#Cronbach

[mirroaror]

academic rivals to lovers but it's quantitative design researcher x qualitative design researcher

[fixomnia-scribble]

I think - I think - I just cracked the last big issue in my stats data analysis for my presentation. If I'm right, my remaining workload just went way down and I will be able to get around to actual presentation prep very soon.

For those who speak Stats, I'm at the stage of cross-checking the validity of my two extracted Principal Components by way of multiple linear regression against other related variables. Why? Because we're not allowed to use the much faster Cronbach's Alpha tool. We're supposed to show we understand how our models work, not just report output numbers. That's easy enough, but my dataset stinks for this particular type of analysis (My beloved prof called it "hilariously awful"), and I have had to create some pretty wild dummy variables to test against.

If this sounds like gibberish, you're not wrong.

Have planned an Indian dinner and mindless movie night with friend, after presentation.

[if-you-fan-a-fire]

"Between the wars Jewish pacifism flourished, perhaps as never before, and it did so even after Hitler’s rise during the thirties. Antiwar feeling among the American rabbinate (as measured by surveys) rivaled or even surpassed that of Protestant clergy, and lay organizations such as the National Council of Jewish Women and the National Federation of Temple Sisterhoods belonged to peace organizations. Various rabbinical organizations stated their opposition to war, asserted that conscientious objection had a basis in Jewish tradition, and attempted to promulgate a new Jewish pacifism where none had existed. The liberal Rabbi Wise, probably America’s most respected Jewish clergyman, said in 1931 that religious leaders “committed a sin when they blessed war banners, and I for one will never again commit that sin.” Wise, who demonstrated his commitment to the American cause in World War I by taking a job in a naval shipyard, took up his pacifism again afterwards, insisting that “war never ends war. War ends nothing but peace.”

But he (and many other Jews) turned against pacifism as the profundity of the Nazi threat grew clearer. An Orthodox Jew named Moshe Kallner, for instance, spent seventeen months in a Civilian Public Service camp after fleeing Hitler’s Germany during the thirties. Then he joined the army, explaining himself in a letter to Evan Thomas:

Although I detest war, conscription, the hypocrisy with which this war is being fought by the Allies, etc., still it seems to me that conditions would be even worse under Hitler and despite the dark future, which is being prepared by the Allies, I have to cooperate with them because under Hitler there is no future at all.

...

All the while, there was Hitler. Jews were not numerous among American antiwar activists, but there were some, including Julius Eichel, who was to become editor of the newsletter The Absolutist and would have the distinction of being the only conscientious objector imprisoned in both world wars. Rabbi Abraham Cronbach, an American pacifist who was to wear a yellow armband in solidarity with European Jews under Hitler, wrote as early as 1937:

Of all the outrages committed against the Jews by Hitler, none is more calamitous than this—he has banished from the hearts of many Jews the will to peace.

Yet here, too, pacifism persisted, though it was not easy for Jewish pacifists to stay the course. For one thing, the Selective Service law required that conscientious objection be based on religious beliefs, and Judaism was widely considered not to offer such teachings, even though it was the Hebrew prophet Isaiah who foretold that when the Lord’s judgement comes, his rebuke will be felt by many, “and they shall beat their swords into plowshares, and their spears into pruning hooks; nation shall not lift up sword against nation, neither shall they learn war any more.” In 1940, moreover, the Committee on International Peace of the Central Conference of American Rabbis adopted a resolution saying Jewish tradition could support conscientious objection. And in 1943 a federal appeals court broadened the notion of a religious basis for objection to cover religious conscience even absent a deity. But draft board decisions on Jewish CO [conscientious objector] claims were all over the map, with many inferring from the Old Testament that a Jew couldn’t be a pacifist."

- Daniel Akst, War By Other Means: How the Pacifists of World War 2 Changed America for Good. New York: Melville House, 2022. p. 166, 168

[tmgstudios]

istg if i ever meet who invented cronbach's alpha its on fucking sight

[rnomics]

Pharmacy, Vol. 12, Pages 113: Development and Validation of a Tool to Explore Attitudes Towards meDication adHErence Using a Novel Self-Reported QuestionnairE (ADHERE-7)

