Top PDF DEVELOPMENT AND VALIDATION OF THE SPORT IMAGERY ABILITY MEASURE

DEVELOPMENT AND VALIDATION OF THE SPORT IMAGERY ABILITY MEASURE

DEVELOPMENT AND VALIDATION OF THE SPORT IMAGERY ABILITY MEASURE

examination ofthe subscale scores as spécifie variables for use in a factor analysis. Finally,[r]

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Coping among Students: Development and Validation of an Exploratory Measure

Coping among Students: Development and Validation of an Exploratory Measure

The development and validation of specific coping question- naires for students can help us to more precisely study the fac- tors determining the populations’ coping from various adaptive or dysfunctional approaches (Vollrath, 1998). The strategies that have been discussed here uncover many significant effects on various issues, particularly dysfunctional effects as regards the avoidance/emotion-focused coping strategies. In our study, as in previous research, adopting emotion-focused coping (as in the WCC-R) predicted more depressive and somatic symptoms, eating disorders and less life satisfaction at the end of the year (Janzen et al., 1992). As in previous studies, the search for so- cial support is a coping strategy that decreases state-depression and increases life satisfaction. It is probably the case that hav- ing friends or a close and attentive family helps students to feel supported in times of stress (Halamandaris & Power, 1997a). The festive-addictive coping has no functional or dysfunctional effects, but correlates with substance use without seeming to have consequences on physical or mental heath among students during the first year. It is possible that this factor has a long- term effect on health, as substance use often predicts health problems among young adults, but this effect would certainly manifest at a much later point in time (Vollrath, 1998).
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The Development and Validation of a Multidimensional Measure of Moral Orientation

The Development and Validation of a Multidimensional Measure of Moral Orientation

important, cross-sectional validation studies of the DIT compared junior high, senior high, college, and graduate students‘ scores, concluding that higher stage scores among older participants was support for Kohlberg‘s developmental model. However, each of these studies failed to control for covariance between groups attributable to education, socio-economic status, and IQ. Failing to account for each of these additional variables confounds the conclusion that morality scores increase as a function of age. In fact, when DIT scores were compared against age and education, researchers found a positive association between moral judgements and education level, but a negative association with chronological age (Coder, 1975; Dortzbach, 1975, both as cited in Kay, 1982). These findings not only threaten the validity of the DIT, but they also challenge the developmental nature of Kohlberg‘s model.
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Development and validation of a mood measure for adolescents

Development and validation of a mood measure for adolescents

The purpose of the study was to develop and validate a shortened version of the POMS suitable for use with children in the context of classroom and athletic environments. Theory testing and construct measurement are inextricably linked. It is suggested that the development of a valid measure of the theoretical construct to be examined should be the first step in the research process (Hendrick & Hendrick, 1986). If the construct validity of the instrument is questionable, then it is not possible to accurately test the theory under investigation. Watson et al. (1988) argued that poorly developed and validated mood inventories contributed to the ambiguity of research findings surrounding the nature of mood in the psychology literature. The three stage validation process used in the present paper tested content validity, factorial validity, and criterion validity and has provided strong support for the 24-item version of the POMS. Collectively, it is proposed that the POMS-A shows clear evidence of construct validity. However, as validation is an ongoing process (Anastasi & Urbina, 1997), it is suggested that future research should continue to investigate the validity of the POMS-A. A limitation of the present concurrent validity process was that the STAXI criterion measures were validated on samples from student rather than athletic populations. Therefore, it is suggested that researchers investigate the validity of measures such as the STAXI (Spielberger, 1991) in sport. Indeed, there is a need for more thorough validation in the sport environment of many of the inventories used in sport psychology research which have been validated on other populations (Schutz, 1994).
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Design, development and validation of a workplace cyberbullying measure, the WCM

Design, development and validation of a workplace cyberbullying measure, the WCM

pictures/photos/video clips; phone calls; email; instant messaging; social networking websites; video software and general websites. Please rate how often over the last six months, you have been subjected to the following negative work-related acts through technology. Please note: these questions do NOT refer to face-to-face behaviours. ” To account for new ICT developments, these instructions can be adapted when the referenced media become outdated and when new forms of technology-mediated communication emerge. To further tailor the measure to the cyber context, items were worded in a manner that reflected the online context, as we used terms including “messages”, “communications”, “copy” and “share” which capture common aspects of cyber communication.
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Development and validation of the Measure of Indigenous Racism Experiences (MIRE)

Development and validation of the Measure of Indigenous Racism Experiences (MIRE)

