT), Digit Span – subtest from The Wechsler Adult Intelligence Scale. Eighty people will be invited to a session after three months aimed to assess the consistency over time. Results: Due to ongoing research, the detailed results from 280 people will be shown at the conference separately in each age group. The results of correlation analysis with the Vienna Test System will be demonstrated as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging" title="aging">aging</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20skills" title=" cognitive skills"> cognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20tests" title=" cognitive tests"> cognitive tests</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor%20performance" title=" psychomotor performance"> psychomotor performance</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/148384/abilitest-battery-presentation-of-tests-and-psychometric-properties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9258</span> Screening Psychological Wellness in a South African Banking Industry: Psychometric Properties of the Sense of Coherence-29 Questionnaire and Multifactor Leadership Questionnaire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nisha%20Harry">Nisha Harry</a>, <a href="https://publications.waset.org/abstracts/search?q=Keshia%20Sing"> Keshia Sing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Orientation: The Multifactor Leadership Questionnaire (MLF) and the sense of coherence-29 (SCS) is an effective tools to assess the prevalence and underlying structures of empirically based taxonomies related to leadership and wellbeing. Research purpose: The purpose of the study was to test the psychometric properties of the SCS and Multifactor Leadership Questionnaire (MLQ) to screen for psychological wellness indices within the banking industry in South Africa. Motivation for the study: The contribution of these two instruments for the purpose of determining psychological wellness in a banking work environment is unique. Research design, approach, or method: The sample consisted of (N = 150) financial staff employed in a South African banking organisation. The age of the sample was: 37% (30 -40 yrs), 31% (20-30 yrs), 26% (40- 50 yrs), and 6% (50+yrs), of which 52% were males, 48% were females. The white race group was the majority at 29%, African at 26%, Coloured at 23%, and Indian was 22%. Main findings: Results from the exploratory factor analysis revealed a two-factor structure as the most satisfactory. Confirmatory factor analyses revealed the two-factor model displayed better good of-fit indices. Practical implications: The factor structure of the Sense of Coherence-29 scale (SCS), and the Multifactor Leadership Questionnaire (MLQ), have a value-added focus to determine psychological wellness within banking staff. It is essential to take into account these constructs when developing employee wellness interventions. Contribution/value add: Understanding the psychometric properties of the SCS, the self-reported form, and the MLQ questionnaire contributes to screening psychological wellness indices such as coping within the banking industry in a developing country like South Africa. Leaders are an important part of the implementation process of organisational employee wellness practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=factorial%20structure" title="factorial structure">factorial structure</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20wellness" title=" psychological wellness"> psychological wellness</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20coherence" title=" sense of coherence"> sense of coherence</a> </p> <a href="https://publications.waset.org/abstracts/159112/screening-psychological-wellness-in-a-south-african-banking-industry-psychometric-properties-of-the-sense-of-coherence-29-questionnaire-and-multifactor-leadership-questionnaire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9257</span> The Child Attachment Interview: A Psychometric Longitudinal Validation Study in a German Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jorn%20Meyer">Jorn Meyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Stefan%20Sturmer"> Stefan Sturmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of attachment patterns in toddlers and adults has been well researched, and valid diagnostic methods (e.g., Strange Situation Test, Adult Attachment Interview) are applicable. For middle and late childhood, on the other hand, there are only few validated methods available so far. For the Child Attachment Interview (CAI) promising validation studies from English-speaking countries are available, but so far a comprehensive study on the validity of a German sample is lacking. Within the scope of a longitudinal project, the results of the first point of measurement are reported in this study. A German-language version of the CAI was carried out with 111 primary school children (56% female; age: M = 8.34, SD = 0.49). In relation to psychometric quality criteria, parameters on interrater reliability, construct validity and discriminant, and convergent validity are reported. Analyses of the correlations between attachment patterns and internalizing and externalizing behavior problems from parent and teacher reports are presented. The implications for the German-language assessment of attachment in middle and late childhood in research and individual case diagnostics, e.g., in the context of conducting expert evaluation reports for family courts, are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment%20assessment" title=" attachment assessment"> attachment assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20psychology" title=" developmental psychology"> developmental psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/90922/the-child-attachment-interview-a-psychometric-longitudinal-validation-study-in-a-german-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9256</span> The