This study aimed to translate the Japanese version of the Life Skills Scale for Adolescents and Adults (LSSAA) into Chinese, English, and Korean, simplify it, and assess its reliability and validity. Validation was performed using individual data of 9941 high-school students from China, Japan, Korea, and the United States collected by the 2021…

We examined the factorial structure and validity of a Japanese version of the Parental Burnout Assessment, the PBA-J, with 1,500 Japanese parents. The Parental Burnout Assessment measures burnout using four dimensions: exhaustion in one's parental role, contrast in parental self, feelings of being fed up, and emotional distancing. Confirmatory…

The main purpose of this study is to hypothesize the existence of the general sense of role satisfaction and device a scale to measure it. The participants in study 1 were 1029 Japanese high school students (484 men and 545 women). The result of exploratory factor analysis suggested that the two-factor structure is adequate. One is "social…

In this study, we assessed the invariance in the factor structure underlying English-language proficiency for two groups of adolescent learners in Japan: students in middle school (ages 13-15 years) and students in high school (ages 16-18 years). Language proficiency was measured using the "TOEFL Junior"® Comprehensive test, an…

This study examined the factor structure of sibling relationships in Japanese female university students. Two hundred and fifteen Japanese female university students participated in this study. The Adult Sibling Relationship Scale (ASRQ, Stocker et al., 1997) was used to measure sibling relationship cognition. The model was constructed as a result…

Achievement Emotions Questionnaire--Teachers (AEQ-T) measures teachers' anger, anxiety, and enjoyment related to instruction. The purpose of this research is to revise and validate AEQ-T to include pride and frustration. Also, this study aimed to replicate previous research on anger, anxiety, and enjoyment and validate this expanded measure in an…

This study assessed the factor structure of the Test of English for International Communication (TOEIC®) Listening and Reading test, and its invariance across subgroups of test-takers. The subgroups were defined by (a) gender, (b) age, (c) employment status, (d) time spent studying English, and (e) having lived in a country where English is the…

The purpose of this study is to validate the widely adopted Teachers' Sense of Efficacy Scale (TSES) for the East Asian context. The researchers seek to find out whether TSES holds validity and reliability and is appropriate for use to measure teacher efficacy in China, Korea, and Japan. 489 teachers from the three countries participated in the…

Higher education is attracting more participation from an increasingly diverse student body. This diversity invites concerns on effective instructional delivery as the extent of students' engagement in learning now varies widely. Anecdotes on students' "undesirable" dispositions in course participation are not uncommon in higher…

This study investigated the cross-cultural validation of the Chinese translation of the Counselor Burnout Inventory (CBI) with a sample of school counselors in Hong Kong. Specifically, this study examined the CBI's factor structure using confirmatory factor analysis and calculated the effect size, to compare burnout scores among the counselors of…

This study developed the Japanese version of the Gerotranscendence Scale Type 2 (the GST2) and examined reliability and validity of the scale. In Japan, 525 community-dwelling older adults (Male = 260, Female = 265) answered a questionnaire. An exploratory factor analysis of the Japanese version of the GST2 revealed the same three-factor structure…

The article explores the use of the Social and Emotional Health Survey-Secondary version (SEHS-S) with a sample of 975 Japanese students in Grades 7-9 attending schools located northwest of Tokyo. A confirmatory factor analysis using half the sample confirmed the four-factor structure of the SEHS-S, and further analyses verified its second-order…

The validity of the Multidimensional School Anger Inventory (MSAI) was examined with adolescents from 5 Pacific Rim countries (N = 3,181 adolescents; age, M = 14.8 years; 52% females). Confirmatory factor analyses examined configural invariance for the MSAI's anger experience, hostility, destructive expression, and anger coping subscales. The…

This article reports the psychometric properties of two emotional intelligence measures translated into Japanese. Confirmatory factor analysis (CFA) was conducted to examine the factor structure of a Japanese version of the Wong and Law Emotional Intelligence Scale (WLEIS) completed by 310 Japanese university students. A second study employed CFA…

Prior research with children generally supports the two-dimensional structure of Attention-Deficit/Hyperactivity Disorder (ADHD; inattentive and hyperactive/impulsive factors) of the DSM-IV-TR as well as invariance of the two-factor structure across nations and cultures. Research with adults supports either a two-factor or three-factor structure…