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validity</title> <meta name="description" content="Search results for: social validity"> <meta name="keywords" content="social validity"> <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 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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="social validity"> <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> 10388</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: social validity</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10388</span> A Study on the Development of Social Participation Activity Scale for the Elderly</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Young-Kwang%20Lee">Young-Kwang Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Eun-Gu%20Ji"> Eun-Gu Ji</a>, <a href="https://publications.waset.org/abstracts/search?q=Min-Joo%20Kim"> Min-Joo Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Seung-Jae%20Oh"> Seung-Jae Oh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop a social participation activity scale for the elderly. As a result of exploratory factor analysis, confirmatory factor analysis was conducted using maximum likelihood method using bundled items. In conclusion, thirteen items of social participation activity scale seemed appropriate. Finally, convergent validity and discriminant validity were verified on the scale with the fit. The convergent validity was based on the variance extracted value. In other words, the hypothesis that the variables are the same is rejected and the validity is confirmed. This study extensively considered the measurement items of the social participation activity scale used to measure social participation activities of the elderly. In the future, it will be meaningful that it can be used as a tool to verify the effectiveness of services in organizations that provide social welfare services to elderly people such as comprehensive social welfare centers and the elderly comprehensive social welfare centers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elderly" title="elderly">elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20participation" title=" social participation"> social participation</a>, <a href="https://publications.waset.org/abstracts/search?q=scale%20development" title=" scale development"> scale development</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/88129/a-study-on-the-development-of-social-participation-activity-scale-for-the-elderly" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88129.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">10387</span> Wally Feelings Test: Validity and Reliability Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G%C3%B6khan%20Kayili">Gökhan Kayili</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Ari"> Ramazan Ari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research, it is aimed to be adapted Wally Feelings Test to Turkish children and performed the reliability and validity analysis of the test. The sampling of the research was composed of three to five year-old 699 Turkish preschoolers who are attending official and private nursery school. The schools selected with simple random sampling method by considering different socio economic conditions and different central district in Konya. In order to determine reliability of Wally Feelings Test, internal consistency coefficients (KR-20), split-half reliability and test- retest reliability analysis have been performed. During validation process construct validity, content/scope validity and concurrent/criterion validity were used. When validity and reliability of the test examined, it is seen that Wally Feelings Test is a valid and reliable instrument to evaluate three to five year old Turkish children’s understanding feeling skills. <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=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=wally%20feelings%20test" title=" wally feelings test"> wally feelings test</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sciences" title=" social sciences"> social sciences</a> </p> <a href="https://publications.waset.org/abstracts/19350/wally-feelings-test-validity-and-reliability-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19350.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">538</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">10386</span> Internal and External Validity in Experimental Economics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helena%20Chytilova">Helena Chytilova</a>, <a href="https://publications.waset.org/abstracts/search?q=Robin%20Maialeh"> Robin Maialeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Experimental economics is subject to criticism with regards to frequently discussed trade-off between internal and external validity requirements, which seems to be critically flawed. Incompatibility of trade-off condition and condition of internal validity as a prerequisite for external validity is presented. In addition, the imprecise concept of artificiality found to be rather improving external validity, seems to strengthen illusory status of external versus internal validity tension. Internal validity will be further analysed with regards to Duhem-Quine problem, where unpredictability argument is significantly weakened trough application of inductivism within the illustrative hypothetical-deductive model. Discussion outlined above partially weakens critical arguments related to robustness of results in experimental economics, if perfectly controlled experimental environment is secured. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Duhem-Quine%20problem" title="Duhem-Quine problem">Duhem-Quine problem</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20validity" title=" external validity"> external validity</a>, <a href="https://publications.waset.org/abstracts/search?q=inductivism" title=" inductivism"> inductivism</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20validity" title=" internal validity"> internal validity</a> </p> <a href="https://publications.waset.org/abstracts/31128/internal-and-external-validity-in-experimental-economics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31128.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">284</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">10385</span> Development of an Attitude Scale Towards Social Networking Sites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M%C3%BCnevver%20Ba%C5%9Fman">Münevver Başman</a>, <a href="https://publications.waset.org/abstracts/search?q=Deniz%20G%C3%BCllero%C4%9Flu"> Deniz Gülleroğlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop a scale to determine the attitudes towards social networking sites. 45 tryout items, prepared for this aim, were applied to 342 students studying at Marmara University, Faculty of Education. The reliability and the validity of the scale were conducted with the help of these students. As a result of exploratory factor analysis with Varimax rotation, 41 items grouped according to the structure with three factors (interest, reality and negative effects) is obtained. While alpha reliability of the scale is obtained as .899; the reliability of factors is obtained as .899, .799, .775, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Attitude" title="Attitude">Attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title=" social networking sites"> social networking sites</a>, <a href="https://publications.waset.org/abstracts/search?q=validity." title=" validity."> validity.</a> </p> <a href="https://publications.waset.org/abstracts/43374/development-of-an-attitude-scale-towards-social-networking-sites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43374.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">385</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">10384</span> Validity Study of The Zimbardo’s Stanford Time Perspective Inventory in Indonesia Students Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anggi%20Permana">Anggi Permana</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahrah%20Nabila%20Putri"> Zahrah Nabila Putri</a>, <a href="https://publications.waset.org/abstracts/search?q=Anisa%20Dwi%20Arifani"> Anisa Dwi Arifani</a>, <a href="https://publications.waset.org/abstracts/search?q=Veany%20Aprillia"> Veany Aprillia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to evaluate the validity of Zimbardo’s Stanford Time Perspective Inventory (STPI) in Indonesian context. The model of validity used in this study is the criterion-based validity, in which the associated variables are depression and subjective well-being (SWB). BDI (Beck Depression Inventory) was used to measure depression, while PANAS (Positive Affect and Negative Affect Scale) and SWLS (Satisfaction with Life Scale) were used to measure subjective well-being. The analysis showed that STPI variables are closely related to STPI Dimension, Present Hedonistic showed pro validity to SWB, Future indicated contra validity to SWB, and Present Fatalistic revealed contra validity to depression and pro validity to SWB. The subjects of this research are from the same university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BDI" title="BDI">BDI</a>, <a href="https://publications.waset.org/abstracts/search?q=PANAS" title=" PANAS"> PANAS</a>, <a href="https://publications.waset.org/abstracts/search?q=STPI" title=" STPI"> STPI</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title=" subjective well-being"> subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=SWLS" title=" SWLS"> SWLS</a> </p> <a href="https://publications.waset.org/abstracts/54372/validity-study-of-the-zimbardos-stanford-time-perspective-inventory-in-indonesia-students-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54372.