Negative Impact of Mindfulness on Creativity: An Experimental Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marine%20Agogue">Marine Agogue</a>, <a href="https://publications.waset.org/abstracts/search?q=Beatrice%20Parguel"> Beatrice Parguel</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilie%20Canet"> Emilie Canet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Defined as receptive attention to and awareness of present events and experience, mindfulness has grown in popularity over the past 30 years to become a trendy buzzword in business media, which regularly reports on its organizational benefits. Mindfulness would enhance or impede creative thinking depending on the type of meditation. Specifically, focused-attention meditation (focusing attention on one object instead of being open to perceive and observe any sensation or thought) would not be or negatively correlated to creativity. This research explores whether mood, in its two dimensions (i.e., hedonic tone, activation level), could mediate this potentially negative effect. The rationale is that focused-attention meditation is likely to improve hedonic tone but, in the meantime, damage activation level, resulting in opposite effects on creativity through the mediation effect of creative self-efficacy, i.e., the belief that one can perform successfully in an ideation setting. To test this conceptual model, a survey was administered to 97 subjects (53% women, mean age: 25 years), randomly assigned to three conditions (a 10-minute focused-attention meditation session vs. a 10-minute psychometric tests session vs. a control condition) and asked to participate in the egg creative task. Creativity was measured in terms of fluency, expansivity, and originality, the other variables using existing scales: hedonic tone (e.g., joyful, happy), activation level (e.g., passive, sluggish), creative self-efficacy (e.g., ‘I felt confident in my ability to do the task effectively’) and self-perceived creativity (e.g., ‘I have lots of original ideas’). The chains of mediation were tested using PROCESS macro (model 6) and controlled for subjects’ gender, age, and self-perceived creativity. Comparing the mindfulness and the control conditions, no difference appeared in terms of creativity, nor any mediation chain by hedonic tone. However, subjects who participated in the meditation session felt less active than those in the control condition, which decreased their creative self-efficacy, and creativity (whatever the indicator considered). Comparing the mindfulness and the psychometric tests conditions, analyses showed that creativity was higher in the psychometric tests condition. As previously, no mediation chain appeared by hedonic tone. However, subjects who participated in the meditation session felt less active than those in the psychometric tests condition, which decreased their creative self-efficacy, and creativity. These findings confirm that focused-attention meditation does not enhance creativity. They demonstrate an emotional underlying mechanism based on activation level and suggest that both positive and active mood states have the potential to enhance creativity through creative self-efficacy. In the end, they should discourage organizations from trying to nudge creativity using mindfulness ad hoc devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20self-efficacy" title=" creative self-efficacy"> creative self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=experiment" title=" experiment"> experiment</a> </p> <a href="https://publications.waset.org/abstracts/99877/the-negative-impact-of-mindfulness-on-creativity-an-experimental-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9255</span> Test-Retest Agreement, Random Measurement Error and Practice Effect of the Continuous Performance Test-Identical Pairs for Patients with Schizophrenia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuan-Wei%20Chen">Kuan-Wei Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chien-Wei%20Chen"> Chien-Wei Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Tai-Ling%20Chang"> Tai-Ling Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Nan-Cheng%20Chen"> Nan-Cheng Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ching-Lin%20Hsieh"> Ching-Lin Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Gong-Hong%20Lin"> Gong-Hong Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Purposes: Deficits in sustained attention are common in patients with schizophrenia. Such impairment can limit patients to effectively execute daily activities and affect the efficacy of rehabilitation. The aims of this study were to examine the test-retest agreement, random measurement error, and practice effect of the Continuous Performance Test-Identical Pairs (CPT-IP) (a commonly used sustained attention test) in patients with schizophrenia. The results can provide empirical evidence for clinicians and researchers to apply a sustained attention test with sound psychometric properties in schizophrenia patients. Methods: We recruited patients with chronic schizophrenia to be assessed twice with 1 week interval using CPT-IP. The intra-class correlation coefficient (ICC) was used to examine the test-retest agreement. The percentage of minimal detectable change (MDC%) was used to examine the random measurement error. Moreover, the standardized response mean (SRM) was used to examine the practice effect. Results: A total of 56 patients participated in this study. Our results showed that the ICC was 0.82, MDC% was 47.4%, and SRMs were 0.36 for the CPT-IP. Conclusion: Our results indicate that CPT-IP has acceptable test-retests agreement, substantial random measurement error, and small practice effect in patients with schizophrenia. Therefore, to avoid overestimating patients’ changes in sustained attention, we suggest that clinicians interpret the change scores of CPT-IP conservatively in their routine repeated assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title="schizophrenia">schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=sustained%20attention" title=" sustained attention"> sustained attention</a>, <a href="https://publications.waset.org/abstracts/search?q=CPT-IP" title=" CPT-IP"> CPT-IP</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/75846/test-retest-agreement-random-measurement-error-and-practice-effect-of-the-continuous-performance-test-identical-pairs-for-patients-with-schizophrenia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75846.