Test anxiety in online exams: scale development and validity

One of the scales most used to measure quickly and easily eHealth Literacy is the eHealth Literacy Scale (eHEALS); however, there was no validation of this scale in Spanish. Therefore, the aim of this study was to adapt and validate the eHealth Literacy Scale (eHEALS) to the Spanish context. Spanish translation of the scale eHEALS was administered along with other scales to measure some indicators of psychological well-being (self-esteem, subjective vitality and life satisfaction). A sample of 447 university students aged between 18 and 45 years was selected. An exploratory factor analysis, confirmatory factor analysis, analysis of invariance, reliability, temporal stability and bivariate correlations were performed. Exploratory factor analysis revealed a monofactorial structure that explained 52.55% of variance, with high factor loadings of the items. Reliability of 0.87 and test-retest correlation of 0.78 was obtained. The confirmatory factor analysis showed appropriate adjustments indices: χ2=66.60; p=0.00; χ2/ df=4.44; comparative fit index=0.97; incremental fit index=0.97; tucker lewis index=0.94; root mean square of approximattion =0.08; standardized root mean square residual=0.05. The questionnaire was invariant by gender. Regarding the criterion validity, a statistically significant and positive correlations between 0.12 and 0.16 with three indicators of psychological wellbeing was obtained (self-esteem, subjective vitality and life satisfaction). The spanish version of the eHEALS tested in this work has shown to be a valid and reliable scale to measure eHealth competence in university students.

<p style="text-align:justify">Knowledge-based economy is an economic model students need to be prepared for a future economic model that uses knowledge as its main resource. Therefore, this study developed and validated instruments for constructing knowledge-based economy readiness among undergraduate students. This study used an online questionnaire with 120 respondents of economic education students in educational universities in East Java, Indonesia, for exploratory factor analysis and 417 respondents for confirmatory factor analysis. Then, statistical analysis was conducted using exploratory factor analysis in SPSS and confirmatory factor analysis in AMOS. This study first developed five factors of knowledge of economics, readiness for economic challenges, readiness for education, readiness for infrastructure, and readiness for innovation, consisting of 27 items. However, one item was removed because the loading factor was below .50. Consequently, 26 items were retained because the loading factor was significantly greater than .50. The Cronbach's alpha value for each item of the knowledge-based economy readiness construct was >.60 and met all goodness of fit index criteria, which means that it meets the requirements and can measure the construct of knowledge-based economy readiness. Since this study meets the validity and reliability requirements of the constructs leading to knowledge-based economy readiness, these results will help students prepare for the current and future knowledge-based economy. They can be used in developing economic education curricula in higher education.</p>

This study aims to develop a valid and reliable measurement tool that can be used to determine university students' approaches to distance education during the Covid-19 pandemic process. For this purpose, a questionnaire study was applied to 1636 students studying at Sivas Cumhuriyet University. Explanatory factor analysis was applied to 1285 of the students and confirmatory factor analysis was applied to 351 of them. According to the results of the analysis, a 17-item, 3-factor structure with factor loading values between 0.653 and 0.842 was determined. The reliability coefficient of the scale was found as 0.941 and the subscales were also found 0.927, 0.864, 0.839 respectively. According to the Confirmatory Factor Analysis results, all fit indices were found to have valid values. As a result, it has been determined that the proposed Distance Education scale is a valid and reliable scale to determine the approaches of university students to distance education.

ObjectivesThe aim of this study was to assess the reliability and validity of the Turkish version of the Individual-Level Abortion Stigma Scale.SettingThree hospitals affiliated to Public Hospitals Union General Secretariat...

Development and validation of the metaverse perception scale for nursing students

Bu çalışmanın amacı, sınıf öğretmenlerinin tam gün öğretime yönelik tutumlarını ortaya koymaya yönelik bir ölçek geliştirmedir. Bu amaç doğrultusunda oluşturulan taslak ölçek maddeleri, alan uzmanları, ölçme ve değerlendirme uzmanları ve Türk Dili uzmanlarının görüşlerine sunulmuştur. Oluşturulan 29 maddelik taslak ölçek, 226 sınıf öğretmenine uygulanmış ve uygulamadan elde edilen veriler üzerinden güvenirlik ve geçerlik çalışmaları gerçekleştirilmiştir. Ölçeğin yapısına karar vermek için gerçekleştirilen Açımlayıcı faktör analizi sonucu 26 maddelik tek faktörlü bir yapı elde edilmiştir. Tek faktörün açıkladığı toplam varyans % 71.55’dir. Daha sonra açımlayıcı faktör analizi ile ortaya konulan yapıyı farklı bir örneklemde test etmek için doğrulayıcı faktör analizi yapılmıştır. Doğrulayıcı faktör analizi çalışması 138 sınıf öğretmeninden ede edilen verilere uygulanmıştır. Doğrulayıcı faktör analizi sonuçlarına göre bütün faktörlerin yükleri istatistiksel olarak anlamlı bulunmuştur (p