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">244</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">10383</span> Validity and Reliability of a Questionaire for Measuring Behaviour Change of Low Performance Employee</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hazaila%20Binti%20Hassan">Hazaila Binti Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Abu%20Yazid%20Bin%20Abu%20Bakar"> Abu Yazid Bin Abu Bakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Salleh%20Amat"> Salleh Amat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is to get the validity and reliability of the questionnaire for behaviour change on low-performing officers. This study aimed to develop and evaluate the behaviour of low performing officers. There are 75 items in this questionnaire which involves 5 subscales, which are the 5 dimensions intended to be studied: 1st emotional stability, 2nd psycho-spiritual enhancement, 3rd social skills development, 4th cognitive and rationality improvement and 5th behavioural alignment and adjustment. There are 2 processes in this research whereby to check the validity and reliability. Both use quantitative methods. Validity content testing has been conducted to validate the behavioural change questionnaire of the low performing officers. For the face validity, 4 people are involved, two are psychologists who carried out the program and the other two are officers of the same rank, i.e. supporting officers. They are involved in correction of sentences, languages, and grammar as well as the sentence structures so that it tallies with the purpose of studies. The questionnaire underwent content validity by the experts. Five experts are appointed to attend this session, 3 are directly involved in the construction of this questionnaire and 2 others are experts from the university with a background in questionnaire development. The result shows that the content validity obtained a high coefficient of 0.745 with a minimum and maximum value of more than 0.60 which satisfies the characteristic of Content Value Ratio. The Cronbach’s alpha result is 0.867. The highest scores are the behavioural alignment and adjustment sub-scale recorded the highest value, followed by social skills development sub-scale, cognitive and rational improvements sub-scale, psycho-spiritual enhancement sub-scale, and lastly emotional stability. Therefore, both of validity and reliability result were accepted that this questionnaire is valid and reliable can be used in the study of behaviour changes of low performing officers in the civil service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20validity" title="content validity">content validity</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=five%20dimension" title=" five dimension"> five dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=low-performing%20officers" title=" low-performing officers"> low-performing officers</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title=" questionnaire"> questionnaire</a> </p> <a href="https://publications.waset.org/abstracts/93882/validity-and-reliability-of-a-questionaire-for-measuring-behaviour-change-of-low-performance-employee" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93882.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">283</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">10382</span> Study on the Contributions and Social Validity of an Online Autism Training for School Staff</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Myriam%20Rousseau">Myriam Rousseau</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzie%20McKinnon"> Suzie McKinnon</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathieu%20Mireault"> Mathieu Mireault</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%C3%AFs%20V.%20Berthiaume"> Anaïs V. Berthiaume</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie-H%C3%A9l%C3%A8ne%20Poulin"> Marie-Hélène Poulin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacinthe%20Bourassa"> Jacinthe Bourassa</a>, <a href="https://publications.waset.org/abstracts/search?q=Louis-Simon%20Maltais">Louis-Simon Maltais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing presence of young people with autism is forcing schools to adapt to this new situation and to offer services that meet the needs of this clientele. However, school staff often feels unqualified to support these students, lacking the preparation, skills and training to meet their needs. Continuing education for these staff is therefore essential to ensure that they can meet the needs of these students. As a result, the Government of Quebec has developed a bilingual (French and English) online training on autism specific to the needs of school staff. Therefore, adequate training for all school staff is likely to provide quality learning opportunities for these students. The research project focuses on the participants' appreciation, contributions, and social validity of the training. More specifically, it aims to: 1) evaluate the knowledge and self-efficacy of the participants, 2) evaluate the social validity and 3) document the evaluation of the ergonomics of the platform hosting the training. The evaluation carried out as part of this descriptive study uses a quantitative method. Data are collected using questionnaires completed online. The analysis of preliminary data reveals that participants' knowledge of autism and their sense of self-efficacy increased significantly. They value the training positively and consider it to be acceptable, appropriate, and suitable. The participants find it important for school staff to take this training. Almost all the items measuring the ergonomics of the platform have averages above 4.57/5. In general, the study shows that the training allows participating of the trainee school staff to improve their knowledge of autism and their sense of self-efficacy with young people with autism. In addition, participants recognize that the training has good social validity and appreciate the online modality. However, these results should be interpreted with caution given the limited number of participants who completed the research project. It is therefore important to continue the research with a larger number of participants to allow an adequate and general representativeness of the social validity, the feeling of competence and the appreciation of the platform. <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=online%20training" title=" online training"> online training</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20staff" title=" school staff"> school staff</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20validity" title=" social validity"> social validity</a> </p> <a href="https://publications.waset.org/abstracts/186067/study-on-the-contributions-and-social-validity-of-an-online-autism-training-for-school-staff" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186067.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">37</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">10381</span> Analyzing the Use of Augmented and Virtual Reality to Teach Social Skills to Students with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maggie%20Mosher">Maggie Mosher</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Carreon"> Adam Carreon</a>, <a href="https://publications.waset.org/abstracts/search?q=Sean%20Smith"> Sean Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A systematic literature review was conducted to explore the evidence base on the use of augmented reality (AR), virtual reality (VR), mixed reality (MR), and extended reality (XR) to present social skill instruction to school-age students with autism spectrum disorder (ASD). Specifically, the systematic review focus was on a. the participants and intervention agents using AR, VR, MR, and XR for social skill acquisition b. the social skills taught through these mediums and c. the social validity measures (i.e., goals, procedures, and outcomes) reported in these studies. Forty-one articles met the inclusion criteria. Researchers in six studies taught social skills to students through AR, in 27 studies through non-immersive VR, and in 10 studies through immersive VR. No studies used MR or XR. The primary targeted social skills were relationship skills, emotion recognition, social awareness, cooperation, and executive functioning. An intervention to improve many social skills was implemented by 73% of researchers, 17% taught a single skill, and 10% did not clearly state the targeted skill. The intervention was considered effective in 26 of the 41 studies (63%), not effective in four studies (10%), and 11 studies (27%) reported mixed results. No