Scale development and validation study on the using YouTube as a learning environment in secondary education according to the technology acceptance model

Çocukların fiziksel aktivite düzeyini yükseltmek ve fiziksel aktiviteye ilişkin olumlu tutum geliştirmelerini sağlamak için fiziksel aktiviteye yönelik bakış açıları hakkında bilgiye ihtiyaç vardır. Çocuğun fiziksel aktivite davranışını artırmak için öncelikle fiziksel aktiviteye ilişkin tutumu belirlemek ve sonuçlara göre uygulama stratejileri belirlemek gereklidir. Bu çalışmanın amacı, ortaokul öğrencilerinin fiziksel aktiviteye yönelik tutumlarını ölçmek için Fiziksel Aktiviteye Yönelik Tutum Ölçeği (FAYTÖ) olarak isimlendirilen güncel ve güvenilir bir ölçme aracı geliştirmektir. 2016-2017 eğitim öğretim yılında yürütülen bu araştırma için Hacettepe Üniversitesinden Etik Komisyon onayı ve Milli Eğitim Bakanlığından yasal izin alınmıştır. Çalışmada betimsel tarama modeli kullanılmıştır. Çalışmanın örneklemini ilköğretim 6.7. ve 8. sınıfta öğrenim gören 636 öğrenci oluşturmaktadır. Açımlayıcı (n=206) ve doğrulayıcı faktör analizlerinin (n=430) yürütülmesinde iki farklı örneklem üzerinde çalışma yürütülmüştür. Açımlayıcı faktör analizi sonuçları ölçekteki 25 maddenin 5 faktörde toplandığını göstermektedir: Sevgi (5 madde), İsteklilik (7 madde), Fayda (4 madde), Sosyalleşme (5 madde) ve Öz Güven (4 madde). Bu faktörlerin yükleri 0.409 ve 0.768, iç tutarlılık katsayıları ise 0.70 ve 0.85 arasında değişmektedir. Faktörlerin toplam varyansa yaptıkları katkı %61.16’dır. Ortaya çıkan modelin uyum indeksleri incelendiğinde χ2/df = 1.96, RMSEA = 0.048, NNFI = 0.927, CFI =0,937, IFI = 0.937, GFI = 0.909’dur. Elde edilen bu bulgular FAYTÖ’nün 7. ve 8. sınıf ortaokul öğrencilerinin fiziksel aktiviteye yönelik tutumlarının değerlendirilmesinde geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

In recent years, STEM (science, technology, engineering, mathematics) education has received widespread attention from all over the world, and there are not many studies on STEM attitudes in China. One of the reasons is the lack of measurement tools that have been tested for reliability and validity. The Chinese version STEM attitudes scale for primary and secondary schools is a multidimensional scale that measures the STEM attitudes of primary and secondary school students. It consists of three subscales: STEM interest, 21st-century skills confidence, and STEM career interest. In order to test the reliability and validity of the scale application, as well as understand and improve the STEM attitudes of primary and secondary school students, the research team surveyed and collected 566 responses from primary and secondary school students in Zhejiang, Shanghai, Shandong, Liaoning, and other places. After exploratory factor analysis, confirmatory factor analysis, and a reliability and validity test, the scale finally retained 48 items. The scale supports a hypothetical five-factor model with good reliability and validity and can be used to assess STEM attitudes in Chinese primary and secondary schools. This research also shows that students’ STEM interests and STEM career interests showed clear variation among different genders, grades, and parental education levels.

The primary purpose of the research is to describe and explain the attitude of secondary agriculture school students toward agriculture, and to determine students' perceived usefulness of agriculture as compared with other subjects. A descriptive correlational research was employed. Results revealed that secondary agriculture students hold a slightly positive attitude toward agriculture, and that eleventh and twelfth grade students held a statistically significant higher positive attitude than tenth grade students, when compared, using the Tukey method Agriculture as a subject is more useful in the home situation (mainly rural) than for further education. Results of stepwise regression analysis revealed that out of seven independent variables, only three are significant predictors of attitude at alpha .05. The best predictor variables are school location (urban vs rural), performance level, and growing of crops by family.