Despite the availability of various tools for measuring medication adherence, efficiently identifying non-adherence levels and reasons at the point of care remains challenging. Existing tools often lack the ease of use needed for practical clinical application. This study aimed to develop and validate a user-friendly tool to provide healthcare professionals with a concise yet comprehensive means of identifying adherence behaviors. The methodology consisted of two phases: tool items were first developed using the nominal group technique with healthcare professionals, followed by a cross-sectional pilot study involving community-dwelling adults in Croatia. Validation analysis indicated acceptable face and content validity and satisfactory criterion validity, with Attitudes towards meDication adHErence self-Reported questionnairE (ADHERE-7) scores correlating with both the self-reported five-item Medication Adherence Report Scale (MARS-5 tool) (ρ = 0.765; p < 0.001) and an objective measure of the proportion of days covered (PDC) from pharmacy prescription claims data (G = 0.586; p = 0.015). Construct validity revealed three factors: Aversion, Comfort, and Practical Non-Adherence, with Cronbach’s alpha values of 0.617 for Aversion and 0.714 for Comfort Non-Adherence. The mean total score for ADHERE-7 was 26.27 ± 2.41 (range 17 to 28). This robust validation process confirms the ADHERE-7 tool as a reliable instrument for assessing medication adherence, addressing aversion, comfort, practical issues, and both intentional and unintentional nonadherence. https://www.mdpi.com/2226-4787/12/4/113?utm_source=dlvr.it&utm_medium=tumblr

[ahmedalii12]

تصميم الأدوات البحثية

مقدمة

تصميم الأدوات البحثية هو عملية أساسية في أي دراسة علمية. الأدوات البحثية تُستخدم لجمع البيانات وتحليلها، وتساعد الباحثين على الإجابة على أسئلتهم البحثية والتحقق من فرضياتهم. يشمل تصميم الأدوات البحثية تحديد نوع الأداة المناسبة، صياغة الأسئلة، وضمان صلاحية وموثوقية الأداة.

أنواع الأدوات البحثية

شركة صي

هناك عدة أنواع من الأدوات البحثية التي يمكن استخدامها، وذلك بناءً على طبيعة البحث والأهداف المرجوة. من بين هذه الأدوات:

الاستبيانات: تُعتبر الاستبيانات من أكثر الأدوات شيوعاً لجمع البيانات الكمية. يمكن تصميم الاستبيانات لتشمل أسئلة مغلقة (نعم/لا، اختيارات متعددة) أو أسئلة مفتوحة. يتطلب تصميم الاستبيان الجيد صياغة أسئلة واضحة ومباشرة وتجنب التحيز.

المقابلات: تُستخدم المقابلات لجمع البيانات النوعية وتوفر فهماً أعمق لآراء وتجارب المشاركين. يمكن أن تكون المقابلات منظمة أو شبه منظمة أو غير منظمة. يتطلب نجاح المقابلة تحضير جيد وأسئلة مفتوحة تسمح للمشاركين بالتعبير بحرية.

الملاحظة: تُستخدم الملاحظة لدراسة السلوكيات والظواهر في بيئتها الطبيعية. يمكن أن تكون الملاحظة مشاركة أو غير مشاركة، وتتطلب تدوين دقيق وتحييد التأثير الشخصي للباحث على النتائج.

الاختبارات: تُستخدم الاختبارات لقياس القدرات أو المعرفة أو المهارات. يجب أن تكون الاختبارات موثوقة وصالحة، وتحتاج إلى عملية تصميم دقيقة تشمل تحديد المحتوى والأهداف والمعايير.

خطوات تصميم الأداة البحثية

1. تحديد الهدف من الأداة

يجب على الباحث تحديد الغرض من الأداة بوضوح. هذا يشمل الأسئلة البحثية والفرضيات التي يسعى للإجابة عليها.

2. اختيار نوع الأداة

بناءً على الهدف، يختار الباحث نوع الأداة الأنسب. على سبيل المثال، إذا كان البحث يتطلب جمع بيانات كمية، قد يكون الاستبيان هو الخيار الأمثل.

3. صياغة الأسئلة أو الفقرات

يجب صياغة الأسئلة أو الفقرات بدقة لتكون واضحة وغير متحيزة. يُفضل استخدام لغة بسيطة ومباشرة.

4. اختبار الأداة

يجب اختبار الأداة على عينة صغيرة قبل استخدامها في الدراسة الفعلية. هذا يساعد على الكشف عن أي مشاكل في التصميم أو الصياغة.

5. مراجعة وتعديل الأداة

بناءً على نتائج الاختبار، يجب إجراء التعديلات اللازمة لتحسين الأداة وضمان موثوقيتها وصلاحيتها.

صلاحية وموثوقية الأدوات البحثية

1. الصلاحية (Validity)

تشير الصلاحية إلى مدى قدرة الأداة على قياس ما تُصمم لقياسه. هناك أنواع مختلفة من الصلاحية، مثل الصلاحية الظاهرية (Face Validity) والصلاحية التنبؤية (Predictive Validity).

2. الموثوقية (Reliability)

تشير الموثوقية إلى درجة ثبات النتائج التي تقدمها الأداة عبر الزمن وفي ظل ظروف مختلفة. يتم قياس الموثوقية باستخدام مؤشرات مثل معامل ألفا كرونباخ (Cronbach's Alpha).