researchers reported information for all 17 social validity indicators. The social validity indicators reported by researchers ranged from two to 14. Social validity measures on the feelings toward and use of the technology were provided in 22 studies (54%). Findings indicated both AR and VR are promising platforms for providing social skill instruction to students with ASD. Studies utilizing this technology show a number of social validity indicators. However, the limited information provided on the various interventions, participant characteristics, and validity measures, offers insufficient evidence of the impact of these technologies in teaching social skills to students with ASD. Future research should develop a protocol for training treatment agents to assess the role of different variables (i.e., whether agents are customizing content, monitoring student learning, using intervention specific vocabulary in their day to day instruction). Sustainability may be increased by providing training in the technology to both treatment agents and participants. Providing scripts of instruction occurring within the intervention would provide the needed information to determine the primary method of teaching within the intervention. These variables play a role in maintenance and generalization of the social skills. Understanding the type of feedback provided would help researchers determine if students were able to feel rewarded for progressing through the scenarios or if students require rewarding aspects within the intervention (i.e., badges, trophies). AR has the potential to generalize instruction and VR has the potential for providing a practice environment for performance deficits. Combining these two technologies into a mixed reality intervention may provide a more cohesive and effective intervention. <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=augmented%20reality" title=" augmented reality"> augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20learning" title=" social and emotional learning"> social and emotional learning</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=virtual%20reality" title=" virtual reality "> virtual reality </a> </p> <a href="https://publications.waset.org/abstracts/129155/analyzing-the-use-of-augmented-and-virtual-reality-to-teach-social-skills-to-students-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129155.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">109</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">10380</span> Assessment of Age-Friendliness in Rural Areas: An Investigation of Content Validity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Erjauz">Barbara Erjauz</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliane%20Eichhorn"> Juliane Eichhorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Purpose: The world´s population is rapidly aging, wherefore the World Health Organization (WHO) is dealing with concepts of Age-Friendly-Communities and criteria to define them. Also in Germany, we can find an aging population and a large amount of seniors is living in rural areas. Those regions are defined by unique social and environmental characteristics, which can enhance or decrease age-friendliness. To identify and work with these characteristics, we are in need of appropriate assessment instruments. To the author’s best knowledge until now, no instrument could be identified as suitable and scientifically proven for the German speaking area. The aim of the study was to identify an assessment instrument to measure the age-friendliness of rural communities and its psychometric testing regarding the content validity. Methods: A literature search was carried out to identify instruments related to concepts of Age-Friendly-Communities. According to the German situation, an instrument was chosen and modified based on a Delphi-study. In this context, the content validity was investigated by calculating the Content Validity Index (CVI). Results: An instrument consisting of 86 items based on WHO indicators and the German situation in rural areas was created. 43 items (50%) had a Content Validity Index for Items (I-CVI) of 1,00, 37 items (43%) had an I-CVI of >0,78 and > 1.00, and 6 items had an I-CVI of >0,78. The value of the Content Validity Index for Scales, averaging calculation method (S-CVI/Ave) for the entire scale was 0,91. Conclusions: The results indicate a good content validity and it can be concluded that the created instrument represents the phenomenon of age-friendliness in rural areas. Nevertheless, further psychometric testing related to reliability, validity and responsiveness is recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=age-friendly" title=" age-friendly"> age-friendly</a>, <a href="https://publications.waset.org/abstracts/search?q=rural" title=" rural"> rural</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20testing" title=" psychometric testing"> psychometric testing</a> </p> <a href="https://publications.waset.org/abstracts/92944/assessment-of-age-friendliness-in-rural-areas-an-investigation-of-content-validity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92944.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">241</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">10379</span> Developing Critical-Process Skills Integrated Assessment Instrument as Alternative Assessment on Electrolyte Solution Matter in Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sri%20Rejeki%20Dwi%20Astuti">Sri Rejeki Dwi Astuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Suyanta"> Suyanta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demanding of the asessment in learning process was impact by policy changes. Nowadays, the assessment not only emphasizes knowledge, but also skills and attitude. However, in reality there are many obstacles in measuring them. This paper aimed to describe how to develop instrument of integrated assessment as alternative assessment to measure critical thinking skills and science process skills in electrolyte solution and to describe instrument’s characteristic such as logic validity and construct validity. This instrument development used test development model by McIntire. Development process data was acquired based on development test step and was analyzed by qualitative analysis. Initial product was observed by three peer reviewer and six expert judgment (two subject matter expert, two evaluation expert and two chemistry teacher) to acquire logic validity test. Logic validity test was analyzed using Aiken’s formula. The estimation of construct validity was analyzed by exploratory factor analysis. Result showed that integrated assessment instrument has 0,90 of Aiken’s Value and all item in integrated assessment asserted valid according to construct validity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construct%20validity" title="construct validity">construct validity</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20assessment%20instrument" title=" integrated assessment instrument"> integrated assessment instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=logic%20validity" title=" logic validity"> logic validity</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20process%20skills" title=" science process skills"> science process skills</a> </p> <a href="https://publications.waset.org/abstracts/52860/developing-critical-process-skills-integrated-assessment-instrument-as-alternative-assessment-on-electrolyte-solution-matter-in-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52860.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">263</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">10378</span> Assessing the Validity of Human Intention for Action: Exploring Unintentional Actions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fakhrul%20Abedin%20Tanvir">Fakhrul Abedin Tanvir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the validity of human intention for action, specifically focusing on unintentional actions that are unaffected by bias. Through the observation of a substantial number of individuals, estimated to be over 100, we investigate the power of human actions and their corresponding intentions. Given the underlying similarities in general thought processes and intentions among humans, it becomes possible to establish common patterns by observing a significant sample size. While this research provides observational results indicating a one-second validity of human intentions, it is important to note that these findings have not been scientifically proven. Nevertheless, this study contributes to the ongoing discourse by shedding light on participant expressions and experiences, furthering our understanding of human intentionality and action. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20intention" title="human intention">human intention</a>, <a href="https://publications.waset.org/abstracts/search?q=bias" title=" bias"> bias</a>, <a href="https://publications.waset.org/abstracts/search?q=observation" title=" observation"> observation</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/169070/assessing-the-validity-of-human-intention-for-action-exploring-unintentional-actions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169070.