Development and Validation of The Agonistic Continuum Scale (TACS).

Boundary congruence, which is defined as the match between the person’s role management preferences and the constraints of the environment, is associated with work-study conflict, work-study facilitation (Butler, 2007), well-being (LeComte-Hinely, 2013; Li, Wang, You, & Gao, 2015), and academic performance (Butler, 2007). Boundary congruence is a role management process (Kreiner, Hollensbe, & Sheep, 2009), which is especially important for university students who are working while studying (Butler, 2007); that is, have multiple roles to manage and balance in their lives (Lingard, 2012). As there was no measure of work-study boundary congruence suitable for use with university students, and there was little consensus over the conceptualisation and operationalisation of the work-study boundary congruence construct, the main aims of this research program were to (a) develop and validate a psychometrically sound measure of work-study boundary congruence for university students who work, and (b) apply the scale to assess mediation and moderation models of work-study boundary congruence. This research was guided by boundary management, person-environment fit (Kreiner, Hollensbe, & Sheep, 2009), and conservation of resources theories (Hobfoll, 1988; Hobfoll, Freedy, Lane, & Geller, 1990), so as to increase our understanding of how students manage the dual, competing roles of work and study. This PhD thesis reports a series of three studies presented as three journal articles, which meet these objectives: Study 1 addresses the first aim; with Studies 2 and 3 fulfilling the second aim. Study 1 involved conducting focus groups, generating and reviewing items, and piloting and testing a Work-Study Congruence Scale suitable for use with working students. A 16-item scale, with four key dimensions of work-study boundary congruence with university demands/resources, occupation, family, and leisure was devised. Data from a large sample of Australian university students (N = 511; 70% female; Mage = 24.02 years) were collected and analysed for item suitability and factorial structure (exploratory and confirmatory analyses). Scale reliability and validity were assessed. Study 2 used the newly developed scale to examine potential mechanisms (i.e., work-study facilitation and work-study conflict) underpinning the associations between work-study boundary congruence and the general well-being and engagement of university students. This study employed a sample of Australian university students (N = 251; 70% female; Mage = 24.68 years). The results showed that work-study boundary congruence was related to more work-study facilitation and less work-study conflict. Conflict was associated with less well-being, while facilitation was associated more with well-being and greater university engagement. Work-study boundary congruence was associated positively with well-being via both work-study facilitation and work-study conflict. Study 3 used a sample of Australian university students (N = 401; 67% female; Mage = 21.71 years) and investigated the mediating effect of work-study boundary congruence on the associations between contextual supports (of family and work) and well-being, effort at university, and perceived future employability. The study also assessed the moderating role of proactive personality in these associations. The results showed that contextual supports were associated with well-being, academic performance, and perceived employability via work-study boundary congruence, and that lower levels of proactivity strengthened the associations between both contextual supports and work-study boundary congruence, which, in turn, strengthened the indirect links between the contextual supports and outcomes via work-study boundary congruence. The development and validation of a new work-study boundary congruence scale suitable for use with university students, which is theory-driven, will contribute to the boundary management research and literature. University students, and those who work to assist them, will benefit from understanding the effect of work-study boundary congruence on student well-being, university engagement, academic performance, and perceived employability. In addition, they will also benefit from understanding the roles that contextual supports and personal resources play in boundary management, especially where there are risks of working students experiencing poor well-being and/or discontinuing with their studies at university due to an inability to manage conflicting life roles. Increasing research in this area will also inform training and intervention programs that can help students manage their multiple roles.

Introduction Nursing has a relevant role in managing mental health. It is important to identify and thereafter to enhance positive aspects of mental health among university nursing students. Aim The aim of the present study was to analyse the psychometric properties of the Positive Mental Health Questionnaire (PMHQ) in terms of reliability and validity using confirmatory factor analysis in a sample of university students. Method A cross-sectional study was carried out in a sample of 1091 students at 4 nursing schools in Catalonia, Spain. The reliability of the PMHQ was measured by means of Cronbach's alpha coefficient, and the test-retest stability was measured with the intraclass correlation coefficient (ICC). Confirmatory factor analysis was used to determine the validity of the factorial structure. Results Cronbach's alpha coefficient was satisfactory (>0.70) for four of the six subscales or dimensions and ranged from 0.54 to 0.79. ICC analysis was satisfactory for the six subscales or dimensions. The hypothesis was confirmed in the analysis of the correlations between subclasses and the overall scale, with the strongest correlations being found between the majority of the subscales and the overall scale. Confirmatory factor analysis showed that the model proposed for the factors fit the data satisfactorily. Discussion This scale is a valid and reliable instrument for evaluating positive mental health in university students. Implications for Practice A good questionnaire to measure positive mental health in university students is useful not only to promote mental health but also to strengthen the curricula of future professionals.