الخاتمة

تصميم الأدوات البجثية

تصميم الأدوات البحثية هو عملية حيوية في البحث العلمي. يتطلب الاهتمام بالتفاصيل والصياغة الدقيقة لضمان جمع بيانات دقيقة وموثوقة. من خلال اتباع خطوات محددة وضمان صلاحية وموثوقية الأداة، يمكن للباحثين تحقيق نتائج ذات جودة عالية والإجابة على أسئلتهم البحثية بفعالية.

[inclusiveuniversity]

Validation of self-efficacy questionnaire of online learning for students with disabilities in higher education

Considering the rise of online education and an increasing number of students with disabilities in higher education, examining the validity of the Self-efficacy Questionnaire for Online Learning (SeQoL) for students with disabilities is warranted. The purpose of this study is to examine the reliability and validity of (SeQoL; Shen et al., 2013) for students with disabilities in higher education. We analyzed the internal structure, convergent validity, criterion validity, and reliability of SeQoL. A sample of 278 students with disabilities responded to an online survey in Spring 2021. Most of our sample were female, White, and undergraduate students. We used confirmatory factor analysis, correlation, multivariate analysis of variance, and Cronbach’s alpha to analyze the data. Our results indicated that data fit the five factors model with 25 items. Students who preferred online or hybrid courses had significantly higher online learning self-efficacy than face-to-face courses. Limitations and future research were discussed.

[mamun258]

Research design

This study used a questionnaire survey method to conduct snowball sampling among doctoral students at xx University.

A considerable number of scholars have already HE Tuber conducted research on the motivations for viewing sexually explicit pornographic content, and related issues are relatively mature.

Based on relevant literature, this study summarized 18 questions and designed a questionnaire survey plan (see appendix for details).

First, we screened valid questionnaires for doctoral students at xx University, and secondly, we investigated their motivations for viewing sexually explicit pornographic content. The main part adopts Likert scale, uses exploratory factor analysis (EFA) method to measure users' motivation, and then uses fast cluster analysis and significance analysis to further explore the results.

data collection

A total of 196 questionnaires were collected in this survey, of which 112 were valid questionnaires. There were 102 respondents who had watched sexually explicit pornographic content, including 75 boys, accounting for 73.5%, 25 girls, accounting for 24.5%, and 2 others, accounting for 2.0%.

5. Research process and results

5.1 Questionnaire data analysis

A total of 196 response sheets were collected in this survey, of which 112 were valid questionnaires; 91.07% of all respondents had browsed sexually explicit pornographic content.

Among users who have viewed pornographic content, first-year PhD students account for 32.1%, second-year students account for 19.64%, and third-year students account for 14.29%. Fourth-grade students accounted for 16.96%, and those who had studied for five years or more accounted for 16.96%.

In terms of browsing frequency, 20.59% of the respondents browsed once a day or more; 30.39% of the respondents browsed 3-5 times a week, 23.53% of the respondents browsed 1-2 times, 16.67% browsed before, but no longer browse The number of people accounted for 8.82%

As you can see from the table below, respondents are most interested in "pornographic videos" and "pornographic photos and GIFs" when browsing sexually explicit content online.

In contrast, the types of information that received the least attention in the questionnaire were pornographic communities and pornographic live broadcasts, etc. This shows that some highly interactive online sexual interactions are not the focus of doctoral students' interest, and to a certain extent reflects the There is no primary motivation for socializing or interacting when viewing pornography.

At the same time, pornographic videos and photos often directly present stimulating content, with high information transmission efficiency and short viewing time; the information in pornographic communities and pornographic live broadcasts is often more complex and requires longer viewing time.

No matter what the specific motivation is, doctoral students are more inclined to obtain efficient information and shorten the use time when watching pornographic content, and compress their use behavior.

5.2 Exploratory factor analysis of motivations for viewing sexually explicit pornographic content

5.2.1 Scale reliability test

Cronbach Alpha coefficient=0.906>0.8, indicating that the scale has good reliability.

5.2.2 Scale validity test

KMO=0.844>0.7, the scale validity is very good. The significance is <0.001, indicating that the scale is suitable for factor analysis.

5.2.3 Factor analysis

Extraction method: principal component analysis.

Rotation method: Kaiser normalization varimax method. The rotation has converged after 5 iterations.

From the rotated component matrix, 4 component factors were naturally extracted. Among them, the maximum factor loadings of scale questions 1, 2, 3, 4, and 5 under component factor 1 are all greater than 0.5, and can be used as component factor 1; scale questions 6, 7, 8, and 9 can be used as component factor 2; Scale questions 11, 12, and 13 can be used as component factor 3; scale questions 15, 16, 17, and 18 can be used as component factor 3. The maximum factor loadings of question 10 and question 14 were both <0.5, so they were deleted.