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">81</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">10377</span> The Attitude of Students towards the Use of the Social Networks in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulmjeid%20Aljerawi">Abdulmjeid Aljerawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the students' attitudes towards the use of social networking in education. Due to the nature of the study, and on the basis of its problem, objectives, and questions, the researcher used the descriptive approach. An appropriate questionnaire was prepared and validity and reliability were ensured. The questionnaire was then applied to the study sample of 434 students from King Saud University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20networks" title="social networks">social networks</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/3121/the-attitude-of-students-towards-the-use-of-the-social-networks-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3121.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">278</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">10376</span> Clustering Performance Analysis using New Correlation-Based Cluster Validity Indices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nathakhun%20Wiroonsri">Nathakhun Wiroonsri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are various cluster validity measures used for evaluating clustering results. One of the main objectives of using these measures is to seek the optimal unknown number of clusters. Some measures work well for clusters with different densities, sizes and shapes. Yet, one of the weaknesses that those validity measures share is that they sometimes provide only one clear optimal number of clusters. That number is actually unknown and there might be more than one potential sub-optimal option that a user may wish to choose based on different applications. We develop two new cluster validity indices based on a correlation between an actual distance between a pair of data points and a centroid distance of clusters that the two points are located in. Our proposed indices constantly yield several peaks at different numbers of clusters which overcome the weakness previously stated. Furthermore, the introduced correlation can also be used for evaluating the quality of a selected clustering result. Several experiments in different scenarios, including the well-known iris data set and a real-world marketing application, have been conducted to compare the proposed validity indices with several well-known ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clustering%20algorithm" title="clustering algorithm">clustering algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=cluster%20validity%20measure" title=" cluster validity measure"> cluster validity measure</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20partitions" title=" data partitions"> data partitions</a>, <a href="https://publications.waset.org/abstracts/search?q=iris%20data%20set" title=" iris data set"> iris data set</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern%20recognition" title=" pattern recognition"> pattern recognition</a> </p> <a href="https://publications.waset.org/abstracts/147709/clustering-performance-analysis-using-new-correlation-based-cluster-validity-indices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147709.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">103</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">10375</span> The Validity of a Literature Review Rubric in the Ecuadorian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Bola%C3%B1os-Burgos">Francisco Bolaños-Burgos</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Cevallos%20Gamboa"> Antonio Cevallos Gamboa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to evaluate the validity of a literature review rubric in the Ecuadorian context at the graduate level. The sample was composed of 73 students of the online and on-site study format in the years 2015-2016. The instrument has 20 items (α=0.974) ranked in a 5-point Likert scale with six dimensions. The validity analysis was made by experts´ criterion. Findings evidenced that there is no significance difference between grades based on the study formats and that women write better than men. Furthermore, the students lacked to describe the limitation of their research and are good in writing: the research topic of the abstract, the conclusion in terms of the research objective and the citation norms (APA). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature%20review" title="literature review">literature review</a>, <a href="https://publications.waset.org/abstracts/search?q=rubric" title=" rubric"> rubric</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=Ecuadorian%20context" title=" Ecuadorian context"> Ecuadorian context</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20level" title=" graduate level"> graduate level</a> </p> <a href="https://publications.waset.org/abstracts/58742/the-validity-of-a-literature-review-rubric-in-the-ecuadorian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58742.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">10374</span> Development and Validation of the Dimensional Social Anxiety Scale: Assessment for the Offensive Type of Social Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryotaro%20Ishikawa">Ryotaro Ishikawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Anxiety Disorder (SAD) is marked by the persistent fear of social or performance situations in which embarrassment may occur. In contrast, SA in Japan and in China is understood differently. Taijin Kyofusho (TKS) is a culture-bound subtype of SAD which has been the focus of recent research. TKS refers to a unique form of SAD found in Japanese and East Asian cultures characterized by a fear of offending others, in contrast to prototypical SAD in which the source of fear is typically concerned about one’s own embarrassment, humiliation, or rejection by others. Criteria for TKS partially overlap with but are distinct from SAD; a primary factor distinguishing TKS from SAD appears to be individualistic versus interdependent or collectivistic self-construals. The aim of this study was to develop a scale to assess the typical SAD and offensive type of SAD (TKS). This study aimed to test the internal consistency and validity of the scale (Dimensional Social Anxiety Scale: DSAS) using university students sample. For this, 148 university students were enrolled (male=90, female=58, age=19.77, Standard Deviation=1.04). As a result of confirmatory factor analysis, three-factor models of DSAS were verified (χ2(74) =128.36). These three factors were named ‘general’, ‘perfomance’, and ‘offensive’. DSAS were significantly correlated with the Liebowitz Social Anxiety Scale (r = .538, p < .001). Good internal consistencies were indicated on the three subscales (α = .76 to 89). In conclusion, this study indicated DSAS has adequate internal consistency and validity for assessing of multi-type of SADs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title="social anxiety">social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20theory" title=" cognitive theory"> cognitive theory</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety%20disorder" title=" anxiety disorder"> anxiety disorder</a> </p> <a href="https://publications.waset.org/abstracts/110013/development-and-validation-of-the-dimensional-social-anxiety-scale-assessment-for-the-offensive-type-of-social-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110013.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">114</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">10373</span> Development and Psychometric Properties of the Dutch Contextual Assessment of Social Skills: A Blinded Observational Outcome Measure of Social Skills for Adolescents with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakinah%20Idris">Sakinah Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Femke%20Ten%20Hoeve"> Femke Ten Hoeve</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirstin%20Greaves-Lord"> Kirstin Greaves-Lord</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Social skills interventions are considered to be efficacious if social skills are improved as a result of an intervention. Nevertheless, the objective assessment of social skills is hindered by a lack of sensitive and validated measures. To measure the change in social skills after an intervention, questionnaires reported by parents, clinicians and/or teachers are commonly used. Observations are the most ecologically valid method of assessing improvements in social skills after an intervention. For this purpose, The Program for the Educational and Enrichment of Relational Skills (PEERS) was developed for adolescents, in order to teach them the age-appropriate skills needed to participate in society. It is an evidence-based intervention for adolescents with ASD that taught ecologically valid social skills techniques. Objectives: The current study aims to describe the development and psychometric evaluation of the Dutch Contextual Assessment of Social Skills (CASS), an observational outcome measure of social skills