Today’s children live in a very complex environment. They are exposed to various problems in their adolescence period like smoking, alcoholism, drug abuse, sexual abuse, poverty and early pregnancy etc. To face all these challenges, life skill education plays an important role. So life skill education finds a special place in today’s school curriculum. Therefore there is a need to study the attitude of secondary school students towards Life skill education. Hence, the study was taken with two objectives:(1) To study the attitude of secondary students towards life skill education.(2) To compare the attitudinal score towards life skill education between boys and girls. In order to study the above objective the researcher took 100 sample that is 50 boys and 50 girls from Balasore district through random sampling. The descriptive survey method was used by the investigator to carry out research work. He used a 5 point attitude scale by following the Likert attitude scale for the data collection. For the statistical analysis of data the researcher used mean, standard deviation, inferential statistics and ‘t’ test. Results revealed that there is a positive attitude of secondary school students towards life skill education. And another interpretation through ‘t’ test revealed that there is significant difference between the attitude of boys and girls towards life skill education. Thus, the above result clearly revealed that the life skill education has large impact on secondary school students and the girls attitude was better than the boys towards life skill education.

The present study is an attempt to find out the attitude of secondary school students towards private tuition. A sample of 900 students of high school level i.e. Classes IX and X from 45 secondary schools of Sivasagar district, Assam was selected based on quota sampling technique. An attitude scale was developed to collect the data. To find out the level of attitude mean, median, mode, standard deviation, skewness, kurtosis were used and to determine the significance of difference between means of different groups ‘t’ test was applied. The findings of the study revealed that the level of attitude among secondary school students of Sivasagar district towards private tuition is found to be negatively skewed. Again, it was found that there is a significant difference between the boys and girls students as far as their attitude towards private tuition is concerned. Besides, the study revealed that there exists a significant difference between rural and urban school students as far as their attitude towards private tuition is concerned.

Problem Statement: The educational recourses available for postgraduate education are limited compared with the resources for undergraduate education.An academic advisor is required for each graduate student.The academic staff allocates an important portion of his/her time for graduate studies of his/her students.Since the number of academic staff is limited, the number of graduate students should be limited, too.While a large number of students may attend an undergraduate course, this may not be possible for some graduate courses, which are designed especially for small student groups.Hence, the selection of postgraduate students is an important problem.The postgraduate student selection problem can be defined as selecting a subset of