We believe that, consistent with the choice of pornographic content by doctoral students, doctoral students tend to efficiently receive information in a short period of time when watching pornographic content, compress the use time, and do not use social interaction as the main motivation. The motivation “preview while procrastinating” highlights situations in which doctoral students are faced with an urgent matter to resolve, in which case doctoral students may further shorten the associated use time and reduce viewing. Likewise, the motivation to “relieve loneliness” was related to seeking social interaction and interaction, and was not consistent with doctoral students’ preferences for pornography viewing.

After deleting questions 10 and 14, the total explanatory power of the four factors in the entire scale is 65.604%, which is greater than 50%, indicating that the selected factors are well representative. Therefore, 4 factors can be extracted as main variables from the 18 questions in the entire scale.

Factor 1 includes questions: 1. When I want to have fun during sex; 2. Make it a thing to do with my boyfriend/girlfriend; 3. When I want to have fun before sex time (sexual arousal); 4. To learn new positions, positions, techniques, etc. The author named it "Sexuality Supplement".

Factor 2 includes questions: 6. Fantasy that you have sex with the protagonist in the pornographic film and have a sexual object; 7. Fantasy that you have sex with a specific person (such as Sora Aoi and other porn stars); 8. Feel that it is your daily routine One thing you need to do in life; 9. Fantasy that you are a member of a pornographic film, with sexual charm and ability. The author named it "satisfying sexual desires".

Factor 3 includes questions: 11. When I want to relieve the negative emotions caused by negative events outside of academics (such as family, friends, social events); 12. When I want to relieve sexual frustrations (such as emotional frustration, appearance) Anxiety, body anxiety); 13. When I want to reduce the negative emotions caused by academic-related negative events (such as paper problems, failed experiments, problems with mentors). The author named it "emotional catharsis".

Factor 4 includes questions: 15. When I want to relieve boredom and kill time; 16. Watch as a source of physiological stimulation while masturbating; 17. Have a sense of addiction to content and viewing behavior; 18. Browse as a hobby to satisfy The author named it "daily pastime" such as voyeurism.

5.3 Descriptive Statistics on Motives for Browsing Sexually Explicit Pornographic Content

After obtaining the four new factors, the scores of the original questions included in each common factor are summed and the average value is calculated to obtain the average score of the common factors, and then descriptive statistics and analysis are performed.

It can be seen from the table that the need for academic catharsis is the largest source of motivation for using sexually explicit content, which is consistent with our previous conjecture.

Fierce peer competition, strict academic output indicators, and the large amount of energy and investment required for academic research itself require doctoral students to focus on academic research, which has also become an important source of negative emotions for doctoral students.

In the process of scientific research, doctoral students have the problem of high investment and long-term and insignificant benefits, resulting in long-term negative effects that will accompany the entire doctoral stage.

By watching pornographic content, doctoral students can temporarily escape external pressure, immerse themselves in sensory and physiological stimulation, pursue simple and direct pleasure, and vent and relieve negative emotions. In addition, daily negative emotions and negative emotions from sexual frustration can become motivations for viewing pornography.

By watching pornographic content, using the instinctive pleasure from sex to regulate negative emotions is an efficient and low-cost convenient way for doctoral students. Negative emotions are closely related to the behavior of watching pornographic content.

From the table, learning new postures, positions, and techniques is the biggest motivation for sexual replenishment. In the European and American context, people have motivations to assist and supplement sexual behavior when watching pornographic content. However, the relevant motivations are ineffective among doctoral students.

We believe this is mainly due to two reasons.

First of all, the sexual concepts in Chinese society are relatively conservative and traditional. Watching pornographic content is a very private and shameful thing for individuals. People rarely talk about, share, and communicate related content, including comparing watching pornographic content with sex. Behavior establishes a direct link.

Secondly, for doctoral students, there is also a contradiction between elite identity and vulgar pornography.

Of course, for doctoral students with sexual partners, one partner can learn sex-related knowledge and coordinate sexual behavior by watching pornographic content.

Among the motivations related to satisfying sexual desires, the fantasy motivation of sexual desires is weak. Starting from the motivation of satisfying sexual fantasies, viewing sexually explicit pornographic content requires more time to make choices to match specific characters or plots to the preset fantasies, which increases the complexity of viewing and searching.

We believe that doctoral students still watch pornographic content for the main purpose of direct physiological stimulation and pleasure, and avoid investing more emotions and thinking. Therefore, they will be less likely to establish specific fantasies and use pornographic content to satisfy deep emotional needs.

Ph.D. students will more actively choose to view sexually explicit content only when doing the most basic things they need to do in daily life, that is, the most basic motivation to respond to physiological sexual needs.