for adolescents with Autism Spectrum Disorder (ASD). Methods: 64 adolescents (M = 14.68, SD = 1.41, 71% boys) with ASD performed the CASS before and after a social skills intervention (i.e. PEERS or the active control condition). Each adolescent completed a 3-minute conversation with a confederate. The conversation was prompt as a natural introduction between two-unfamiliar, similar ages, opposite-sex peers who meet for the first time. The adolescent and the confederate completed a brief questionnaire about the conversation (Conversation Rating Scale). Results: Results indicated sufficient psychometric properties. The Dutch CASS has a high level of internal consistency (Cronbach's α coefficients = 0.84). Data supported the convergent validity (i.e., significant correlated with the Social Skills Improvement System (SSiS). The Dutch CASS did not significantly correlate with the autistic mannerism subscale from Social Responsiveness Scale (SRS), thus proved the divergent validity. Based on scorings made by raters who were kept blind to the time points, reliable change index was computed to assess the change in social skills. With regard to the content validity, only the learning objectives of the first two meetings of PEERS about conversational skills relatively matched with rating domains of the CASS. Due to this underrepresentation, we found an existing observational measure (TOPICC) that covers some of the other learning objectives of PEERS. TOPICC covers 22% of the learning objectives of PEERS about conversational skills, meanwhile, CASS is 45%. Unfortunately, 33% of the learning objectives of PEERS was not covered by CASS or TOPICC. Conclusion: Recommendations are made to improve the psychometric properties and content validity of the Dutch CASS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=observational" title=" observational"> observational</a>, <a href="https://publications.waset.org/abstracts/search?q=PEERS" title=" PEERS"> PEERS</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a> </p> <a href="https://publications.waset.org/abstracts/92619/development-and-psychometric-properties-of-the-dutch-contextual-assessment-of-social-skills-a-blinded-observational-outcome-measure-of-social-skills-for-adolescents-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92619.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">155</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">10372</span> Reliability and Validity Examinations of the Child Behavior Checklist (CBCL): One of the Achenbach System of Empirically Based Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, three Chinese versions of the Achenbach systems of empirically based assessment (ASEBA) scales were used to examine adolescent psychological and behavioral problems. These three scales are CBCL, TRF, and YSR. In order to further understand the robustness of these scales, their reliability and construct validity have been examined. Each scale consists of about 113 items plus relevant background variables. These 113 items were further classified into 8 psychological and behavioral problems: emotionally reactive, anxious/depressed, somatic complaints, withdrawn, attention problems, aggressive behavior, social problems, thought problems, and association problems. The study explored the item and construct correlation relations and the correlations between the corresponding constructs among three scales. The results indicated that the associations between item and constructs varied. The construct validities were very robust. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title="ASEBA">ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=construct%20validity" title=" construct validity"> construct validity</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20and%20%20behavioral%20problems" title=" psychological and behavioral problems"> psychological and behavioral problems</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/19908/reliability-and-validity-examinations-of-the-child-behavior-checklist-cbcl-one-of-the-achenbach-system-of-empirically-based-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19908.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">692</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">10371</span> Developing a Health Literacy Questionnaire in Breast Cancer </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lida%20Moghaddam-Banaem">Lida Moghaddam-Banaem</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmood%20Tavoosi"> Mahmood Tavoosi</a>, <a href="https://publications.waset.org/abstracts/search?q=Soheila%20Khalili"> Soheila Khalili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The main objective of this study was designing a breast cancer health literacy questionnaire and assess its psychometric properties. Methods: A comprehensive literature review was performed to develop a primary questionnaire consisting of five domains. Qualitative and quantitative content validity were assessed by relevant experts, and after some modifications, the content validity index (CVI) and content validity ratio (CVR) were calculated. Qualitative and quantitative face validity were evaluated by a number of patients, and the impact score for each item was calculated. 225 women with breast cancer were asked to fill out the questionnaire and construct validity was determined by using exploratory factor analysis. The reliability was tested by Cronbach's alpha coefficient. Results: A 36-item questionnaire with five domains of reading, having access, understanding, assessing/judgment, and decision making/behavior was designed. 2 items were omitted in the qualitative content validity process. All items achieved optimum values in CVI, CVR and impact scores. Content and face validity of the questionnaire were confirmed too. According to the exploratory factor analysis, the five-factor solution accounted for 64.98 percent of the observed variance. Conclusion: Due to the obtained satisfactory validity and reliability, this tool can be used to assess health literacy in women with breast cancer. Health policy makers can use these findings for improving health-related behaviors in breast cancer patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title="health literacy">health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title=" questionnaire"> questionnaire</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/80054/developing-a-health-literacy-questionnaire-in-breast-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80054.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">235</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">10370</span> Development and Validation of Research Process for Enhancing Humanities Competence of Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Yune">S. J. Yune</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20H.%20Park"> K. H. Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the validity of the research process for enhancing the humanities competence of the medical students. The research process was developed to be operated as a core subject course of 3 semesters. Among them, the research process for enhancing humanities capacity consisted of humanities and societies (6 teams) and education-psychology (2teams). The subjects of this study were 88-second grade students and 22 professors who participated in the research process. Among them, 13 professors participated in the study of humanities and 37 students. In the validity test, the professors were more likely to have more validity in the research process than the students in all areas of logic (p = .001), influence (p = .037), process (p = .001). The validity of the professor was higher than that of the students. The professors highly evaluated the students' learning outcomes and showed the most frequency to the prize group. As a result of analyzing the agreement between the students and the professors through the Kappa coefficient, the agreement degree of communication and cooperation competence was moderate to .430. Problem-solving ability was .340, which showed a fair degree of agreement. However, other factors showed only a slight degree of agreement of less than .20. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research%20process" title="research process">research process</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20school" title=" medical school"> medical school</a>, <a href="https://publications.waset.org/abstracts/search?q=humanities%20competence" title=" humanities competence"> humanities competence</a>, <a href="https://publications.waset.org/abstracts/search?q=validity%20verification" title=" validity verification"> validity verification</a> </p> <a href="https://publications.waset.org/abstracts/88139/development-and-validation-of-research-process-for-enhancing-humanities-competence-of-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88139.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">193</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">10369</span> Reliability of Social Support Measurement Modification of the BC-SSAS among Women with Breast Cancer Who Undergone Chemotherapy in Selected Hospital, Central Java, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20R.