Exam anxiety is a prevalent concern among university students. Various barriers—including fear of stigmatization, economic costs, and long waiting lists—prevent students from seeking psychological support. Internet-based interventions can help overcome these barriers, facilitating students’ access to support programs. Eye movement desensitization and reprocessing (EMDR) Flash intervention is an innovative technique that can yield effects in a relatively short period and allows individuals to benefit without experiencing intense emotional burden. This protocol presents the design of a randomized controlled trial that will evaluate the effects of an internet-based intervention based on the EMDR Flash technique on university students’ exam anxiety and psychological well-being, as well as assess participants’ user experiences. Participants will be randomly assigned to the intervention group ( n = 84) or the control group ( n = 84). Those in the experimental group will receive a 6-session internet-based intervention, whereas participants in the control group will not receive any intervention. In both groups, pretest, posttest, and follow-up assessments will be administered. Primary analyses will be conducted using linear mixed-effects models to examine group, time, and group × time interaction effects across pretest, posttest, and follow-up assessments, while descriptive statistics and independent-samples tests will be used for preliminary analyses. Semistructured interviews will then be conducted to explore the effectiveness, usability, and user experiences of the program. This study has the potential to generate evidence regarding the effectiveness of an unguided internet-based intervention based on the EMDR Flash technique for managing exam anxiety among university students. If effective, Sky-Flash can make a novel contribution to literature and provide accessible, low-cost, innovative support for students.

The purpose of this study is to identify employability skills among aspiring engineering graduates and develop measurement scale to assess their skill sets. This research has been conducted in two phases: Phase 1 covers the scale development process and Phase 2 covers exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and validation. The findings of EFA resulted in ten factors of employability. Subsequently, CFA identified nine different factors: leadership, critical thinking, numeracy, sociability, using technology, planning and organizing, problem-solving, teamwork, and emotional intelligence skills. The values of CFA met the acceptance level of different fit indices and thus, resulted in a good model fit. Further, the internal consistency of the total scale yielded Cronbach's alpha value (α = 0.82). The threshold values of CR, AVE, and MSV also met the required criteria. Thus, it received a valid and reliable 26-item measurement scale of employability which can prove to be useful for academia, students, and employers in computer science and information technology.

Extended Abstract Purpose: Quality of college life (QCL) concept refers to overall feelings of satisfaction a student experiences with life at the college and based on bottom-up spillover theory. Quality of College Life (QCL) Measure which was developed by Sirgy et al. (2007) has been found valid and reliable across many different countries such as Korea (Yu and Lee, 2008), Germany, Italy, Lebanon and Mexico (Sirgy et al. 2010) with different student and university profiles. The purpose of this study is to adapt the Quality of College Life (QCL) to Turkish university students and to present the validity and reliability of the scale. Method: The Turkish form of the QCL Measure was administered to university students for the validity and reliability analysis after examining equivalency between English and Turkish versions. The universe of the study is Akdeniz University students. Applicable data has been obtained from 1.297 students from 13 different education units (e.g. faculty, vocational school, etc.) in campus area. Survey instrument consist of 3 dimensions, 17 sub dimensions and 70 items. Respondents answer the questions on a 5-point Likert type scale varying from “very dissatisfied 1â€? to “very satisfied 5â€?. In order to examine the validity and reliability properties of the measure exploratory factor analysis, Cronbach alpha correlation coefficients, item-total correlation, convergent – discriminant, and concurrent validity were used. Findings: The Cronbach's alpha coefficients are calculated to find the reliability value of the measure. All the three dimensions have a Cronbach alfa value between 0.701 and 0.947. These are above the acceptable lower limit (0.70). Only academic reputation sub dimension's Cronbach alfa value is 0.625 which consist of two items. All of the item-total corelation values are between 0.283 and 0.903. These are above the acceptable lower limit (0.25). Reliability findings indicates the QCL Measure is a reliable construct. KMO and Bartlett test are done to see if the Quality of College Life Measure is suitable for exploratory factor analysis. The result of KMO test is found to be significant at 0.853, 0.868, 0.870 levels for three dimensions. Barlett sphericity is found to be significant at (p<0.01) level, and it is concluded that exploratory factory analyisis can be applied to the data. In the exploratory factor analysis principle component analysis method and varimax technique which is one of the orthogonal rotations is used. Three factors are obtained with the factor analysis. The first explaines the 56.62%, the second explains the 71.60%, and the third explains 63.21% of the scale. Convergent – discriminant, and concurrent validity findings are also indicate that QCL Measure is a valid construct. Results and Suggestions: Only Og6 item deleted from the scale because of low values of exploratory factor analysis. Also security services and classroom environment sub dimensions split half , eventually there are 19 sub dimensions. It is thought that different education circumstances and environment are the causes. It is conculed that Turkish version of the Quality of College Life (QCL) of Students Measure is valid and reliable for Turkish university students. Key words: Quality of College Life (QCL), Scale Adaptation, College Students.