To the Editor: With the increase in life expectancy, the number of adults aged 60 and older will increase to 2 billion by 2050, 80% of whom will be living in developing countries.1 Falling is one of the main health problems of older adults, with approximately one-third of individuals aged 65 and older experiencing falls.2 Falls and fear of falls are related to one another, with each being a risk factor for the other.3 Fear of falls may result in avoidance of daily activities and reduction in the older adult's quality of life.4, 5 The Falls Efficacy Scale—International (FES-I) is an instrument that Prevention of Falls Network Europe (ProFaNE) designed to investigate fear of falls in older adults.6 The present study was conducted to assess the reliability and validity of a Persian version of the FES-I in Iranian older adults. Individuals aged 60 and older from a retirement center in Tabriz (Iran) who were able to speak, comprehend, read, and write Persian and were living independently in the community participated (n = 200). The study was performed between October 2012 and March 2013 after approval of the ethics committee of Tabriz University of Medical Sciences. The FES-I is a self-report questionnaire with 16 items assessed on a four-item Likert scale (not at all concerned to very concerned).6 Cronbach alpha (internal consistency) and Spearman-Brown correlation coefficients (test–retest) were used to investigate reliability; values greater than 0.7 indicated good reliability, and values less than 0.5 indicated unacceptable reliability.7 To determine the validity of the construct, exploratory and confirmatory factor analysis were considered. Correlation matrix, principal axis factoring, varimax rotation, and the Kaiser-Meyer-Olkin measure of sampling adequacy (KMO) were used for exploratory factor analysis.1 To evaluate the structure of the factors of exploratory factor analysis, goodness of fit of confirmatory factor analysis was conducted based on chi-square degrees of freedom (χ2/df) less than 5, goodness-of fit index (GFI), adjusted goodness-of-fit index (AGFI) greater than 0.9, root mean square residual (RMSR) less than 0.1, root mean square error of approximation (RMSEA) less than 0.08, comparative fit index (CFI) greater than 0.9, normed fit index (NFI) greater than 0.9, non-normed fit index (NNFI) greater than 0.9, incremental fit index (IFI) greater than 0.9, relative fit index (RFI).7 Data analysis was performed using SPSS version 11.5 (SPSS Inc., Chicago, IL). In all analyses, P < .05 was considered statistically significant. Cronbach alpha was 0.90 to 0.95 and Spearman-Brown correlation coefficients were 0.82 to 0.84 for the factors and total instrument. The adequacy of the factor analysis model was confirmed (KMO = 0.936 and for Bartlett test, χ2 of Bartlett test was 2,505.781, df 120, P < .05). In exploratory factor analysis with varimax rotation, two factors were extracted. Items 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, and 16 from the questionnaire were loaded in the first factor, and items 11, 13, 14, and 15 were loaded in the second factor. Two extracted factors determined 67.55% of total variance changes.1 In confirmatory factor analysis, based on the comparison of the data of goodness of fit for two- and one-factor analysis and theoretical basic (χ2/df < 5, RMSR < 0.1, NFI > 0.9, NNFI > 0.9, CFI > 0.9, IFI > 0.91) and the closeness of GFI and AGFI to 0.9, there was no considerable difference in these values for three models. All relationships between the items and factors were significant (P < .05). Thus, based on this model, the structure of exploratory factor analysis for this questionnaire was confirmed in two factors (Table 1). Test–retest and internal consistency reliability in accordance with previous literature were confirmed.6, 8-10 In the investigation of factor analysis in the present study and other studies, two factors were extracted, but loaded items on each factor in the studies were different.6, 10 Based on the results of this study, the Persian version of the FES-I has good validity and reliability in community-dwelling older people. This instrument can be used as an easy, low-cost method of measuring fear of falling in Iranian older adults. This article is the result of a thesis approved by the ethics committee of Tabriz University of medical sciences no. 9161. Our gratitude goes to all the older adults participating in this study, ProFANE, and the collaboration of Persian and English translators who helped us in translating the instrument. Finally, we are grateful to the staff of the Tabriz retirement center in allowing us to conduct the research there. Conflict of Interest: The editor in chief has reviewed the conflict of interest checklist provided by the authors and has determined that the authors have no financial or any other kind of personal conflicts with this paper. Author Contributions: All authors contributed to this paper. Sponsor's Role: None.

This study examines secondary school students' attitudes towards robotics, self-regulation skills, and meta-cognition awareness. The research was conducted in the correlational research model, one of the general survey models. The research sample comprised 68 secondary school students who attended a robotic course for two terms. The research data were collected using online data collection tools consisting of two parts. The first part is demographic questions, and the second contains attitudes towards robotics, self-regulation skills, and meta-cognition awareness Scale items. Descriptive statistics, ANOVA, T-Test, and Pearson Correlation analyses were used to analyze the data. While there was no significant difference between students' attitudes towards robotic activities, self-regulation skills, and metacognitive skills according to their education level of mother and father, a statistically significant difference was found between self-regulation skills and grade level. The self-regulation scores of fifth and sixth grade students are significantly higher than those of seventh grade students. Finally, a high positive correlation was found between students' attitudes towards robotic activities and their self-regulation and metacognitive skills.