%20Dewi%20Rahmawaty%20Aktyani%20Putri">R. R. Dewi Rahmawaty Aktyani Putri</a>, <a href="https://publications.waset.org/abstracts/search?q=Earmporn%20Thongkrajai"> Earmporn Thongkrajai</a>, <a href="https://publications.waset.org/abstracts/search?q=Dedy%20Purwito"> Dedy Purwito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There were many instruments have been developed to assess social support which has the different dimension in breast cancer patients. The Issue of measurement is a challenge to determining the component of dimensional concept, defining the unit of measurement, and establishing the validity and reliability of the measurement. However, the instruments where need to know how much support which obtained and perceived among women with breast cancer who undergone chemotherapy which it can help nurses to prevent of non-adherence in chemotherapy. This study aimed to measure the reliability of BC-SSAS instrument among 30 Indonesian women with breast cancer aged 18 years and above who undergone chemotherapy for six cycles in the oncological unit of Outpatient Department (OPD), Margono Soekardjo Hospital, Central Java, Indonesia. Data were collected during October to December 2015 by using modified the Breast Cancer Social Support Assessment (BC-SSAS). The Cronbach’s alpha analysis was carried out to measure internal consistency for reliability test of BC-SSAS instrument. This study used five experts for content validity index. The results showed that for content validity, I-CVI was 0.98 and S-CVI was 0.98; Cronbach’s alpha value was 0.971 and the Cronbach’s alpha coefficients for the subscales were high, with 0.903 for emotional support, 0.865 for informational support, 0.901 for tangible support, 0.897 for appraisal support and 0.884 for positive interaction support. The results confirmed that the BC-SSAS instrument has high reliability. BC-SSAS instruments were reliable and can be used in health care services to measure the social support received and perceived among women with breast cancer who undergone chemotherapy so that preventive interventions can be developed and the quality of health services can be improved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BC-SSAS" title="BC-SSAS">BC-SSAS</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20with%20breast%20cancer" title=" women with breast cancer"> women with breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=chemotherapy" title=" chemotherapy"> chemotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/abstracts/46949/reliability-of-social-support-measurement-modification-of-the-bc-ssas-among-women-with-breast-cancer-who-undergone-chemotherapy-in-selected-hospital-central-java-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46949.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">362</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">10368</span> Developing of Attitude towards Using Complementary Treatments Scale in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Feg%C3%BCl%20Bilge">Ayşegül Bilge</a>, <a href="https://publications.waset.org/abstracts/search?q=Merve%20U%C4%9Furyol"> Merve Uğuryol</a>, <a href="https://publications.waset.org/abstracts/search?q=%C5%9Eeyda%20D%C3%BClgerler"> Şeyda Dülgerler</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Y%C4%B1ld%C4%B1z"> Mustafa Yıldız</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to prove the Attitude towards Using Complementary Treatments Scale reliability and validity. The research is a methodological type of research that has been planned to determine the validity and reliability of the Attitude towards Using Complementary Treatments Scale. The scale has been developed by the researchers. In the scale, there are 23 questions including complementary and modern therapies individuals apply when they have health problems 4-item Likert-type evaluation has been carried out in preparing the questionnaire. High score obtained from the scale indicates a positive attitude towards complementary therapies. In the course of validity assessment of the scale, expert opinion has been received, and the content validity of the scale has been determined by using Kendall coefficient correlation test (Wa=0.200, p = 0.460). In the course of the reliability assessment of the scale, total score correlations of 23 materials have been examined, and those under 0.20 correlation limit has been removed from the scale correlation. As a result, the scale was left to be 13 items. In the internal consistency tests of the analyses, Cronbach's alpha value has been found to be 0.79. As a result, of the validity analyses of the Attitude towards Using Complementary Treatments Scale, the content and language validity analyses has been found to be at the expected level. It has been determined to be a highly reliable scale as the result of the reliability analyses. In conclusion, Attitude towards Using Complementary Treatments Scale is a valid and reliable scale. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alternative%20health%20care" title="alternative health care">alternative health care</a>, <a href="https://publications.waset.org/abstracts/search?q=complementary%20treatment" title=" complementary treatment"> complementary treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=instrument%20development" title=" instrument development"> instrument development</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20practice" title=" nursing practice"> nursing practice</a> </p> <a href="https://publications.waset.org/abstracts/48134/developing-of-attitude-towards-using-complementary-treatments-scale-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48134.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">399</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">10367</span> The Effect of Entertainment, Interactivity, and Authenticity Features of Tourism E-Commerce Live Streaming on Tourism Consumer’s Purchase Intention: The Mediating Role of Social Presence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Munir">Muhammad Munir</a>, <a href="https://publications.waset.org/abstracts/search?q=Moazzam"> Moazzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Attia%20Saddique"> Attia Saddique</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Waheed"> Muhammad Waheed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the complex interactions between entertainment, interaction, and authenticity aspects in the context of live streaming tourism e-commerce and how they affect tourists' intent to purchase. In the context of e-commerce live streaming, the goal of this study is to offer a thorough understanding of how these factors work together to influence consumers' intents to make purchases related to tourism. A sample of 250 respondents' information was gathered, and it was analyzed through Smart PLS 4. To ensure reliable measurement constructs, convergent and discriminant validity were evaluated. Discriminant validity was evaluated using the HTMT ratio approach, and the structural model was evaluated using structural equation modeling (SEM) with bootstrapping. Results showed that entertainment had a strong beneficial impact on social presence, highlighting the value of compelling content in raising users' sense of presence on live streaming platforms for tourism-related e-commerce. The lack of a direct relationship between Interactivity and Authenticity and Social Presence emphasizes the need for more research into certain characteristics of these dimensions that appeal to consumers in this situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entertainment" title="entertainment">entertainment</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=authenticity" title=" authenticity"> authenticity</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20consumer%E2%80%99s%20purchase%20intention" title=" tourism consumer’s purchase intention"> tourism consumer’s purchase intention</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20presence" title=" social presence"> social presence</a> </p> <a href="https://publications.waset.org/abstracts/183442/the-effect-of-entertainment-interactivity-and-authenticity-features-of-tourism-e-commerce-live-streaming-on-tourism-consumers-purchase-intention-the-mediating-role-of-social-presence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183442.