The objective of the present study was to draw up a Spanish adaptation for university students of the School Burnout Inventory (SBI) 9-item scale. This entailed a double adaptation, on the one hand from English into Spanish and then from secondary school students to university students. The scale was applied to 578 university students (25.7% men; 74.3% women) from different regions in Spain. The findings indicate that the University students-SBI has the same structure as the original version in English for secondary school students. This was confirmed by factor analysis that pointed to the existence of three factors: Exhaustion, Cynicism and Inadequacy. Furthermore, the three subscales showed acceptable reliability (between .77 and .70) In addition to this, indications of validity were found using eighteen external correlates and seven contrast scales. Finally the SBI-U constitutes a potentially useful instrument for evaluating academic burnout in university students.

Purpose: This study aims to develop and validate a scale to determine university students' attitudes toward assessment and evaluation in online exams. Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the scale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students' performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.

Match analysis is a method used to evaluate and improve teams' game understanding, tactical structure, and individual-based player performances. Today, with match analysis methods, coaches can make detailed analyzes of both their own teams, rival teams and individual athletes. This present study aims to develop a scale for match analysis. Within the scope of this objective, an item pool consisting of 51 items was created by the researchers, and a 47-item scale was drafted by excluding 4 items in line with expert opinions. Explanatory and confirmatory factor analyses, internal consistency analysis and test-retest reliability methods were used for statistical purposes. As a result of the exploratory factor analysis, a measurement structure was obtained consisting of 4 sub-scales and a total of 22 items. The fit indices of the scale were evaluated within the relevant reference range. The reliability of the scale was examined by test-retest method and internal consistency analysis. As a result, the stability coefficient of the scale was calculated as 0.792 and the Cronbach Alpha internal consistency coefficient as 0.911. Internal consistency analysis results showed that the items had high reliability. The current scale has a 7-point Likert-type rating. There are negative items in the scale. In this context, these items should be reversed when scoring. It was concluded that the scale developed is a reliable and valid measurement tool.

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

The purpose of this study was to investigate the structural relationship model of health concern, recreation specialization and smart phone convergence phenomenon in university students’ outdoor sports participation. To achieve the goal of this study, a total 193surveys collected from university in Seoul, Kyuggi, Chung-Chang, and Kangwoon areas were utilized for analyzing. frequency analysis, exploratory factor analysis, reliability analysis, confirmatory factor analysis, correlation analysis and structural equating modeling were conducted using SPSS 18.0 and AMOS 18.0. Main findings were as follows: First, health concern had not effect on perceived recreation specialization. Second, smart phone convergence phenomenon(education and information) mediated the relationship between health concern and recreation specialization. and smart phone convergence phenomenon(communication) mediated the relationship between health concern and recreation specialization. but smart phone convergence phenomenon( composite multimedia) not mediated the relationship between health concern and recreation specialization.

This study investigated the reliability and factorial validity of General Anxiety Disorder-7 (GAD-7) in the context of university students in Bangladesh. The research aimed to assess whether the original one-dimensional model or a model containing both somatic and cognitive-emotional factors is appropriate. A repeated cross-sectional survey design based on convenience sampling was used to collect data from 677 university students. The factor structure of the GAD-7 was assessed by exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), and its convergent validity was determined by investigating its correlations with Patient Health Questionnaire-9 (PHQ-9) and Patient Health Questionnaire Anxiety-Depression Scale (PHQ-ADS). Results showed excellent reliability of GAD-7 as measured by Cronbach’s α. CFA suggested that a modified one-factor model is appropriate for the sample. This model provided high values of comparative fit index (CFI), goodness of fit index (GFI), and Tucker Lewis Index (TLI), low value of standardized root mean square residual (SRMR) and a non-significant root mean square error of approximation (RMSEA). Correlation between GAD-7 and PHQ-9 was 0.751 and 0.934 between GAD-7 and PHQ-ADS. Overall, the study provided support for modified unidimensional structure for GAD-7 and showed high internal consistency along with good convergent validity.