The present study examines secondary school students&#39; attitudes toward educational media and their role in enhancing teaching and learning. Educational media, encompassing digital tools, audiovisual aids, and online platforms, have become increasingly integral to modern education. The research aims to examine the learning, interest, development, utilisation and wastage of educational media among secondary school students. The sample consisted of 160 participants (73 male and 87 female) aged 13-18 years. A standardised tool on Attitude of Secondary School Students Towards Educational Media, developed by Dr A.K. Lodi and Dr Shabia Subuhi, was used for the study. A simple random sampling technique was employed, and data were collected from government and private schools in Bengaluru rural. The collected data were analysed using both descriptive and inferential statistics. The findings revealed that female students exhibited a positive attitude towards educational media, indicating a high level of learning, interest, development, and utilisation, and showed a standard range of wastage of educational media. The results also suggested that students believe educational media supports better understanding, increases motivation, and facilitates interactive learning. Differences in attitudes were also analysed with respect to demographic variables such as age, gender, type of school, and class of respondents. The study emphasised the importance of effectively integrating educational media into school curricula and recommended teacher training to maximise its benefits in fostering student-centred learning.

Values plays fundamental role in enhancing the personality and social behaviour of individuals. An attempt made to investigate the attitude of secondary school students towards values with reference to selected demographic variables such as gender, locality, parents’ occupation, and standard of study. The study adopted the normative survey method to explore the attitude of students. The sample consisted of 100 secondary school students studying in IX and X standards, including 50 males and 50 female students. The sample was selected using a simple random sampling technique from a government co-educational secondary school. A self-constructed Attitude towards Values Scale consisting of 20 statements based on a five-point Likert format was used to collect data. The responses ranged from strongly disagree to strongly agree. Statistical techniques such as mean, standard deviation, and the independent sample t-test were used for data analysis. The findings revealed that secondary students possess a moderate to high level of attitude towards values. Further analysis indicated that there was no significant difference in students’ attitudes towards values with respect to gender, locality, parents’ occupation, and standard of study. The results highlight the importance of value-based education in strengthening students’ moral awareness and social responsibility. The study suggests that schools should continue to emphasise value education as part of holistic student development.

SFASU (Axe 'em Jacks!) for encouraging me to step out of my comfort zone and leave the state for grad

Introduction: The research conducted across diverse cultures and populations has demonstrated a significant correlation between negative beliefs and thoughts and psychological issues, particularly depression. Method: The current study aimed to evaluate the psychometric properties of the Vietnamese version of the Automatic Thoughts Questionnaire-8 (ATQ-8) in assessing negative automatic thoughts and their impact on depressive symptoms. A convenience sampling method utilizing a cross-sectional descriptive design was employed to recruit 1,066 university students from Northern, Central, and Southern Vietnam. All participants completed the ATQ-8 and the Depression subscale (DASS-21-D) of the Depression, Anxiety, and Stress Scale (DASS-21). The psychometric evaluation was conducted using exploratory and confirmatory factor analyses, along with assessments of internal consistency and demographic comparisons to ensure reliability and validity. Results: The findings from the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) support a one-factor structure for the ATQ-8 (χ²/df = 4.376, GFI = .987, CFI = .993, TLI = .985, RMSEA = .056, PCLOSE = .224). The ATQ-8 demonstrated excellent internal consistency, with a Cronbach's alpha coefficient of .936, and item-total correlation values for all items exceeding .300. The significant differences in mean ATQ-8 scores were observed based on gender, region, and academic performance. The automatic negative thoughts were found to have a substantial effect on depressive symptoms (R² = .598, p &lt; .001), which aligns with Beck's cognitive model of depression. Conclusion: These findings suggest that the Vietnamese ATQ-8 is a valid instrument for evaluating the negative automatic thoughts among university students and shows promise for application in both research and clinical settings.

Determining students' perceptions of problem-solving is an important step to improve their mathematical problem-solving skills. For this reason, the aim of this study was to develop a scale to determine secondary school students’ perceptions of mathematical problem solving. In the study conducted in a basic research model, a scale application, one of the quantitative research methods, was used. The sample of the study consisted of 325 secondary school students. Validity and reliability analyses were made with the data obtained on the sample. Five sub-dimensions of the scale were determined through exploratory factor analysis. Confirmatory factor analyses were performed for these 5 sub-dimensions, and the fit indices were found to range from acceptable to excellent. The explained variance of the “Mathematical Problem-Solving Perception Scale” was 66.15%, and the Cronbach alpha value for the whole scale was .93. It was concluded that the scale would reveal the perception levels of secondary school students towards mathematical problem solving in a valid and reliable way. Keywords: mathematics, perception, problem solving, scale development, secondary school students