Finally, masturbating to online sexually explicit content is the highest motivation of all.

This motivation is consistent with our assumptions and also provides an explanation for doctoral students' porn viewing preferences and other motivations.

The most direct need for watching pornographic content is to satisfy physiological sexual needs, which is manifested in specific behaviors and motivations as masturbation. Most other types of motives are consistent with this, being affected by physiological stimulation and characterized by being irrational, body-oriented, rejecting processes, and pursuing results.

The other three motivations are also closely related to the body's sexual needs as part of daily recreation.

Overall, emotional catharsis and daily entertainment are the biggest motivations for doctoral students.

Here, research on motivations for viewing pornography based on European and American contexts partially fails.

For doctoral students, viewing sexually explicit content is highly stimulating, highly pleasurable, and an easy and feasible way to satisfy basic sexual needs. Negative emotions and the body's sexual instincts prompt them to view pornography. Satisfying higher-level sexual desires and fantasies and coordinating sexual behavior are not the primary motivations for doctoral students.

[sendonlineletter]

The Concept of a Utility

In the economics field, utility is defined as the value of a good or service. It is an abstract concept, but can explain consumer choices.

Behavioral economists define four types of economic utility: possession, form, time and place. The concept of utility is a fundamental building block in economic theory.

Several schools of thought have varying perspectives on how to define utility. One school, for example, says that it is the psychological importance attached to a utility, while another school suggests that utility is a measure of usefulness.

However, it is often hard to estimate the economic utility of water. This is because many factors influence the cost of a good or service. For instance, the quality of a product or service and the amount of energy it provides are factors that may affect its utility.

As the concept of utility has evolved, so have the various ways in which economists have defined it. Early economists based their theories on the monetary exchanges of goods. Later, the concept was extended to other human performance interventions.

Utility analysis provides a framework for determining the value of improvements in worker productivity. This information is then used to make compensation claims.

Historically, the concept of utility was studied by noted 18th-century Swiss mathematician Daniel Bernoulli. Cronbach & Gleser developed the concept in 1965. They concluded that the utility of a good is a function of the design of the product or service.

Behavioral economics extends the concept of utility to include psychological and environmental effects. These include how people respond to a certain activity.

SITES WE SUPPORT

Send Online Letter – ​​​Blogger

[inclusiveuniversity]

Prediction of Self-Concept and Anxiety on the Tendency of Postgraduate Students with Learning Disabilities (LD) to Acquire Research Skills in Two Public Universities of Cross River State, Nigeria: Implications for Counseling

https://doi.org/10.6000/2292-2598.2023.11.03.4

Background: Acquisition of research skills provide the forum for incorporating Nigerian graduate students with disabilities and university lecturers into the international scientific culture and the developing knowledge economy.

Aim: This study investigated the prediction of self-concept and anxiety on the tendency of postgraduate students with Learning Disabilities (LD) to acquire research skills in two Public Universities of Cross River State, Nigeria: Implications for counseling. Two objectives of the study were stated to guide the study and to achieve the purpose of the study. Two research questions were formulated, which were converted to two statements of hypotheses. A literature review was carried out based on the variables under study.

Method: The survey research design was considered most suitable for the study. A stratified random sampling technique was adopted in selecting the 49 respondents sampled for the study. A validated 20 items four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument was established by experts in Test and Measurement. The reliability estimates of 0.81 of the instruments were established using the Cronbach Alpha method. A simple Linear regression statistical tool was used to test the hypotheses formulated for the study. The hypotheses were tested at a 0.05 level of significance.

Results: The results obtained from the data analysis revealed a significant prediction of self-concept and anxiety on the tendency of postgraduate students with Learning Disabilities (LD) to acquire research skills in the study area.

Conclusion: Based on the findings of the study, it was therefore recommended, among others, that internal seminars and workshops should be organized by Graduate schools every quarter of the year, where each postgraduate student delivers a standard paper, and this should be made compulsory. This will encourage sharing knowledge and increase skills and zeal for using knowledge and more research publications.

Keywords: 

Self-concept, anxiety, learning disabilities, research skills, counselling

[biobasisofemotion]

Do individuals differ in emotional biology?

There is plenty of experimental research that gets done, but there are many goals that need to be met before that research can be performed. The goals are to control conditions, eliminate individual differences, and manipulate the treatments to see the true effects on the participant. 

There are two different disciplines in psychology that were determined by Lee Cronbach. The disciplines are experimental psychology and correlational psychology. Experimental psychology focuses on the causes of behavior and differences of groups while correlational psychology focuses on variation between individuals, groups, and species. 

Another question for this module is, do emotions reflect objective dimensions of the world? 