Background: Posttraumatic stress disorder (PTSD) is one of the most prevalent mental disorders in war-affected regions. Syria has endured 9 years of war and yet little is known about the impact of the conflict on the well-being of Syrians who remain. In this study, we investigated trauma and estimated PTSD prevalence among university students in Deir-ez-Zor, a Syrian governorate that was under the siege by ISIS for over 3 years. Methods: A descriptive cross-sectional study design was used on a sample of Al-Furat university students in Deir-ez-Zor. We collected data on socio-demographics, trauma exposure, and stress levels. PTSD Checklist for DSM-5 was used to provide prevalence rate estimates, and determine the symptom severity among Syrian university students. Binary logistic regression was used to identify factors associated with the development of PTSD symptoms. Results: A total of 833 students were recruited into the study, 86.4% of the participants were exposed to at least one traumatic event. The estimated PTSD prevalence was 28.2%, and the highest PTSD rates were found among students who were forced into sexual act (46.3%). A significant association was found between PTSD and internal displacement (p = .032), academic year (p = .002), and social economic status (p = .000). Binary logistic regression indicated that PTSD symptoms were predicted by smoking and third-year university students. Conclusions: The results presented in this research revealed a high prevalence of trauma exposure and PTSD symptoms among a sample of university students in Deir-ez-Zor. These findings call for immediate actions to help the affected population in restoring their mental health, so they can be prepared to face the challenges and demands of the post-conflict period.

Prevalence of overweight/obesity and central obesity and its associated factors among a sample of university students in India

Objective: This study aims to develop a Problematic Mobile Phone Use Scale (PMPUS) to determine the problematic mobile phone use by university students. Method: Study participants for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were 725 university students, for test-retest 126 university students. The psychometric characteristics of the scale were investigated using test-retest, internal consistency (Cronbach’s alpha), item analysis, EFA, CFA, and criterion-related validity methods. Results: According to results obtained from exploratory factor analysis, it was determined that PMPUS had four subdimensions. Confirmatory factor analysis confirmed this four-subdimension structure. Reliability data for the PMPUS found Cronbach’s Alpha coefficients of 0.92 for EFA and 0.93 for CFA, respectively. Test-retest coefficient for PMPUS was 0.85. Furthermore, a positive, high correlation (r=0.75) was found between PMPUS and Mobile Phone Problem Use Scale (MPPUS). Subscales of PMPUS also showed the required values for validity and reliability. Conclusion: According to the results, PMPUS is a reliable and valid scale with 26 items in four subdimensions.

This study aimed to develop a medication literacy scale for parents of children with epilepsy (MLSPCE) and to test the reliability and validity of the scale. The pilot scale was formulated based on the concept of medication literacy, the knowledge-attitude-practice model, and relevant literature reviews. It was formed through two rounds of expert consultations using the Delphi method. A survey of 657 parents of children with epilepsy, who were admitted to the neurology department or examined in the neuro-electrophysiological outpatient department of Guangzhou Women and Children Medical Center, using the pilot scale was conducted from October 2021 to January 2022 to test the reliability and validity of the scale questionnaire. The content validity of the scale questionnaire was assessed by consulting 20 neurology nursing, neurology clinician, and nursing education experts. Numbers, percentages, t-test, correlation analysis, Cronbach's alpha reliability coefficient and factor analysis were used for data analysis. The MLSPCE included 34 items in four dimensions. Ten factors were drawn from the explorative factor analysis, with a cumulative variance contribution rate of 62.32%. The content validity index of each item on the 34-item scale was between 0.81 and 1.0, and the scale-content validity index/ average was 0.97. The correlation coefficient between each item and its dimension was between 0.399 and 0.760, the correlation coefficients between dimensions were between 0.150 and 0.382, and the correlation coefficients between each dimension and the total scale were between 0.390 and 0.845. Differences for all comparisons were statistically significant (P < 0.05). Cronbach's alpha coefficient for the total scale was 0.864, and the split-half reliability of the total scale was 0.923. All the statistical procedures performed in the validity and reliability stages of the study showed that MLSPCE is a valid and reliable tool for measuring medication literacy among Chinese parents of children with epilepsy.