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9254</span> A Systematic Review on Measuring the Physical Activity Level and Pattern in Persons with Chronic Fatigue Syndrome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuni%20Vergauwen">Kuni Vergauwen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivan%20P.%20J.%20Huijnen"> Ivan P. J. Huijnen</a>, <a href="https://publications.waset.org/abstracts/search?q=Astrid%20Depuydt"> Astrid Depuydt</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmine%20Van%20Regenmortel"> Jasmine Van Regenmortel</a>, <a href="https://publications.waset.org/abstracts/search?q=Mira%20Meeus"> Mira Meeus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A lower activity level and imbalanced activity pattern are frequently observed in persons with chronic fatigue syndrome (CFS) / myalgic encephalomyelitis (ME) due to debilitating fatigue and post-exertional malaise (PEM). Identification of measurement instruments to evaluate the activity level and pattern is therefore important. The objective is to identify measurement instruments suited to evaluate the activity level and/or pattern in patients with CFS/ME and review their psychometric properties. A systematic literature search was performed in the electronic databases PubMed and Web of Science until 12 October 2016. Articles including relevant measurement instruments were identified and included for further analysis. The psychometric properties of relevant measurement instruments were extracted from the included articles and rated based on the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) checklist. The review was performed and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A total of 49 articles and 15 unique measurement instruments were found, but only three instruments were evaluated in patients with CFS/ME: the Chronic Fatigue Syndrome-Activity Questionnaire (CFS-AQ), Activity Pattern Interview (API) and International Physical Activity Questionnaire-Short Form (IPAQ-SF), three self-report instruments measuring the physical activity level. The IPAQ-SF, CFS-AQ and API are all equally capable of evaluating the physical activity level, but none of the three measurement instruments are optimal to use. No studies about the psychometric properties of activity monitors in patients with CFS/ME were found, although they are often used as the gold standard to measure the physical activity pattern. More research is needed to evaluate the psychometric properties of existing instruments, including the use of activity monitors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronic%20fatigue%20syndrome" title="chronic fatigue syndrome">chronic fatigue syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20collection" title=" data collection"> data collection</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometrics" title=" psychometrics"> psychometrics</a> </p> <a href="https://publications.waset.org/abstracts/57390/a-systematic-review-on-measuring-the-physical-activity-level-and-pattern-in-persons-with-chronic-fatigue-syndrome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9253</span> Applying the Quad Model to Estimate the Implicit Self-Esteem of Patients with Depressive Disorders: Comparing the Psychometric Properties with the Implicit Association Test Effect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Tung%20Lin">Yi-Tung Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers commonly assess implicit self-esteem with the Implicit Association Test (IAT). The IAT’s measure, often referred to as the IAT effect, indicates the strengths of automatic preferences for the self relative to others, which is often considered an index of implicit self-esteem. However, based on the Dual-process theory, the IAT does not rely entirely on the automatic process; it is also influenced by a controlled process. The present study, therefore, analyzed the IAT data with the Quad model, separating four processes on the IAT performance: the likelihood that automatic association is activated by the stimulus in the trial (AC); that a correct response is discriminated in the trial (D); that the automatic bias is overcome in favor of a deliberate response (OB); and that when the association is not activated, and the individual fails to discriminate a correct answer, there is a guessing or response bias drives the response (G). The AC and G processes are automatic, while the D and OB processes are controlled. The AC parameter is considered as the strength of the association activated by the stimulus, which reflects what implicit measures of social cognition aim to assess. The stronger the automatic association between self and positive valence, the more likely it will be activated by a relevant stimulus. Therefore, the AC parameter was used as the index of implicit self-esteem in the present study. Meanwhile, the relationship between implicit self-esteem and depression is not fully investigated. In the cognitive theory of depression, it is assumed that the negative self-schema is crucial in depression. Based on this point of view, implicit self-esteem would be negatively associated with depression. However, the results among empirical studies