The handful of other instruments that have been devel- oped for use with Indigenous people suffer from a range of limitations including assessment using only a single- item [14], conflating exposure and affects [15] and not having a comprehensive and mutually exclusive assess- ment of racism [16-18]. With the exception of one instru- ment for which a factor analysis was performed and briefly reported [12], no other instrument used with Indigenous populations has undergone validation. In response to these identified lacunae as well as the need for an instrument which assesses multiple facets of racism [19,20], the Measure of Indigenous Racism Experiences (MIRE) was developed. The MIRE is a 31-item question- naire designed with reference to a number of existing instruments [see Additional file 1] to assess self-reported racism across a range of dimensions for Indigenous peo- ple (the term Indigenous is used in this paper to refer to Australian Aboriginal and/or Torres Strait Islander people and is capitalized when denoting this specific social group rather than indigenous peoples more generally). Question 1 of the MIRE assessing inter-personal racism across nine mutually exclusive settings as well as, separately, from other Indigenous people. Question 2 consists of 11 items which assesses cognitive, affective and behavioural reac- tions to inter-personal racism while Question 3 includes a 4-item internalized racism scale and a 3-item systemic rac- ism scale. Question 4 assesses respondents' race-con- sciousness while Questions 5 and 6 measure the salience of a respondents' ethnoracial identity within their social group and among strangers, respectively.
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The Development and Validation of a Coaching Expertise Development Model for Sport Coaches

The Development and Validation of a Coaching Expertise Development Model for Sport Coaches

considered this necessary for their improvement. The coaches also cited experience in their sport as a player as an important facet in their coaching ability. Only one coach in this study reported that experience as a coach was important. Horton, Baker and Deakin (2005) observed five expert national team coaches of team sports during practice sessions and rated the coaches’ behaviour using the Revised Coaching Behaviour Recording Form (RCBRF) (Bloom, Crumpton, & Anderson, 1999; revised by Horton et al., 2005). They also interviewed the coaches and some of their athletes. Results indicated that expert coaches emphasized tactical instruction, followed by general instruction and then technical instruction, as measured by frequency and duration of these behaviours during practice. Praise and encouragement was also used quite frequently, although of a shorter duration. Scolds, criticism/re-instruction and nonverbal punishment were the least frequent behaviours of the coaches. The qualitative interviews with the coaches and athletes provided support for the results from the RCBRF as the participants in the study created a vision of a supportive coach that demands effort and intensity during training. In another study on characteristics of expert coaches, Côté and Sedgwick (2003)
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Development and validation of a revised instrument to measure burden of long-term medicines use: the Living with Medicines Questionnaire version 3

Development and validation of a revised instrument to measure burden of long-term medicines use: the Living with Medicines Questionnaire version 3

Results: The 58-item interim instrument (n=729) was reduced to 41 items after factor analysis, which confirmed an eight-domain structure: relationships with health professionals, practicalities, interferences, effectiveness, side effects, concerns, cost, and autonomy, constructed as medicine burden. All subscales, except autonomy, were loaded onto this construct and showed acceptable internal consistency. LMQ-VAS correlated with total LMQ scores (r=0.571). Criterion validation (n = 422) demonstrated total LMQ scores negatively correlated with TSQM scores for global satisfaction (r=– 0.616); domain scores showed similar correlations: effectiveness (r=–0.628), side effects (r= –0.597), and practicalities (r= –0.529). Total LMQ score was negatively correlated with EQ VAS (r=–0.383) and showed weak/moderate relationships with individual EQ-5D-5L dimensions. Test–retest (n = 30) reliability showed intra-class correlation coefficients of 0.954 (total LMQ score), 0.733–0.929 (domain scores), and 0.789 (global item).
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Design, development and validation of a workplace cyberbullying measure (WCM)

Design, development and validation of a workplace cyberbullying measure (WCM)

associated with emotional exhaustion (Sonnentag et al., 2010). However, researchers have suggested other reasons why cyberbullying may explain additional variance in outcomes. Coyne et al. (2016) suggest that the boundaryless nature of cyberbullying may lead to a more severe impact because cyberbullying acts can quickly be distributed to everyone within an organisation. Furthermore, Ford (2013) found that perpetrator anonymity amplified the association between virtual harassment and fear of future harassment. The value of the WCM lies in its ability to investigate whether these unique features moderate the relationship between cyberbullying and outcomes. Olweus (2012) contends that systematic efforts are needed to determine whether the unique features of cyberbullying actually influence target reactions, or whether these differences have relatively little effect over and above traditional bullying. The WCM can help answer such questions, as well as others concerning prevalence, duration and risk groups.
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Development and Validation of An Implicit Measure of Meta motivational States