Physicians' erroneous assumptions about individuals with intellectual disability (ID) negatively impact the quality of care provided to this population. This study aimed to investigate the psychometric properties of the Beliefs About Adults with ID (BAID), an instrument we developed for measuring physicians' erroneous assumptions about adults with ID. Two hundred ninety-two American physicians participated. Classical test theory and Rasch measurement theory were used to refine the scale (through item analysis, exploratory factor analysis, infit and outfit mean-squares statistics, and differential item functioning) and investigate its psychometric properties (functioning of the response scale, reliability, and validity). The BAID provided a unidimensional, reliable, valid, and precise measure in assessing high levels of erroneous assumptions. It showed convergent and divergent validity with the different factors of a scale measuring attitudes towards ID. The BAID items were discriminant, non-redundant, unambiguous, and invariant across gender and previous ID training. The BAID response scale was found to be appropriate for measuring physicians' erroneous assumptions about adults with ID. BAID is a brief instrument with good psychometric properties to assess erroneous assumptions about adults with ID in physicians of different genders and who have/have not previously received ID training. Therefore, it might be helpful for research and medical education purposes.

Primarily the research is focused on the development and validation of the Academic Self-efficacy Scale (ASES-FJHS) for Filipino junior high school students. Self-efficacy refers to people’s beliefs in their capabilities to produce certain effects and to learn or perform behaviors at designated levels (Bandura, 2012; Bandura, 2006). In relation to test construction, most of the developed self-efficacy scale focuses on one source of self-efficacy and are constructed as subscale. Given the limited published academic self-efficacy scale for Filipino junior high school students as well as the non-existence of published and established academic self-efficacy scale in Philippine context, this study sought to develop and validate a self-efficacy scale that is more holistic than those previously published. The design of the research is Test Development and anchored on Classical Test Theory. Respondents comprise of 4,759 junior high school students from selected 20 public and private schools in Nueva Ecija, Philippines. The study followed the two stages of test development, i.e. the development of the initial, preliminary and final forms and validation of the scale. The items were developed through consultation with experts and literature reviews. After the development of table of specification, items were validated by four expert judges. Results showed using Lawshe CVR (CVI=.87) and Intra Class Correlation (ICC(2,4)=.953, a=.000) that the expert validators have high agreement on the items of ASES. Moreover, UL-LL method (d=.43), Cronbach alpha (.95), split half method (Spearman-Brown Coefficient=.86) and item to total correlation, and Principal Component Analysis were also utilized to test the reliability of test items. The factor structure verified the four iterations which includes Perceived Control (PC), Competence (C), Persistence (P) and Self-Regulated Learning (SRL) domains. Convergent (r = .498; p < .05) and concurrent validity (r = .518; p < .01) that were employed suggest that the ASES is a valid measure. The Final Form validated consists of 62 items. Results of the study revealed that the ASES for K to 12 junior high school students is a reliable and valid measure of Academic Self-efficacy.

Psychometric properties of the Multidimensional Students’ Life Satisfaction Scale in a sample of Chilean university students

Caring leadership plays a pivotal role in supporting nurses' well-being, fostering patient recovery, and advancing organizational performance. Despite its recognized importance, a validated instrument for measuring caring leadership has been lacking in the literature. This study aimed to develop a Caring Leadership Scale and evaluate its validity, reliability, and practical applicability. Guided by a conceptual framework of caring leadership, scale items were initially generated through qualitative interviews, open-ended questionnaires, and a comprehensive literature review. The Delphi technique was used to refine these items. A pilot survey informed further modifications before a large-scale survey was conducted with 2,125 frontline nurses from six tertiary hospitals across China. Item screening was carried out using classical test theory, including assessments of item discrimination, item-total correlations, and internal consistency (Cronbach's alpha). Content validity, factor structure, internal reliability, and acceptability were investigated using content validity indices, exploratory and confirmatory factor analyses, correlation coefficients, and descriptive statistics. An initial pool of 40 items across five dimensions was developed. Following two Delphi rounds and preliminary testing, 39 items were retained. Item analysis led to the elimination of 12 items that did not meet predetermined criteria. The final scale consisted of 27 items across five dimensions, rated on a 5-point Likert scale. The content validity indices were strong, with item-level CVIs ranging from 0.90 to 1.00, a scale-level content validity index universal agreement (S-CVI/UA) of 0.89, and a scale-level content validity index average (S-CVI/Ave) of 0.99. Exploratory factor analysis (EFA) supported a well-defined five-factor structure, with common factor variances ranging from 0.849 to 0.949. Confirmatory factor analysis demonstrated good model fit (RMSEA = 0.078, CFI = 0.964, NFI = 0.958, TLI = 0.959, IFI = 0.964). The average variance extracted (AVE) ranged from 0.834 to 0.925, and composite reliability (CR) ranged from 0.965 to 0.989. The scale showed moderate correlations with job satisfaction (r = 0.463-0.484, p < 0.001). Internal consistency was high, with Cronbach's alpha values between 0.962 and 0.993, and split-half reliability coefficients ranging from 0.955 to 0.982. This study presents the first validated instrument for measuring caring leadership in nursing. The final 27-item scale demonstrates robust psychometric properties, including excellent validity, reliability, and user acceptability. It offers a scientifically sound and practical tool for assessing caring leadership among nurse leaders.