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">64</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">10366</span> Empowering Rangatahi: Amplifying Youth Voices on Smartphone and Social Media Use in Aotearoa New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20L%20Gould">Melissa L Gould</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The uptick in social media users during the COVID-19 lockdowns has accelerated concerns about cellphone addiction, cyberbullying, and exposure to harmful content, particularly mis- and disinformation and extremist content. The validity of these concerns is synthesized for media technologists to expose the strategies behind social media and search platform technology and explain why they restrict their children from using it. Banning cell phones in schools, increasing age limits on social media accounts, and putting warning labels on social media are some of the solutions proposed to protect young people from smartphones and social media. Largely missing from these conversations are the voices of young people (rangatahi). Instead, their lived experiences are being told and managed by adults. This presentation will outline my research that amplified the voices and lived experiences of young people by positioning them as experts. Using The Social Dilemma as a discussion prompt, the focus groups of rangatahi in Aotearoa, New Zealand, provide a space for young people to articulate their own lived experiences and respond to the dominant narratives on their generation's use of smartphones and social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20phones" title=" smart phones"> smart phones</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20people" title=" young people"> young people</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20dilemma" title=" social dilemma"> social dilemma</a> </p> <a href="https://publications.waset.org/abstracts/187441/empowering-rangatahi-amplifying-youth-voices-on-smartphone-and-social-media-use-in-aotearoa-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187441.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">30</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">10365</span> Analyzing the Perception of Students and Faculty Members on Social Media Use in Academic Activities: A Case Study of Beijing Normal University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mcjerry%20A.%20Bekoe">Mcjerry A. Bekoe</a>, <a href="https://publications.waset.org/abstracts/search?q=Emile%20Uwamahoro"> Emile Uwamahoro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media has become the order of the day, in particular among the youth. It is widely used both formally and informally in the university communities with varied definitions both in the academic circles and in the public domain. In simple terms, it is a media upon which social interactions are carried. In this work social media denote mobile phones, and web-base applications use by students and institutions to construct, partake, and distribute both existing and new information in a digital setting through internet communication. The basic aim of conducting this study was to analyze the perception of students and faculty members Beijing Normal University on social media use in the academic setting and to contribute to the understanding of how university students use social media, the advantages and disadvantages of social media in education. The study was qualitative and employed open-ended interview questions developed to seek students’ perception of the effects of social media and administered based on purposive sampling. Document analysis was also done because of triangulation to ensure validity and reliability. The results show there are positive and negative impacts of social media use depending on how one uses it. Social media have the capability to become a priceless asset to aid their educational communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20education" title=" high education"> high education</a>, <a href="https://publications.waset.org/abstracts/search?q=interactions" title=" interactions"> interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/51546/analyzing-the-perception-of-students-and-faculty-members-on-social-media-use-in-academic-activities-a-case-study-of-beijing-normal-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51546.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">340</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">10364</span> Effects of Global Validity of Predictive Cues upon L2 Discourse Comprehension: Evidence from Self-paced Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binger%20Lu">Binger Lu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It remains unclear whether second language (L2) speakers could use discourse context cues to predict upcoming information as native speakers do during online comprehension. Some researchers propose that L2 learners may have a reduced ability to generate predictions during discourse processing. At the same time, there is evidence that discourse-level cues are weighed more heavily in L2 processing than in L1. Previous studies showed that L1 prediction is sensitive to the global validity of predictive cues. The current study aims to explore whether and to what extent L2 learners can dynamically and strategically adjust their prediction in accord with the global validity of predictive cues in L2 discourse comprehension as native speakers do. In a self-paced reading experiment, Chinese native speakers (N=128), C-E bilinguals (N=128), and English native speakers (N=128) read high-predictable (e.g., Jimmy felt thirsty after running. He wanted to get some water from the refrigerator.) and low-predictable (e.g., Jimmy felt sick this morning. He wanted to get some water from the refrigerator.) discourses in two-sentence frames. The global validity of predictive cues was manipulated by varying the ratio of predictable (e.g., Bill stood at the door. He opened it with the key.) and unpredictable fillers (e.g., Bill stood at the door. He opened it with the card.), such that across conditions, the predictability of the final word of the fillers ranged from 100% to 0%. The dependent variable was reading time on the critical region (the target word and the following word), analyzed with linear mixed-effects models in R. C-E bilinguals showed reliable prediction across all validity conditions (β = -35.6 ms, SE = 7.74, t = -4.601, p< .001), and Chinese native speakers showed significant effect (β = -93.5 ms, SE = 7.82, t = -11.956, p< .001) in two of the four validity conditions (namely, the High-validity and MedLow conditions, where fillers ended with predictable words in 100% and 25% cases respectively), whereas English native speakers didn’t predict at all (β = -2.78 ms, SE = 7.60, t = -.365, p = .715). There was neither main effect (χ^²(3) = .256, p = .968) nor interaction (Predictability: Background: Validity, χ^²(3) = 1.229, p = .746; Predictability: Validity, χ^²(3) = 2.520, p = .472; Background: Validity, χ^²(3) = 1.281, p = .734) of Validity with speaker groups. The results suggest that prediction occurs in L2 discourse processing but to a much less extent in L1, witha significant effect in some conditions of L1 Chinese and anull effect in L1 English processing, consistent with the view that L2 speakers are more sensitive to discourse cues compared with L1 speakers. Additionally, the pattern of L1 and L2 predictive processing was not affected by the global validity of predictive cues. C-E bilinguals’ predictive processing could be partly transferred from their L1, as prior research showed that discourse information played a more significant role in L1 Chinese processing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20processing" title=" discourse processing"> discourse processing</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20validity" title=" global validity"> global validity</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=self-paced%20reading" title=" self-paced reading"> self-paced reading</a> </p> <a href="https://publications.waset.org/abstracts/147127/effects-of-global-validity-of-predictive-cues-upon-l2-discourse-comprehension-evidence-from-self-paced-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147127.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">138</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">10363</span> Task Validity in Neuroimaging Studies: Perspectives from Applied Linguistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Freeborn">L. Freeborn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent years have seen an increasing number of neuroimaging studies related to language learning as imaging techniques such as fMRI and EEG have become more widely accessible to researchers. By using a variety of structural and functional neuroimaging techniques, these studies have already made considerable progress in terms of our understanding of neural networks and processing related to first and second language acquisition. However, the methodological designs employed in neuroimaging studies to test language learning have been questioned by applied linguists working within the field of second language acquisition (SLA). One of the major criticisms is that tasks designed to measure language learning gains rarely have a communicative function, and seldom assess learners’ ability to use the language in authentic situations. This brings the validity of many neuroimaging tasks into question. The fundamental reason why people learn a language is to communicate, and it is well-known that both first and second language proficiency are developed through meaningful social interaction. With this in mind, the SLA field is in agreement that second language acquisition and proficiency should be measured through learners’ ability to communicate in authentic real-life situations. Whilst authenticity is not always possible to achieve in a classroom environment, the importance of task authenticity should be reflected in the design of language assessments, teaching materials, and curricula. Tasks that bear little relation to how language is used in real-life situations can be considered to lack construct validity. This paper first describes the typical tasks used in neuroimaging studies to measure language gains and proficiency, then analyses to what extent these tasks can validly assess these constructs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuroimaging%20studies" title="neuroimaging studies">neuroimaging studies</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20design" title=" research design"> research design</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20validity" title=" task validity"> task validity</a> </p> <a href="https://publications.waset.org/abstracts/98962/task-validity-in-neuroimaging-studies-perspectives-from-applied-linguistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98962.