Development and Validation of An Implicit Measure of Meta motivational States

Any attempt at measuring or assessing an individual’s meta-motivational state has the potential to induce a reversal, for example, through satiation if the task is too long or repeti- tive, through frustration by being interrupted to measure cur- rent meta-motivational state, or through contingent events increasing the individual’s awareness of being assessed or changing task to complete the measure. This highlights an issue with the use of not only the MMS but all existing mea- sures of meta-motivational state; being seated in a laboratory, at a desk, typing at a computer and responding to the color of stimuli as quickly and as accurately as possible may be asso- ciated more with a telic or conformist state. Administering an assessment itself may act as a contingent event causing a reversal to a state more associated with achieving goals, being focused on a task, following rules, or being focused on the self (e.g., telic, mastery, conformist, or autic state). This concern is consistent with comments made by other reversal theorists, for example Desselles and Apter (2013) note that at any given time “there will be internal processes that are concurrently having an e ff ect on images and thoughts on the one hand and the satiation process on the other” (p. 47). An implication of this internal changeability, which Apter terms ‘behavioral indeterminacy’, is that it is di ffi cult to ascertain with confidence the state a participant is experiencing. The implications of the di ffi culty of measuring states for the fal- sifiability of reversal theory further highlight the need for on- going work in this area.
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Development and Validation of a Basic Drawing Workbook

Development and Validation of a Basic Drawing Workbook

Thus, to make teaching more effective, the teacher should be creative in finding alternative solutions to these problems. One best way to do this is through the development of additional learning materials like laboratory instruction guides, modules, workbooks and manuals, and other resource materials. The use of learning materials is one of the solutions that could make education a truly enlightening experience to both teachers and students. One way of maintaining the interest of the learners is to provide them with activities which they could perform individually after being given the proper motivation, guidance, instruction and encouragement by the teacher. The use of programmed instruction, for example, as a teaching tool such as, workbook or module could make learning more interesting.
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The development and validation of the Satisfaction Questionnaire for Osteoporosis Prevention in Malaysia

The development and validation of the Satisfaction Questionnaire for Osteoporosis Prevention in Malaysia

The SQOP was able to differentiate between patients who were expected to be more satisfied as they received an additional service (ie, the intervention) compared to those who d[r]

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Development and Validation of a Measure of Social Support for School Consultation

Development and Validation of a Measure of Social Support for School Consultation

the events. For the two most negative events, participants rated whether a friend or family member had provided one of the 45 specific supportive enacted behaviors contained in the SSB. Results showed significant differences of mean level of support behaviors across various types of events. Emotional and socializing modes of support were found to be reported for a range of problems with the exception of financial problems. Receipt of financial support was reported primarily for financial problems. Advice and guidance were reported as being moderately received across most problems with the exception of someone’s death. Practical assistance was low across all problem types. Vaux (1992) reported that more psychometric studies were needed to support the utility of the enacted version for research purposes. More recently, Wills and Shinar (2000) stated that the psychometric qualities of this measure as a received support instrument remain unclear.
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<p>Development and validation of a patient-centered outcome measure for young adults with pediatric hip conditions: the &ldquo;Quality of Life, Concerns and Impact Measure&rdquo;</p>

<p>Development and validation of a patient-centered outcome measure for young adults with pediatric hip conditions: the &ldquo;Quality of Life, Concerns and Impact Measure&rdquo;</p>

High-quality clinical research in PHC orthopedic surgery is beginning to emerge, previously predominantly being observational case series. 53 One of the barriers to developing randomized controlled trials in this area is a paucity of robust outcome measures that access the range of desirable out- comes, thus the potential signi fi cance of our QoLC&I mea- sure, and its capturing outcomes that are meaningful to the patient population and consider the wider impact of the conditions. Perry et al 57 identi fi ed several priority areas that hip surgeons considered of high importance to study. All three PHCs featured among these priorities. For example, one aspect was phrased as “ what are the current approaches used in the management of late presenting hip dysplasia in infants, and how may differences in treatment choices in fl u- ence outcomes? ” For research to be bene fi cial to the patient group more meaningful outcome measures will need to be developed, for example, in Perthes where we, with collea- gues in Liverpool, have been developing and testing a young- child friendly and self-completed measure. 28
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Development and validation of an instrument to measure patient engagement in Hong Kong Special Administrative Region, China

Development and validation of an instrument to measure patient engagement in Hong Kong Special Administrative Region, China