Measuring perceived social support: psychometric properties of the Multidimensional Scale of Perceived Social Support (MSPSS) in a sample of university students - The aim of this study was to analyze the psychometric properties of the Italian version of the Multidimensional Scale of Social Support (MSPSS), to verify if and in what way the instrument can be applied to an Italian context as well. The sample was composed of 383 university students (median age = 22.41, SD = 2.89). Descriptive statistics, Cronbach’s a coefficient and the Confirmative Factor Analysis (CFA) were performed. To verify aspects of concurrent validity, the scale was administrated together with the Satisfaction with Life Scale. The scale possesses good internal concurrent validity and the characteristics adequate for accurate measurement of perceived social support in an Italian context as well. Keywords: perceived social support, satisfaction with life, university students

Bullying has received increasing research interest, whether bullying among students in schools and universities, or bullying among employees. There is still no accordance regarding to bullying between the couple. This study aimed to investigate the construct validity and psychometric properties of the marital bullying scale with advanced statistical procedure, structural equation modeling, and exploratory factor analysis. The researchers prepared the marriage bullying scale consisting of 25 self‐report items and applied it in a random sample consisting of (760) married individual, and then, the researchers extracted the psychometric characteristics of this scale. The finding indicated that the scale has psychometric properties with a high validity and reliability. In order to ensure the validity of the structure of this scale, the researchers developed a measurement model for marital bullying. The results of the exploratory factor analysis pointed to the saturation of the items of the scale (25) on five factors and accounted for 80.815% of the total variance of the scale. The first factor was verbal bullying that accounted for 37.658%, the second factor was physical bullying that accounted for 16. 249 %, the third factor was psychological bullying that accounted for 12.850 %, the fourth factor was social bullying that accounted for 8.584 %, and the fifth factor was family bullying that accounted for (5.475 %) of the total variance of marital bullying. And then by using confirmatory factor analysis, results showed that the structure of the proposed measurement model of marital bullying has good fitness with the data collected from the sample of the study, which enhances confidence in the ability of the scale to assess marital bullying. The findings shed new light on the underlying theory behind marital bullying and proved the usefulness of structural equation modeling framework in scale development.

Despite the high prevalence rates and growing research on hooking up among college students, no multidimensional inventory exists in the literature to assess motivations for hooking up. In the current study, we report on the development and validation of the Hookup Motives Questionnaire (HMQ), designed to assess the various reasons for hooking up. Exploratory and confirmatory factor analyses were conducted using 2 samples of college students (Campus 1, N = 401; Campus 2, N = 367). Exploratory factor analysis was undertaken to explore the psychometric properties of an initial set of 25 items, and confirmatory factor analysis was conducted to evaluate additional properties of the factor structure. The final factor structure of the HMQ contained 19 items that tapped 5 subscales representing social-sexual, social-relationship, enhancement, coping, and conformity motives. Results demonstrated good internal consistency and discriminant validity for the subscales. Moreover, criterion-related validity was satisfied by showing that HMQ subscales significantly correlated with hookup approval and behavior. Gender differences on the measures were found. The inventory offers considerable potential as a psychometrically sound instrument that may be administered to understand reasons for engaging in potentially risky hookup behaviors and used to inform the design of sexual health programs and interventions targeting young adults.

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

Considering the increasing use of online tests, this study aims to develop an up-to-date and reliable scale to measure university students’ online test anxiety. This study was designed by using mixed research model by combining qualitative and quantitative research methods together. The study consisted of four stages: planning, structuring, quantitative evaluation, reliability and validation. While in the first phase an extensive literature review was conducted, students’ opinions were obtained to create an item pool in the second phase. In the third phase, the 29-item scale was administered to 442 university students for factor and reliability analysis. A total of nine items were dropped out from the pool. The Cronbach’s alpha value was .98. Exploratory factor analysis revealed that the items loaded on two factors: the psychological and physiological anxiety factor (α = .95), the technical anxiety factor (α = .89). The two-factor solution accounted for more than 63% of the total variance. The final version of the scale was administered to 387 university students for confirmatory factor analysis in the fourth stage. The results proved that the scale had two factors and the fit indices were at an acceptable level. The reliability analysis was run and Cronbach’s alpha values were .94 the whole scale, .93 for the psychological and physiological anxiety factor, and .90 for the technical anxiety factor. According to the result, it was concluded that the Test Anxiety Scale for Online Exams is a reliable and valid measurement tool in determining university students’ online test anxiety. Finally, recommendations for future research are provided.