Multi-factor of cultural values: a confirmatory factor analytic approach

The purpose of this article is to construct-validate an instrument of value-based performance excellence measurement for higher education institution (HEI) in Malaysia. The HEI performance is measured using 6 value indicators of leadership, culture, productivity, employee, stakeholders and overall performance. 1,100 questionnaires were distributed and 275 questionnaires were used for analysis. Confirmatory factor analysis (CFA) approach was deployed by using analysis of moment structures software. The results for the hypothesised CFA model revealed the fit statistics of CFI = 0.944, TLI = 0.939 and RMSEA = 0.075. In conclusion, the CFA model fitted the data well. Implications of the study was significant to HEI to consider and adapt the value-based assessment approach in university assessment for total excellence.

<p style="text-align:justify">This study aims to develop a schoolpreneur model appropriate for Malaysia's secondary school environment. The current study surveyed students participating in the Program Tunas Commerce (PROTUNe) and the Young Entrepreneurs Association (PUM) in the states of Perak, Selangor, and Negeri Sembilan to accomplish these purposes. A survey-based technique was used to collect data, and 400 students participated. With a cross-sectional research design, this research uses a quantitative research methodology. This research employed exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) for statistical analysis. The study's findings show that six highlighted factors can be incorporated to develop a schoolpreneur model. These factors all significantly affect the schoolpreneur model. A significant correlation of the schoolpreneur model of more than 60% indicates the significance of talent skills, mentors, incubators, individual personality, role models, and family background in the development of the schoolpreneur model. As a result, secondary schools can conduct entrepreneurial activities better due to the development of the schoolpreneur model.</p>

Self-compassion is natural, trainable and multi-faceted human capacity. To date there has been little research into the role of culture in influencing the conceptual structure of the underlying construct, the relative importance of different facets of self-compassion, nor its relationships to cultural values. This study employed a cross-cultural design, with 4,124 participants from 11 purposively sampled datasets drawn from different countries. We aimed to assess the relevance of positive and negative items when building the self-compassion construct, the convergence among the self-compassion components, and the possible influence of cultural values. Each dataset comprised undergraduate students who completed the “Self-Compassion Scale” (SCS). We used a confirmatory factor analysis (CFA) approach to the multitrait-multimethod (MTMM) model, separating the variability into self-compassion components (self-kindness, common humanity, mindfulness), method (positive and negative valence), and error (uniqueness). The normative scores of the Values Survey Module (VSM) in each country, according to the cultural dimensions of individualism, masculinity, power distance, long-term orientation, uncertainty avoidance, and indulgence, were considered. We used Spearman coefficients (rs) to assess the degree of association between the cultural values and the variance coming from the positive and negative items to explain self-compassion traits, as well as the variance shared among the self-compassion traits, after removing the method effects produced by the item valence. The CFA applied to the MTMM model provided acceptable fit in all the samples. Positive items made a greater contribution to capturing the traits comprising self-compassion when the long-term orientation cultural value was higher (rs = 0.62; p = 0.042). Negative items did not make significant contributions to building the construct when the individualism cultural value was higher, but moderate effects were found (rs = 0.40; p = 0.228). The level of common variance among the self-compassion trait factors was inversely related to the indulgence cultural value (rs = -0.65; p = 0.030). The extent to which the positive and negative items contribute to explain self-compassion, and that different self-compassion facets might be regarded as reflecting a broader construct, might differ across cultural backgrounds.

PurposeThe purpose of this paper is to examine, empirically the relationship between employer branding attributes of reward strategy, people orientedness and; leadership and development on talent retention in institutions of higher learning in Uganda.Design/methodology/approachIn a cross-sectional study, data were obtained form 218 respondents from two public universities. Confirmatory factor analysis (CFA) and structural equation modeling were employed to analyze the data.FindingsThe paper has two major findings: first, CFA maintained three dimensions of employer branding, namely; reward strategy, people orientedness and; leadership and development; and second, only reward strategy and people orientedness emerged as significant predictors of talent retention.Originality/valueThe results suggest that institutions of higher learning that embrace reward people orientedness strategies as measures for employer branding succeed in retaining their employees for longer.

The researchers developed an instrument for measuring student housing quality (SHQ) in Higher Institutions of Learning (HIL) in Ghana. The paper sought to validate the student housing quality scale (SHOQUAL) through factor analysis approach. 700 respondents were sampled from two public HIL in Ghana in a cross-sectional survey that used a self-administered structured questionnaire for data collection. Confirmatory factor fnalysis (CFA) was conducted to detect the underlying latent variables that significantly determine SHQ in Ghanaian HIL. The findings indicate that four emerged SHQ dimensions relevant to the research context were labelled as follows: core facility quality, enabling facility quality, support facility quality, and cost of housing. The constructs in the derived model possess high reliability and validity. Student housing service providers could conveniently use the derived instrument items for measuring SHQ in HIL. Implications are discussed and limitations are noted. The paper contributes to the literature in the areas of models of service quality in student housing management in HIL.