are inconsistent. The aims of the present study were to examine the psychometric properties of the AC (i.e., test-retest reliability and its correlations with explicit self-esteem and depression) and compare it with that of the IAT effect. The present study had 105 patients with depressive disorders completing the Rosenberg Self-Esteem Scale, Beck Depression Inventory-II and the IAT on the pretest. After at least 3 weeks, the participants completed the second IAT. The data were analyzed by the latent-trait multinomial processing tree model (latent-trait MPT) with the TreeBUGS package in R. The result showed that the latent-trait MPT had a satisfactory model fit. The effect size of test-retest reliability of the AC and the IAT effect were medium (r = .43, p < .0001) and small (r = .29, p < .01) respectively. Only the AC showed a significant correlation with explicit self-esteem (r = .19, p < .05). Neither of the two indexes was correlated with depression. Collectively, the AC parameter was a satisfactory index of implicit self-esteem compared with the IAT effect. Also, the present study supported the results that implicit self-esteem was not correlated with depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20modeling" title="cognitive modeling">cognitive modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20association%20test" title=" implicit association test"> implicit association test</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20self-esteem" title=" implicit self-esteem"> implicit self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=quad%20model" title=" quad model"> quad model</a> </p> <a href="https://publications.waset.org/abstracts/149843/applying-the-quad-model-to-estimate-the-implicit-self-esteem-of-patients-with-depressive-disorders-comparing-the-psychometric-properties-with-the-implicit-association-test-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9252</span> Automating Test Activities: Test Cases Creation, Test Execution, and Test Reporting with Multiple Test Automation Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loke%20Mun%20Sei">Loke Mun Sei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software testing has become a mandatory process in assuring the software product quality. Hence, test management is needed in order to manage the test activities conducted in the software test life cycle. This paper discusses on the challenges faced in the software test life cycle, and how the test processes and test activities, mainly on test cases creation, test execution, and test reporting is being managed and automated using several test automation tools, i.e. Jira, Robot Framework, and Jenkins. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=test%20automation%20tools" title="test automation tools">test automation tools</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20case" title=" test case"> test case</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20execution" title=" test execution"> test execution</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20reporting" title=" test reporting"> test reporting</a> </p> <a href="https://publications.waset.org/abstracts/31605/automating-test-activities-test-cases-creation-test-execution-and-test-reporting-with-multiple-test-automation-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">583</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9251</span> Psychometric Properties of the Sensory Processing Measure Preschool-Home among Children with Autism in Saudi Arabia </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahad%20Alkhalifah">Shahad Alkhalifah</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonh%20Wright"> Jonh Wright</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorder (ASD) is a pervasive developmental disorder associated, for 42% to 88% of people with ASD, with sensory processing disorders. Sensory processing disorders (SPD) impact daily functioning, and it is, therefore, essential to be able to diagnose them accurately. Currently, however, there is no assessment tool available for the Saudi Arabia (SA) population that would cover a wider enough age range. Therefore, this study aimed to assess the psychometric properties of the Sensory Processing Measure Preschool-Home Form (SPM-P) when used in English, with a population of English-speaking Saudi participants. This was chosen due to time limitations and the urgency in providing practitioners with appropriate tools. Using a convenience sampling approach group of caregivers of typically developing (TD) children and a group of caregivers for children with ASD were recruited (N = 40 and N = 16, respectively), and completed the SPM-P Home Form. Participants were also invited to complete it again after two weeks for test-retest reliability, and respectively, nine and five agreed. Reliability analyses suggested some issues with a few items when used in the Saudi culture, and, along with interscale correlations, it highlighted concerns with the factor structure. However, it was also found that the SPM-P Home has good criterion-based validity, and it is, therefore, suggested that it can be used until a tool is developed through translation and cultural adaptation. It is also suggested that the current factor structure of SPM-P Home is reassessed using a large sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory" title=" sensory"> sensory</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20dysfunction" title=" sensory processing dysfunction"> sensory processing dysfunction</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/88556/psychometric-properties-of-the-sensory-processing-measure-preschool-home-among-children-with-autism-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9250</span> Domains of Socialization Interview: Development and Psychometric Properties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dilek%20Saritas%20Atalar">Dilek