Yes, the circumplex model can explain this. The circumplex model of emotion focuses on how emotions and traits are similar, and there is a seamless ordering of emotions and traits.

Anatomy Time: The insular cortex is a part of the that registers subjective experiences of the body. For example the heart beat. If you sit quietly without any sound around or talking around you, if you sit there and think, you might be able to hear your heart beat. This does not occur for everyone, so if you cannot, its not a big deal. But some people are able to because of the insular cortex. 

There is also a personality aspect to emotional biology. Have you ever heard of a glass half full or glass half empty person? This can apply to emotional biology. This is technically called motivation direction or emotional style and was partially developed by Richard Davidson at the University of Wisconsin - Madison. Emotions can differ with the different emotional styles. The two main styles that are typically talked about are the Prevention Orientation or Promotion Orientation. Prevention Orientation is when someone is more sensitive to losses, and would typically be considered a pessimistic person. The person who is this type would be considered to be withdrawn and their general mood is usually sad, disgusted, or scared. Where the promotion orientated people are more sensitive to gains. These people would be approachable and would typically be happy, surprised, and possibly angry. 

To find our what your emotional style is, take this quiz.

Activity: To show us how people differ on how they view the world, take out a piece of paper and write the words out below. Ask your parents, friends, teachers, etc. if they think these words are good or bad and abstract or concrete. When you ask everyone, you should get different answers because everyones brain is different on how they interpret these words. 

Politics

Food

Happiness 

Anger

Terrorism

Babies

[escaladevaluacionymedicion]

#14 ESCALA FANTÁSTICO

¿QUÉ ES?

El cuestionario «FANTÁSTICO» es un instrumento genérico diseñado en el Departamento de Medicina Familiar de la Universidad McMaster de Canadá, y permite identificar y medir el estilo de vida de una población particular. (Ramírez-Vélez & Agredo, 2012)

PUNTUACIÓN, INTERPRETACIÓN Y TIEMPO.

Todos los ítems del cuestionario Fantástico han presentado aceptable y buena consistencia interna por el α de Cronbach, superior a 0,67 ítem total, total general >0,51,por grupos de edad >0,49, y por sexo >0,50. El análisis de las preguntas, agrupadas en los dominios, permite observar que todos ellos están contribuyendo a la estabilidad del instrumento. El α de Cronbach entre los ítems fue > 0,67. Cuando se consideran las cuatro categorías de clasificación (malo, regular, bueno y excelente), se encontró que 4 sujetos (0,7 %) obtuvieron una calificación de malo (inferior a 60 puntos), 29 sujetos (5,3 %), regular (entre 60 y 69 puntos), 258 sujetos (47 %) bueno (entre 70 y 84 puntos) y 259 sujetos (47 %) excelente (entre 85 y 100 puntos). En este grupo, la confiabilidad del instrumento evaluada por el α de Cronbach fue 0,73. Al comparar por sexo esta clasificación se observa una tendencia similar a la reportada en población general. Los resultados de este estudio sugieren que el instrumento posee una buena capacidad de calificación. Si hay cambios en las variables que determinan el estilo de vida variable latente, la gente estará debidamente reclasificada. Esto es especialmente importante para los programas de intervención, cuyo propósito es promover el estilo de vida como una forma de mejorar la salud y la calidad de vida. Cambios positivos en la clasificación según el cuestionario Fantástico indicará que el programa de intervención está alcanzando los resultados esperados.

Es importante recordar que la aplicación del cuestionario Fantástico de manera auto-diligenciada será válida solo para adultos aparentes saludables, siendo ésta la principal limitación del estudio. Sin embargo, el Plan Canadiense de Evaluación de la Actividad Física, Fitness y estilo de vida, ha sugerido el uso del cuestionario a partir de los 15 años. El impacto de este estudio es la validación de un instrumento destinado a evaluar los principales elementos que caracterizan el estilo de vida adecuado para la salud. En conclusión la versión Colombiana del cuestionario Fantástico reúne algunos de los criterios de consistencia interna y validez de constructo. Se propone como una herramienta fácil y sencilla para evaluar el estilo de vida de los adultos. (Ramírez-Vélez & Agredo, 2012)

REFERENCIAS.

Ramírez-Vélez, R., & Agredo, R. A. (2012). Fiabilidad y validez del instrumento “Fantástico” para medir el estilo de vida en adultos colombianos.Revista de Salud Pública,14(2), 226–237. https://doi.org/10.1590/s0124-00642012000200004

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[xaleefhar]

Item Analysis

Item analysisis a process of examining the student’s response to individual item in the

test. It consists of different procedures for assessing the quality of the test items given to the students. Through the use of item analysis we can identify which of the given are good and defective test items. Good items are to be retained and defective items are to be improved, to be revised or to be rejected.