This study was aimed to investigate the validity of Authentic Leadership Questionnaire (ALQ) in the context of Higher Education Institutions (HEIs) of Pakistan. Although, the ALQ has been used worldwide in different organizational fields, however, little is known about its psychometric features in the context of HEIs. This study is therefore an endure to explore its psychometric features in Pakistani context taking evidences form HEIs of KP, Pakistan. A cross-sectional survey was applied to know about the leaderships style in HEIs of Khyber Pakhtunkhwa-Pakistan. Data were collected from 1437 employees of HEIs through convenient sampling technique. The data were analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) approaches. A factor loading of .40 was set as the item selection criteria for retaining in the scale. Using Principle Component Analysis (CFA), the four factor structure was assessed. Using Structural Equation Modeling (SEM) through AMOS, the results of this study showed that the four dimensional ALQ is a reliable and valid instrument in HEIs of Khyber Pakhtunkhwa, Pakistan. The construct validity provided evidences concerning applicability of the ALQ in the same context. Based on the findings, it is recommended that the ALQ may be tested in other organizational cultures in Pakistani context to enlarge its scope in other fields of research. Leadership style, associated with working behavior of employees, is considered a significant predictor in the overall organizations' performance. Keywords: Authentic Learning, Scale Validation, Higher Education

This study aims to develop an assessment instrument for Arabic writing skills as a second language using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The instrument was developed based on the Oriondo and Antonio model, with a sample of 248 students who completed a writing test. Data were analyzed using R-Studio software for EFA, CFA, and descriptive statistics. The EFA results revealed one main factor, with eigenvalues and factor loadings above 0.6, indicating a consistent factor structure. In CFA, the four dimensions of writing skills Ideas and Content, Structure and Organization, Style and Rhetoric, and Language and Grammar demonstrated strong factor loadings and good model fit, confirming the robustness of the instrument. The instrument also showed high internal consistency and strong construct validity. This instrument can be practically used by educators and language program administrators to evaluate and enhance students’ writing proficiency in Arabic as a second language. This study produces a valid and reliable instrument for assessing Arabic writing skills as a second language in higher education.

TQM and TPM are widely used performance improvement techniques employed by manufacturing organisations. They are employed world over for achieving customer satisfaction, reliability, productivity, market share, profitability and even survival. The study highlights the gain in business performance that can be obtained if TQM is supported by TPM in a manufacturing organisation. The study uses the confirmatory factor analysis (CFA) approach using structural equation modelling (SEM) in analysis of moment structures (AMOS 20.0) software to employ the inter-relationship among TQM and TPM variables. Using AMOS 20.0 software, TPM model and the transfusion of TQM-TPM model were constructed and the statistical data of the model fit values before and after modification indices were compared. Among the models, it was found that the SEM_TQM-TPM model fits the collected data better, which implies that the synergistic relationship of TQM and TPM paradigms can help Indian manufacturing industries to achieve good performances in terms of customer satisfaction, reliability, productivity, market share, profitability and even product quality, product cost and maintenance initiatives.

Convergent, discriminant and concurrent validities of measures of the behavioural approach and behavioural inhibition systems: confirmatory factor analytic approach

This study investigated the impact of active learning management on the reading literacy of Thai 5th-grade students and validated its key components through confirmatory factor analysis (CFA). Using a one-group experimental design, 37 students were purposively selected to participate in an intervention based on structured active learning principles and tailored lesson plans. The instruments included an active learning management plan and a reading literacy proficiency test. Data were analyzed using mean scores, percentages, standard deviations, effectiveness indices (E1/E2 and EI), paired sample t-tests, and CFA. The results indicated that active learning significantly improved students’ reading literacy during and after the intervention, as shown by the effectiveness indices and pre- and post-test comparisons. CFA confirmed the model of reading literacy, identifying evaluation and critique, reading for analysis, inference and summarization, and reading for comprehension as key contributing factors, with evaluation and critique being the most influential. These findings highlight the effectiveness of active learning management in enhancing reading literacy among Thai 5th-grade students.

IntroductionTransition ratings (TRs) are single item measures which ask patients to report on their health change. They allow for a simple assessment of improvement or deterioration and are frequently used as an “anchor” to determine interpretation thresholds on a patient-reported outcome measure (PROM). Despite their widespread use, a routinely applicable method to assess their reliability is lacking. This paper introduces a method to estimate the reliability of TRs based on confirmatory factor analysis (CFA) for categorical data. MethodWe modelled longitudinal PROM data as independent factors representing Time 1 and Time 2 in a CFA model. PROM items taken at Time 1 (T1) loaded on the first factor, although the same items taken at Time 2 (T2) loaded on the second. The TR item loaded onto both T1 and T2 factors. Three models with various constraints on the loadings and thresholds were examined. The communality (R2) statistic was used as a measure of the TR reliability. The approach was evaluated using simulated data and exemplified in four empirical datasets. ResultsThe simplest CFA model without constraints on the item loadings and thresholds performed equivalently to models with constraints on loadings and thresholds over time. Further constraints on the TR item loadings to be equal and opposite over time caused biased TR reliability estimates if the T1 and T2 loadings differed in magnitude. In the four empirical datasets, reliability of TRs ranged from 0.27 to 0.48. In three examples the TR had numerically stronger loading on T2 than on T1. Discussion and conclusionsResults support the use of the proposed method in understanding the reliability of TRs. Empirical study results reflect the typical range of reliability that has previously been reported for single items. Methodological considerations to improve TR reliability are presented, and developments of this method, are posited.