Adaptive learning in digital environments involves learners' growth-oriented beliefs and their capacity to reflect on and adjust learning strategies in response to challenge and feedback. However, psychometrically validated instruments specifically designed to assess this adaptive learning orientation among secondary school students remain scarce, particularly in non-Western contexts. This study reports the development and validation of the Technology-Enhanced Adaptive Learning Mindset Scale (TEALMS) using a cross-sectional psychometric design. Participants were 752 Jordanian secondary school students. Exploratory factor analysis and confirmatory factor analysis were conducted to examine the factorial structure. Internal consistency was evaluated using Cronbach's alpha and McDonald's omega, while convergent and discriminant validity were assessed using composite reliability, average variance extracted, and inter-factor correlations. Analyses supported a five-factor model comprising Innovative Integrative Thinking with Learning Technologies, Dynamic Growth Orientation, Cognitive Flexibility, Metacognitive Self-Regulation, and Resilient Adaptation, accounting for 65.22% of the total variance. The first-order model demonstrated acceptable fit (χ²/df = 2.67, CFI = 0.919, RMSEA = 0.067), with strong internal consistency (α = 0.925-0.943; ω = 0.904-0.930) and satisfactory evidence of convergent and discriminant validity. The TEALMS provides a reliable and valid instrument for assessing secondary school students' adaptive learning orientation in technology-enhanced educational contexts. Its contribution lies in offering a context-sensitive measure of growth-oriented and self-regulatory responses to challenge and feedback in digital learning settings.

Objective: The aim of this study was to evaluate the anxiety levels about education, clinical practice and professional development of dental PhD and specialty program students in Turkey during pandemic process. Methods: In this study, a scale consisting of two parts was developed by researchers and an online survey portal was used to reach the participants. The first part included personal information of participants. In the second part, there were 5-point scale items with three sub-dimensions to determine the anxiety levels about COVID-19. Item pool was constructed with 23 scale items. For the construct validity, exploratory factor analysis and confirmatory factor analysis was conducted. After the exploratory factor analysis, 3 items exluded from the scale and it resulted in three-factor structure. According to the theoretical background, factors were called as “clinical practice process”, "education process" and "professional development process". When the items related to the sub-dimensions were examined, it was seen that education process includes 8 items, clinical practice process includes 9 items and professional process includes 3 items. Then, this three-factor structure with 20 items by the way one factor model based on these three subfactors were tested through confirmatory factor analysis and higher order confirmatory factor analysis. After exploratory factor analysis and confirmatory factor analysis, it was concluded that there was enough evidence for the construct validity. For the reliability study Cronbach alfa coefficients and corrected item-total correlations was calculated. It was observed that the Cronbach alpha coefficients for the education process sub-dimension, the clinical practice process sub-dimension and the professional development process sub-dimension were 0.87, 0.86 and 0.70, respectively. The stratified Cronbach alpha coefficient calculated for the overall scale was 0.90. It was referred that the scores obtained from the sub-dimensions of the scale and by the way for general score were reliable. For the corrected item-total correlations, education process sub-dimension was in the range of 0.559-0.661, clinical practice sub-dimension was in the range of 0.407-0.812, and professional development process sub-dimension was in the range of 0.487-0.534. It was concluded that all items were sufficiently distinctive and served its purpose. Moreover the data based on the scale were analyzed with t-test and Kruskal Wallis H test. With the statistically significant results of Kruskal Wallis H test, Mann-Whitney U test were conducted as post hoc. Results: A total of 208 students (156 females, 52 males) participated. There was no significant difference among anxiety levels of the groups in terms of gender and department variables (p &gt;0.05). However, there was statistically significant difference in terms of age and education year. The students with the ages in the interval of 22-24 had significantly lower anxiety levels regarding the clinical practice process (p