Discrimination Index

It is the power of the item to discriminate the students who know the lesson and those

who do not know the lesson. It also refers to the number of students in the upper group who got an item correctly minus the number of students in the lower group who got an item correctly. Divide the difference by either the number of the students in the upper group or number of students in the lower group or get the higher number if they are not equal.

Discrimination index is the basis of measuring the validity of an item. This index can be interpreted as an indication of the

extent to which overall knowledge of the content area or mastery of the skills is related to the response on an item. The formula used to compute for the discrimination index is:

where: DI = discrimination index value; CUG= number of the students selecting the correct

answer in the upper group; CLG= number of students selecting the correct answer in the lower group; and D = the number of students in either the lower group or upper group.

Test Reliability

Reliabilityrefers to the consistency with which it yields the same rank for individuals who

take the test more than once (Kubiszyn and Borich, 2007). That is, how consistent test results or other assessment results from one measurement to another. A test is reliable when it can be used to predict practically the same scores when test administered twice to the same group of students and with a reliability index of 0.60 or above. The reliability of a test can be determined by means of Pearson Product Moment of Correlation, spearman-Brown Formula, Kuder-Richardson Formulas, Cronbach’s Alpha, etc.

Factors Affecting Reliability of a Test

1. Length of the test

2. Moderate item difficulty

3. Objective scoring

4. Heterogeneity of the student group

5. Limited time

Test Validity

Validity is concerned whether the information obtained from an assessment permits

the teacher to make a correct decision about a student’s learning. This means that

the appropriateness of score-based inferences or decisions made are based on the

students’ test results. Validity  is   the  extent   to which   a  test  measures   what  it   is

supposed to measure.

Types of Validity

1. Face  Validity.  It  is   the extent   to  which   a measurement method  appears   “on  its   face” tomeasure the construct of interest. Face validity is at best a very weak kind of evidence that a measurement method is measuring what it is supposed to. One reason is that it is based on people’s intuitions about human behaviour, which are frequently wrong. It is also the case that many established measures in psychology work quite well despite lacking face validity. 

2. Content  Validity.  

A  type  of validation  that refers to  the relationship between  test  and theinstructional objectives, establishes content so that the test measures what is supposed to measure. Things to remember about validity:

a. The evidence of the content validity of a test is found in the Table of specification.

b. This is the most important type of validity for a classroom teacher.

c. There is no coefficient for content validity. It is determined by experts judgmentally, not

empirically.

3. Criterion-related Validity. 

A type of validation that refers to the extent to which scores from atest relate to theoretically similar measures. It is a measure of how accurately a student’s current test score can be used to estimate a score on a criterion measure, like performance in courses, classes or another measurement instrument. For example, the classroom reading grades should indicate similar levels of performance as Standardized Reading test scores.

a. Concurrent validity. 

The criterion and the predictor data are collected at the same time. This type of validity is appropriate for tests designed to assess a student’s criterion status or when you want to diagnose student’s status; it is a good diagnostic screening test. It  is  established   by  correlating   the criterion   and  the   predictor using   Pearson

Product Correlation Coefficient and other statistical tools correlations.

b. Predictive validity. 

A type of validation that refers to a measure of the extent to which student’s current test result can be used to estimate accurately the outcome of the student’s  performance  at later   time.  It  is  appropriate  for  tests  designed  to   assess students’ future status on a criterion. Regression analysis can be sued to predict the criterion of a single predictor or multiple predictors.

4. Construct Validity. 

A type of validation that refers to the measure of the extent to which a test measures   a   theoretical   and   unobservable   variable   qualities   such   as   intelligence,   math achievement, performance anxiety, and the like, over a period of time on the basis of gathering evidence. It is established through intensive study of the test or measurement instrument using convergent/divergent   validation   and   factor   analysis.   There   are   other   ways   of   assessing construct   validity   like   test’s   internal   consistency,   developmental   change   and   experimental

intervention.

a.  Convergent   validity  is   a   type   of   construct   validation   wherein   a   test   has   a   high correlation with another test that measures the same construct.

b. Divergent validity is type of construct validation wherein a test has low correlation with a test that measures a different construct.  In this case, a high validity occurs only when there is a low correlation coefficient between the tests that measure different

traits.

c.  Factor   analysis  assesses   the construct   validity   of   a  test   using   complex   statistical procedures conducted with different procedures.