Saritas Atalar</a>, <a href="https://publications.waset.org/abstracts/search?q=Cansu%20Alsancak%20Akbulut"> Cansu Alsancak Akbulut</a>, <a href="https://publications.waset.org/abstracts/search?q=%C4%B0rem%20Metin%20Orta"> İrem Metin Orta</a>, <a href="https://publications.waset.org/abstracts/search?q=Feyza%20Y%C3%B6n"> Feyza Yön</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20Yenen"> Zeynep Yenen</a>, <a href="https://publications.waset.org/abstracts/search?q=Joan%20Grusec"> Joan Grusec</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The aim of this study was to develop semi-structured Domains of Socialization Interview and its coding manual and to test their psychometric properties. Domains of Socialization Interview was designed to assess maternal awareness regarding effective parenting in five socialization domains (protection, mutual reciprocity, control, guided learning, and group participation) within the framework of the domains-of-socialization approach. Method: A series of two studies were conducted to develop and validate the interview and its coding manual. The pilot study, sampled 13 mothers of preschool-aged children, was conducted to develop the assessment tools and to test their function and clarity. Participants of the main study were 82 Turkish mothers (Xage = 34.25, SD = 3.53) who have children aged between 35-76 months (Xage = 50.75, SD = 11.24). Mothers filled in a questionnaire package including Coping with Children’s Negative Emotions Questionnaire, Social Competence and Behavior Evaluation-30, Child Rearing Questionnaire, and Two Dimensional Social Desirability Questionnaire. Afterward, interviews were conducted online by a single interviewer. Interviews were rated independently by two graduate students based on the coding manual. Results: The relationships of the awareness of effective parenting scores to the other measures demonstrate convergent, discriminant, and predictive validity of the coding manual. Intra-class correlation coefficient estimates were ranged between 0.82 and 0.90, showing high interrater reliability of the coding manual. Conclusion: Taken as a whole, the results of these studies demonstrate the validity and reliability of a new and useful interview to measure maternal awareness regarding effective parenting within the framework of the domains-of-socialization approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=domains%20of%20socialization" title="domains of socialization">domains of socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=interview" title=" interview"> interview</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/143523/domains-of-socialization-interview-development-and-psychometric-properties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143523.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9249</span> The Psychometric Properties of an Instrument to Estimate Performance in Ball Tasks Objectively</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kougioumtzis%20Konstantin">Kougioumtzis Konstantin</a>, <a href="https://publications.waset.org/abstracts/search?q=Rylander%20P%C3%A4r"> Rylander Pär</a>, <a href="https://publications.waset.org/abstracts/search?q=Karlsteen%20Magnus"> Karlsteen Magnus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ball skills as a subset of fundamental motor skills are predictors for performance in sports. Currently, most tools evaluate ball skills utilizing subjective ratings. The aim of this study was to examine the psychometric properties of a newly developed instrument to objectively measure ball handling skills (BHS-test) utilizing digital instrument. Participants were a convenience sample of 213 adolescents (age M = 17.1 years, SD =3.6; 55% females, 45% males) recruited from upper secondary schools and invited to a sports hall for the assessment. The 8-item instrument incorporated both accuracy-based ball skill tests and repetitive-performance tests with a ball. Testers counted performance manually in the four tests (one throwing and three juggling tasks). Furthermore, assessment was technologically enhanced in the other four tests utilizing a ball machine, a Kinect camera and balls with motion sensors (one balancing and three rolling tasks). 3D printing technology was used to construct equipment, while all results were administered digitally with smart phones/tablets, computers and a specially constructed application to send data to a server. The instrument was deemed reliable (α = .77) and principal component analysis was used in a random subset (53 of the participants). Furthermore, latent variable modeling was employed to confirm the structure with the remaining subset (160 of the participants). The analysis showed good factorial-related validity with one factor explaining 57.90 % of the total variance. Four loadings were larger than .80, two more exceeded .76 and the other two were .65 and .49. The one factor solution was confirmed by a first order model with one general factor and an excellent fit between model and data (χ² = 16.12, DF = 20; RMSEA = .00, CI90 .00–.05; CFI = 1.00; SRMR = .02). The loadings on the general factor ranged between .65 and .83. Our findings indicate good reliability and construct validity for the BHS-test. To develop the instrument further, more studies are needed with various age-groups, e.g. children. We suggest using the BHS-test for diagnostic or assessment purpose for talent development and sports participation interventions that focus on ball games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ball-handling%20skills" title="ball-handling skills">ball-handling skills</a>, <a href="https://publications.waset.org/abstracts/search?q=ball-handling%20ability" title=" ball-handling ability"> ball-handling ability</a>, <a href="https://publications.waset.org/abstracts/search?q=technologically-enhanced%20measurements" title=" technologically-enhanced measurements"> technologically-enhanced measurements</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/158678/the-psychometric-properties-of-an-instrument-to-estimate-performance-in-ball-tasks-objectively" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158678.