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">138</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">10362</span> Validity and Reliability of Competency Assessment Implementation (CAI) Instrument Using Rasch Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurfirdawati%20Muhamad%20Hanafi">Nurfirdawati Muhamad Hanafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azmanirah%20Ab%20Rahman"> Azmanirah Ab Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Ibrahim%20Mukhtar"> Marina Ibrahim Mukhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Ahmad"> Jamil Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarebah%20Warman"> Sarebah Warman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to generate empirical evidence on validity and reliability of the item of Competency Assessment Implementation (CAI) Instrument using Rasch Model for polythomous data aided by Winstep software version 3.68. The construct validity was examined by analyzing the point-measure correlation index (PTMEA), in fit and outfit MNSQ values; meanwhile the reliability was examined by analyzing item reliability index. A survey technique was used as the major method with the CAI instrument on 156 teachers from vocational schools. The results have shown that the reliability of CAI Instrument items were between 0.80 and 0.98. PTMEA Correlation is in positive values, in which the item is able to distinguish between the ability of the respondent. Statistical data obtained shows that out of 154 items, 12 items from the instrument suggested to be omitted. This study is hoped could bring a new direction to the process of data analysis in educational research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20assessment" title="competency assessment">competency 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=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20analysis" title=" item analysis"> item analysis</a> </p> <a href="https://publications.waset.org/abstracts/4060/validity-and-reliability-of-competency-assessment-implementation-cai-instrument-using-rasch-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4060.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">445</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">10361</span> Confirmatory Analysis of Externalizing Issue Validity from an Adolescent Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the structural validity of externalizing issues of Achenbach System of Empirically Based Assessment (ASEBA) via a Chinese sample. The externalizing problems consist of two sub-problems: rule-breaking behavior and aggressive behavior. The rule-breaking behavior consists of 17 items, and aggressive behavior consists of 18 items. The factor analysis model was used to examine the structure validity. For the rule breaking behavior, at the first step, the most items weighted with component 2. After the rotation, there was a clear weight on both component 1 and 2. For the aggressive behavior, at the first step, there was no clear picture about the components. After the rotation, two clusters of items were closer to component 1 and 2 respectively. It seemed that both rule breaking behavior issue and aggressive behavior issue suggested two components. Further studies should be done to examine both samples and structures of externalizing problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confirmatory%20analysis" title="confirmatory analysis">confirmatory analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing%20issue" title=" externalizing issue"> externalizing issue</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20validity" title=" structural validity"> structural validity</a>, <a href="https://publications.waset.org/abstracts/search?q=varimax%20rotations" title=" varimax rotations"> varimax rotations</a> </p> <a href="https://publications.waset.org/abstracts/82847/confirmatory-analysis-of-externalizing-issue-validity-from-an-adolescent-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82847.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">433</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">10360</span> Using Eye-Tracking to Investigate TEM Validity and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cao%20Xi">Cao Xi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports a study which used eye-tracking to examine the cognitive validity of TEM 8(Test for English Majors, Band 8). The study investigated test takers' reading patterns on four -item types using eye-tracking, and interviews. Thirty participants completed 22 items on a computer, with the Tobii X2 Eye Tracker recording their eye movements on screen. Eleven students further participated in a recall interview while viewing video footage of their gaze patterns on the test. The findings will indicate that first, different reading item types will employ different cognitive processes; then different reading patterns for stronger and weaker test takers’on each item types. The implication of this study is to provide recommendations for the use of eye tracking technology in language research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20patterns" title=" reading patterns"> reading patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20for%20english%20majors" title=" test for english majors"> test for english majors</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20validity" title=" cognitive validity"> cognitive validity</a> </p> <a href="https://publications.waset.org/abstracts/145848/using-eye-tracking-to-investigate-tem-validity-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145848.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">160</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">10359</span> Evaluation of the Factors Affecting Violence Against Women (Case Study: Couples Referring to Family Counseling Centers in Tehran)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Manouchehri">Hassan Manouchehri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to identify and evaluate the factors affecting violence against women. The statistical population included all couples referring to family counseling centers in Tehran due to domestic violence during the past year. A number of 305 people were selected as a statistical sample using simple random sampling and Cochran's formula in unlimited conditions. A researcher-made questionnaire including 110 items was used for data collection. The face validity and content validity of the questionnaire were confirmed by 30 experts and its reliability was obtained above 0.7 for all studied variables in a preliminary test with 30 subjects and it was acceptable. In order to analyze the data, descriptive statistical methods were used with SPSS software version 22 and inferential statistics were used for modeling structural equations in Smart PLS software version 2. Evaluating the theoretical framework and domestic and foreign studies indicated that, in general, four main factors, including cultural and social factors, economic factors, legal factors, as well as medical factors, underlie violence against women. In addition, structural equation modeling findings indicated that cultural and social factors, economic factors, legal factors, and medical factors affect violence against women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=violence%20against%20women" title="violence against women">violence against women</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20and%20social%20factors" title=" cultural and social factors"> cultural and social factors</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20factors" title=" economic factors"> economic factors</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20factors" title=" legal factors"> legal factors</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20factors" title=" medical factors"> medical factors</a> </p> <a href="https://publications.waset.org/abstracts/144449/evaluation-of-the-factors-affecting-violence-against-women-case-study-couples-referring-to-family-counseling-centers-in-tehran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144449.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">141</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=social%20validity&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20validity&page=3">3</a></li> <li class="page-item"><a class="page-link" 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