#Assessment Tools Development

#Assessment development cycle

#Test item formulation

#Item analysis

#Reliability

#Measurements of relationship

#Index of discrimination

#Inter-rater Reliability

#Validity

Fharniza G. Salih PEC 1-A

[drgreg]

Dr Gregory Hough

The study will also be essential to the colleges examined on the idea of pro-social rule breaking. Other future scholars interested to undertake an identical study might discover this work as a useful literature evaluate supply. The efficiency of a person employee and the organisation, normally, shall be influenced by some important decisions a person employee makes on the point of executing his or her duties. Employees have at instances dr gregory hough enhanced the efficiency of their organisations by going in opposition to the rules and insurance policies, an idea known as pro-social rule breaking (Phil, Bryant, Davis, Hancock & Vardaman, 2010). As a outcome, they changed the normal view on authentic sin in a profound means. Truth be advised, the world view in which the speculation of original sin developed in its traditional form is the antithesis of this evolutionist model.

The analyses carried out included the means and hierarchical regression. Reliability refers to the consistency and the steadiness of the take a look at outcomes. In essence, a reliable instrument is one that permits a gaggle of respondents the identical questionnaire many times to respond with consistency. To ensure this, and to retain the questions that score above zero.7 Cronbach’s alpha , a reliability analysis of the questionnaire by utilizing Cronbach’s alpha coefficient was carried out. Finally, a questionnaire was developed from the work of Dahling et al. to measure pro-social rule breaking.

Nobody else wanted to be her pal, however she felt that Group thirteen understood her. Since she was a small woman in Brits, Gauteng, South Africa, she was acutely aware of the poverty, hunger and parental conflict of their house as these three things had been always a half of her life. Food on the table was scarce and the sheriff of the court was fond of their doorbell.

If they uncover that a given rule is repeatedly damaged to have the ability to improve efficiency, they may obtain an indication that such a rule is not useful or they flex the rule. The actual pattern measurement was decided using the Krejcie and Morgan table. The desk signifies that for a population dimension of 630, the suitable sample size is 242 and this formed the targeted sample. Table 1 reveals the variety of schools and the variety of questionnaires distributed to every of the schools. Therefore, it's possible to deduce that individuals with high risk propensity are more likely to demonstrate pro-social rule-breaking behaviour. Another indication that reveals the potential of danger taking being an antecedent of pro-social rule breaking would be to examine what the chance takers do.

The latest political historical past of South Africa is inherently intertwined with social disorganisation and community fragmentation. Whereas researchers have lengthy documented social disorganisation in Black communities,eleven few research have tested the social disorganisation theory and its key propositions in an area context. A hierarchical regression analysis was carried out to examine the contribution of unbiased variables in explaining the dependent variable. It was also used to test for the moderating effect of risk propensity on the relationship between work traits and pro-social rule breaking. Further, the literature linking danger propensity and innovative behaviours also supplies a ground to argue that people with a excessive degree of threat propensity are additionally likely to be involved in pro-social rule breaking.

God values every of us and looks after all of us – children, in addition to adults. According to Psalm eight God created us a little lower than the heavenly beings and topped us with glory and honour. As a baby she swore she would never dr gregory hough drink, as a outcome of she noticed the means it destroyed her family. As a teenager nonetheless, she started ingesting too, apart from smoking and utilizing offensive language.

[biomedres]

Loneliness Experience Questionnaire

Loneliness Experience Questionnaire Biomedical Journal of Scientific & Technical Research

https://biomedres.us/fulltexts/BJSTR.MS.ID.005800.php

The article presents the results of the development of a methodology for diagnosing the peculiarities of the experience of loneliness. On the basis of theoretical analysis and a review of previous studies, five types of loneliness experience were identified: “Experiencing loneliness as a negative feeling”, “Denying the experience of loneliness”, “Experiencing loneliness as a temporary forced phenomenon”, “Loneliness as a result of fear of taking responsibility”, “Spiritual loneliness as a lack of support, understanding “,” Loneliness due to external unattractiveness. “ To diagnose these types of feelings of loneliness, a questionnaire of 30 statements was compiled. Its approbation was carried out on a sample of N = 572 (mainly students) who are in close relationships of various types and are not in relationships. The results of the confirmatory factor analysis fully confirmed the theoretical structure of the method, all scales showed excellent reliability in terms of internal consistency (Cronbach’s alpha 0.76-0.84). The convergent validity of the scales is confirmed by high correlations with the scale of subjective feelings of loneliness (r between 0.43 and 0.61 for different scales). Construct validity is supported by predictable correlations with subjective well-being, hopelessness, attachment styles, and social phobia. Factors of gender, age, and the type of relationships in which the subjects are members showed a significant influence on the characteristics of the experience of loneliness.

On all scales of experience of loneliness with the exception of one (“Loneliness as a result of fear of taking responsibility”), women show higher scores. The influence of age and type of relationship on the experience of loneliness depends on gender. The proposed technique makes it possible to measure new, previously not considered, but of significant interest aspects of the experience of loneliness, which makes it possible to recommend it for use in research and consulting work.

For more articles in Journals on Biomedical Sciences click here

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