This research was survey research with a quantitative approach that aimed to standardized the academic integrity instruments through the Confirmatory Factor Analysis (CFA) and Rasch Model approaches. The population in this study were all students in universities in Indonesia. The sample used in the study was 452 students (230 students on the first stage and 222 students on the second stage) who were selected using cluster random sampling techniques. The data obtained were analyzed using Gregory analysis (two experts) to obtain the content validity coefficient, factor analysis using the CFA approach, and the Rasch Model. The results showed that the content validity coefficient of the academic integrity instrument was 0,822 (45 items). The results of the CFA analysis according to the first stage trial showed the value of Construct Reliability (CR) and Variance Extracted (VE) for the measurement model was 0,811 and 0,125, while the value of CR and VE for the structural model ​​was 0,940 and 0,763 (six items dropped). The Rasch Model analysis showed one infit item. The results of the CFA analysis according to the second stage trial showed the value of CR and VE for the measurement model was 0,879 and 0,247, while the value of CR and VE for the structural model was 0,950 and 0,918 (one item dropped). The Rasch Model analysis showed all the remaining items in the fit category. The standardized academic integrity instrument consists of 37 statements with dimensions of honesty, trust, fairness, respect, and responsibility.

The aim of this study was to develop and psychometrically test a shortened version of the Information Technology Attitude Scales for Health, in the investigation of nursing students with clinical placement experiences. Nurses and nursing students need to develop high levels of competency in information and communication technology. However, they encounter statistically significant barriers in the use of the technology. Although some instruments have been developed to measure factors that influence nurses' attitudes towards technology, the validity is questionable and few studies have been developed to test the attitudes of nursing students, in particular. A cross-sectional survey design was performed. The Information Technology Attitude Scales for Health was used to collect data from October 2012-December 2012. A panel of experts reviewed the content of the instrument and a pilot study was conducted. Following this, a total of 508 nursing students, who were engaged in clinical placements, were recruited from six universities in South Korea. Exploratory and confirmatory factor analyses were performed and reliability and construct validity were assessed. The resulting instrument consisted of 19 items across four factors. Reliability of the four factors was acceptable and the validity was supported. The instrument was shown to be both valid and reliable for measuring nursing students' attitudes towards technology, thus aiding in the current understandings of this aspect. Through these measurements and understandings, nursing educators and students are able to be more reflexive of their attitudes and can thus seek to develop them positively.

The strike of COVID-19 pandemic has affected various sectors tremendously, including the education sector around the globe. This situation has forced the closure of most educational institutions, which include higher learning institutions. Since the Movement Control Order announcement, most teaching and learning processes in higher learning institutions were transferred online. The shift to online learning brings different challenges for teachers in higher learning institutions, including English teachers, regarding technological skills and assessment. In this study, the researchers adopted a multiple case study to explore the strategies of 34 English teachers from nine universities in Malaysia, Indonesia and Maldives to overcome the challenges during Emergency Remote Teaching and Learning. The data was collected through focused group interview sessions, individual open-ended responses via Google Forms and Whatsapp discussion threads. The recorded sessions were transcribed verbatim and analysed using NVIVO software to identify the common categories and themes. The findings showed that the teachers of English overcome problems concerning their technological skills by seeking help from their colleagues, attending courses, training and webinars and choosing suitable platforms for online learning, also conducting better online assessments. The faculty could also provide more webinars, online training, and courses to help teachers to perform better during online learning. This study is believed to shed some light on aspects that need to be considered while planning and executing a meaningful ESL online teaching and learning experience in higher learning institutions, particularly in developing countries.

This research provides new insights into the measurement of students' authorial identity and its potential for minimising the incidence of unintentional plagiarism by providing evidence about the psychometric properties of the Student Authorship Questionnaire (SAQ). Exploratory and confirmatory factor analyses (EFA and CFA) are employed to investigate the measurement properties of the scales which comprise the SAQ using data collected from accounting students. The results provide limited psychometric support in favour of the factorial structure of the SAQ and raise a number of questions regarding the instrument's robustness and generalisability across disciplines. An alternative model derived from the EFA outperforms the SAQ model with regard to its psychometric properties. Explanations for these findings are proffered and avenues for future research suggested.