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9248</span> Scenario-Based Scales and Situational Judgment Tasks to Measure the Social and Emotional Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alena%20Kulikova">Alena Kulikova</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonid%20Parmaksiz"> Leonid Parmaksiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekaterina%20Orel"> Ekaterina Orel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social and emotional skills are considered by modern researchers as predictors of a person's success both in specific areas of activity and in the life of a person as a whole. The popularity of this scientific direction ensures the emergence of a large number of practices aimed at developing and evaluating socio-emotional skills. Assessment of social and emotional development is carried out at the national level, as well as at the level of individual regions and institutions. Despite the fact that many of the already existing social and emotional skills assessment tools are quite convenient and reliable, there are now more and more new technologies and task formats which improve the basic characteristics of the tools. Thus, the goal of the current study is to develop a tool for assessing social and emotional skills such as emotion recognition, emotion regulation, empathy and a culture of self-care. To develop a tool assessing social and emotional skills, Rasch-Gutman scenario-based approach was used. This approach has shown its reliability and merit for measuring various complex constructs: parental involvement; teacher practices that support cultural diversity and equity; willingness to participate in the life of the community after psychiatric rehabilitation; educational motivation and others. To assess emotion recognition, we used a situational judgment task based on OCC (Ortony, Clore, and Collins) emotions theory. The main advantage of these two approaches compare to classical Likert scales is that it reduces social desirability in answers. A field test to check the psychometric properties of the developed instrument was conducted. The instrument was developed for the presidential autonomous non-profit organization “Russia - Land of Opportunity” for nationwide soft skills assessment among higher education students. The sample for the field test consisted of 500 people, students aged from 18 to 25 (mean = 20; standard deviation 1.8), 71% female. 67% of students are only studying and are not currently working and 500 employed adults aged from 26 to 65 (mean = 42.5; SD 9), 57% female. Analysis of the psychometric characteristics of the scales was carried out using the methods of IRT (Item Response Theory). A one-parameter rating scale model RSM (Rating scale model) and Graded Response model (GRM) of the modern testing theory were applied. GRM is a polyatomic extension of the dichotomous two-parameter model of modern testing theory (2PL) based on the cumulative logit function for modeling the probability of a correct answer. The validity of the developed scales was assessed using correlation analysis and MTMM (multitrait-multimethod matrix). The developed instrument showed good psychometric quality and can be used by HR specialists or educational management. The detailed results of a psychometric study of the quality of the instrument, including the functioning of the tasks of each scale, will be presented. Also, the results of the validity study by MTMM analysis will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20skills" title="social and emotional skills">social and emotional skills</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometrics" title=" psychometrics"> psychometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=MTMM" title=" MTMM"> MTMM</a>, <a href="https://publications.waset.org/abstracts/search?q=IRT" title=" IRT"> IRT</a> </p> <a href="https://publications.waset.org/abstracts/162459/scenario-based-scales-and-situational-judgment-tasks-to-measure-the-social-and-emotional-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9247</span> Paraplegic Dimensions of Asymmetric Warfare: A Strategic Analysis for Resilience Policy Plan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sehrish%20Qayyum">Sehrish Qayyum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this age of constant technology, asymmetrical warfare could not be won. Attuned psychometric study confirms that screaming sometimes is more productive than active retaliation against strong adversaries. Asymmetric warfare is a game of nerves and thoughts with least vigorous participation for large anticipated losses. It creates the condition of paraplegia with partial but permanent immobility, which effects the core warfare operations, being screams rather than active retaliation. When one’s own power is doubted, it gives power to one’s own doubt to ruin all planning either done with superlative cost-benefit analysis. Strategically calculated estimation of asymmetric warfare since the early WWI to WWII, WWII-to Cold War, and then to the current era in three chronological periods exposits that courage makes nations win the battle of warriors to battle of comrades. Asymmetric warfare has been most difficult to fight and survive due to unexpectedness and being lethal despite preparations. Thoughts before action may be the best-assumed strategy to mix Regional Security Complex Theory and OODA loop to develop the Paraplegic Resilience Policy Plan (PRPP) to win asymmetric warfare. PRPP may serve to control and halt the ongoing wave of terrorism, guerilla warfare, and insurgencies, etc. PRPP, along with a strategic work plan, is based on psychometric analysis to deal with any possible war condition and tactic to save millions of innocent lives such that lost in Christchurch New Zealand in 2019, November 2015 Paris attacks, and Berlin market attacks in 2016, etc. Getting tangled into self-imposed epistemic dilemmas results in regret that becomes the only option of performance. It is a descriptive psychometric analysis of war conditions with generic application of probability tests to find the best possible options and conditions to develop PRPP for any adverse condition possible so far. Innovation in technology begets innovation in planning and action-plan to serve as a rheostat approach to deal with asymmetric warfare. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asymmetric%20warfare" title="asymmetric warfare">asymmetric warfare</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20analysis" title=" psychometric analysis"> psychometric analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=PRPP" title=" PRPP"> PRPP</a>, <a href="https://publications.waset.org/abstracts/search?q=security" title=" security"> security</a> </p> <a href="https://publications.waset.org/abstracts/122663/paraplegic-dimensions-of-asymmetric-warfare-a-strategic-analysis-for-resilience-policy-plan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122663.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9246</span> Psychometric Examination of the QUEST-25: An Online Assessment of Intellectual Curiosity and Scientific Epistemology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20J.%20Zagumny">Matthew J. Zagumny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study reports an examination of the QUEST-25 (Q-Assessment of Undergraduate Epistemology and Scientific Thinking) online version for assessing the dispositional attitudes toward scientific thinking and intellectual curiosity among undergraduate students. The QUEST-25 consists of scientific thinking (SIQ-25) and intellectual curiosity (ICIQ-25), which were correlated in hypothesized directions with the Religious Commitment Inventory, Curiosity and Exploration Inventory, Belief in Science scale, and measures of academic self-efficacy. Additionally, concurrent validity was established by the resulting significant differences between those identifying the centrality of religious belief in their lives and those who do not self-identify as being guided daily by religious beliefs. This study demonstrates the utility of the QUEST-25 for research, evaluation, and theory development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guided-inquiry%20learning" title="guided-inquiry learning">guided-inquiry learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20curiosity" title=" intellectual curiosity"> intellectual curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20assessment" title=" psychometric assessment"> psychometric assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20thinking" title=" scientific thinking"> scientific thinking</a> </p> <a href="https://publications.waset.org/abstracts/94103/psychometric-examination-of-the-quest-25-an-online-assessment-of-intellectual-curiosity-and-scientific-epistemology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9245</span> Psychometric Properties of the Secondary School Stressor Questionnaire among Adolescents at Five Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhamad%20Saiful%20Bahri%20Yusoff">Muhamad Saiful Bahri Yusoff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to evaluate the construct, convergent, and discriminant validity of the Secondary School Stressor Questionnaire (3SQ) as well as to evaluate its internal consistency among adolescents in Malaysian secondary schools. A cross-sectional study was conducted on 700 secondary school students in five secondary schools. Stratified random sampling was used to select schools and participants. The confirmatory factor analysis was performed by AMOS to examine construct, convergent, and discriminant validity. The reliability analysis was performed by SPSS to determine internal consistency. The results showed that the original six-factor model with 44 items failed to achieve acceptable values of the goodness of fit indices, suggesting poor model fit. The new five-factor model of 3SQ with 22 items demonstrated acceptable level of goodness of fit indices to signify a model fit. The overall Cronbach’s alpha value for the new version 3SQ was 0.93, while the five constructs ranged from 0.68 to 0.94. The composite reliability values of each construct ranged between 0.68 and 0.93, indicating satisfactory to high level of convergent validity. Our study did not support the construct validity of the original version of 3SQ. We found the new version 3SQ showed more convincing evidence of validity and reliability to measure stressors of adolescents. Continued research is needed to verify and maximize the psychometric credentials of 3SQ across countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stressors" title="stressors">stressors</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20students" title=" secondary school students"> secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=3SQ" title=" 3SQ"> 3SQ</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20properties" title=" psychometric properties"> psychometric properties</a> </p> <a href="https://publications.waset.org/abstracts/5194/psychometric-properties-of-the-secondary-school-stressor-questionnaire-among-adolescents-at-five-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5194.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=309">309</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=310">310</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=psychometric%20test&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>