For reliability, Cronbach’s alpha of the overall scale was 0.91, and those of the dimensions ranged from 0.73 to 0.90. All corrected item-total correlations were .0.4. In addition, all the values of alpha if the item was deleted were lower than the value of alpha for each dimension, which means that the internal consistency of the PEI was satisfactory. A sample of 30 participants was retested after 2 weeks interval. The results of both ICC and weighted kappa met the criterion, indicating that PEI has good test–retest reliability. Rasch analysis employed infit and outfit statistics to measure the item fit. They ranged from 0.681 to 1.294, which are all within the acceptable range. For internal validity, Spearman correlation coefficients for the overall (r = 0.61, P,0.001) and each dimension (r = 0.40–0.52) were statistically significant and generally satisfactory (Table 2).
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Development and validation of MyLifeTracker: a routine outcome measure for youth mental health

Development and validation of MyLifeTracker: a routine outcome measure for youth mental health

The push for ROM should not only be motivated by a need for increased quality assurance and effectiveness but also provide clinically useful and meaningful tools for clinicians and clients to enhance the therapeutic process. MLT provides a psychometrically sound mental health outcome measure for young people aged 12–25 years. The measure is brief and easy to use with a young person. It can be incorporated into an electronic system that routinely tracks session-by-session change and produce time-series charts for the ease of use and interpretation. MLT taps into areas that are meaningful to young people and provides an additional support to clini- cians and clients during therapy.
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English Language Anxiety: Development and Validation of a Brief Measure

English Language Anxiety: Development and Validation of a Brief Measure

Ali (2016) developed and evaluated a self-report scale of English learning anxiety that conforms to the four language skills using (221) EFL learners enrolled in second year at college of education, Minia University. Results of EFA proved that the scale consisted of four subscales: (speaking anxiety, (15) items, =.93, listening anxiety, (14) items, =.85, writing anxiety (9) items, =.88, and reading anxiety (8) items, =.85). Confirmatory factor analysis (CFA) was conducted on 56 items to examine the structure validity. Results of confirmatory factor analysis showed that the four-factor model fitted well and results meet the criteria for goodness of fit indices (>.90) and root mean score residual (RMR < .05) which means the brief measure has a four factor structure in the Egyptian university students sample. Results indicated that language achievement was negatively correlated to language anxiety and ELLA doesn't differ according to gender of student.
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Development and validation of the Patient Opioid Education Measure

Development and validation of the Patient Opioid Education Measure

Overall, the POEM shows great promise as a measure of patients’ knowledge and expectations regarding chronic opioid use. It is anticipated that the POEM can aid clinicians in identifying patients at greatest risk of limited knowledge regarding opioids. This could be accomplished, for example, by administration of the POEM by telephone or in person following initial prescription of an opioid analgesic. Any knowledge deficits identified would then become the focus of patient or caregiver counseling. The POEM should be tested and cross-validated in diverse patient populations. Future areas of interest concerning use of the POEM could include examining the reciprocal relationship between knowledge and outcome expectations and adequacy of pain control.
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Development and Validation of the Contextual Achievement Motivation Measure

Development and Validation of the Contextual Achievement Motivation Measure

The  present  study  contributed  to  the  empirical  literature  on  measures  of  achievement  motivation.  A  significant  contribution  was  the  development  of  a  measure  to  assess  achievement  motivation  in  context,  involving several settings. However, the findings from this study are limited in the generalizability of results  due  to  the  sample  employed.  The  sample  consisted  of  undergraduate  and  graduate  students  attending  a  university  in  Southwest  Texas.  Therefore  the  potential  for  demographic  representation  to  be  fairly  homogenous  exists.  In  addition  self‐reported  responses  on  questionnaires  and  surveys  were  used.  The  responses  are  subject  to  bias  and  increased  the  error  in  reliability  and  validity.  Participants  may  have  selected socially desirable responses.  
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Development and validation of a scale to measure patients&rsquo; trust in pharmacists in Singapore

Development and validation of a scale to measure patients&rsquo; trust in pharmacists in Singapore

To the best of our knowledge, the current study was the fi rst one to develop and validate a scale to measure patients’ trust in pharmacists. The availability of such scale will enable the incorporation of “patients’ trust in pharmacists” as a depen- dent or an independent variable in pharmacoeconomics and pharmaceutical care studies in various health care settings. The 12-item scale developed in this study demonstrated high reliability and good convergent validity. Systematic approach has been adopted to ensure robustness of the results. Scale development included item generation (by literature review, study team discussion and focus group approach) and item Table 2 Item analyses of 18 candidate items
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