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Xin Guo – Accounting Education, 2025
The purpose of this paper is to conduct a cross-cultural assessment of the Community of Inquiry (CoI) instrument [Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a…
Descriptors: Cross Cultural Studies, Communities of Practice, Accounting, Business Education
Sibling Attachment Inventory for Senior Secondary School Students: Standardization in Indian Context
Sampurna Guha; Nimisha Beri – Journal of Education and Learning (EduLearn), 2025
The study aimed at exploring, confirming, and validating the factor structure of sibling attachment inventory (SAI) within the Indian cultural context. The hypothesis posits that SAI will show reliable sibling attachment measures, evaluating its psychometric properties with 250 students enrolled in Class XI within govt and private schools,…
Descriptors: Foreign Countries, Sibling Relationship, Test Validity, Factor Structure
Cody, Brettjet L.; Kuyini, Ahmed Bawa; Smith, Leann V. – Journal of College Student Development, 2021
The purpose of this study was to examine the factor structure of the Academic Motivation Scale (AMS) with a sample of Arab college students. Results of a confirmatory factor analysis revealed a 7-factor structure similar to the original scale. Items measuring intrinsic motivation, extrinsic motivation, or amotivation, as specified in the original…
Descriptors: Learning Motivation, Factor Structure, Arabs, Student Motivation
Himi, Samsad Afrin; Bühner, Markus; Hilbert, Sven – Journal of Intelligence, 2021
There has been considerable debate and interest regarding the factor structure of executive functioning (EF). Therefore, the aim of the current study was to delve into this issue differently, by investigating EF and other cognitive constructs, such as working memory capacity (WMC), relational integration, and divided attention, which may…
Descriptors: Factor Structure, Executive Function, Short Term Memory, Attention Control
Treviño, Melissa; Zhu, Xiaoshu; Lu, Yi Yi; Scheuer, Luke S.; Passell, Eliza; Huang, Grace C.; Germine, Laura T.; Horowitz, Todd S. – Cognitive Research: Principles and Implications, 2021
We investigated whether standardized neuropsychological tests and experimental cognitive paradigms measure the same cognitive faculties. Specifically, do neuropsychological tests commonly used to assess attention measure the same construct as attention paradigms used in cognitive psychology and neuroscience? We built on the "general attention…
Descriptors: Attention, Neuropsychology, Standardized Tests, Construct Validity
Graves, Scott L., Jr.; Smith, Leanne V.; Nichols, Kayla D. – Contemporary School Psychology, 2021
The purpose of this paper is to explore the factor structure of the Wechsler Intelligence Scale for Children--Fifth edition (WISC-V). As such, this is the first study that will examine the factor structure of the WISC-V in a non-standardization sample of Black children. Utilizing confirmatory and exploratory factor analytic techniques in AMOS our…
Descriptors: Children, Intelligence Tests, African American Students, Factor Structure
Kula Kartal, Seval; Mor Dirlik, Ezgi – International Journal of Assessment Tools in Education, 2021
In the current study, the factor structure of an attitude scale was analyzed by using the two different item response theory models that allow modeling nonmonotonic item response curves. The current study utilized the two models to examine whether the two-factor solution of factor analysis may be caused by method effect, or by the failure of the…
Descriptors: Item Response Theory, Factor Structure, Attitude Measures, Undergraduate Students
Ng, Ee Lynn; Bull, Rebecca; Bautista, Alfredo; Poon, Kenneth – International Journal of Early Childhood, 2021
The "Pre-K Classroom Assessment Scoring System" (CLASS) is commonly used to measure three domains of teacher-child interactional quality in preschool classrooms (Emotional Support, Classroom Organization, and Instructional Support). However, there is considerable debate regarding the validity of its three-domain factor structure and the…
Descriptors: Classroom Environment, Preschool Education, Early Intervention, Foreign Countries
Wessels, Marleen D.; Paap, Muirne C. S.; Van der Putten, Annette A. J. – Journal of Intellectual & Developmental Disability, 2021
Background: Research about the psychometric properties of the Behavioural Appraisal Scales (BAS) in people with profound intellectual and multiple disabilities (PIMD) is limited. This study evaluates invariance in factor structure, item bias and convergent validity of the BAS. Methods: Data on the BAS from two studies (n = 25; n = 52) were…
Descriptors: Test Validity, Ability Identification, Severe Intellectual Disability, Multiple Disabilities
Kush, Joseph C.; Canivez, Gary L. – International Journal of School & Educational Psychology, 2021
This study utilized confirmatory factor analyses to examine the latent factor structure of the Wechsler Intelligence Scale for Children--Fourth Edition, Italian adaptation (WISC-IV Italian) standardization sample. One through five, oblique first-order factor models and higher-order as well as bifactor models were examined and compared using CFA.…
Descriptors: Children, Intelligence Tests, Foreign Countries, Construct Validity
Ritoša, Andrea – Journal of Psychoeducational Assessment, 2022
The factor structure of the measure of school engagement 'Engagement Versus Disaffection with Learning: Teacher Report' was investigated in the sample of 360 Swedish 6th graders. Confirmatory factor analyses showed no support for the suggested four-factor structure including behavioural engagement, emotional engagement, behavioural disaffection…
Descriptors: Test Validity, Learner Engagement, Questionnaires, Student Satisfaction
Cetinoglu, Elif; Aras, Sahbal – Journal of Autism and Developmental Disorders, 2022
We assessed the reliability and validity of the Turkish version of the autism spectrum quotient (AQ)-adolescent. Three assessment groups of adolescents, aged 11-18, were: 80 with Asperger syndrome/high-functioning autism (AS/HFA), 71 with other psychiatric disorders (PDs; 35 major depression, 18 obsessive-compulsive disorder, 18 social phobia),…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Adolescents
Barger, Brian; Graybill, Emily; Roach, Andrew; Lane, Kathleen – Assessment for Effective Intervention, 2022
This study used item response theory (IRT) methods to investigate group differences in responses to the 12-item Student Risk Screening Scale--Internalizing and Externalizing (SRSS-IE12) in a sample of 3,837 U.S. elementary school students. Using factor analysis and graded response models from IRT methods, we examined the factor structure and the…
Descriptors: Test Bias, Item Response Theory, Screening Tests, Elementary School Students
Güçlü, Nihal Tunca; Tunca Güçlü, Nihal; Uyar, Melis Yesilpinar; Sahin, Senar Alkin – Shanlax International Journal of Education, 2022
This study aims to develop a valid and reliable measurement tool that will serve to determine the level of higher education students' tendency to be open to learning. The sample of the research consists of 523 higher education students. As a result of the literature review and analysis, the dimensions predicted as sub-dimensions in the scale are…
Descriptors: College Students, Student Attitudes, Educational Attitudes, Attitude Measures
Parulla, Cibele Duarte; Weissheimer, Anne Marie; Santos, Marlise Bock; Cogo, Ana Luísa Petersen – International Review of Research in Open and Distributed Learning, 2022
Massive open online courses (MOOCs) have emerged as an affordable way to distribute knowledge and democratize education. The examination of online courses calls for theoretical models and instruments that contemplate its particularities. The community of inquiry (CoI) framework has been used in several studies to analyze the effectiveness of…
Descriptors: Foreign Countries, MOOCs, Communities of Practice, Surveys