Pub Date : 2024-05-27DOI: 10.1177/07342829241255232
Gordon L. Flett, Taryn Nepon
Converging lines of evidence suggest that a feeling of being cared for and cared about is a key element of the feeling of mattering to other people. In the current article, we summarized theoretical observations and the findings of research investigations that indicate that the feeling of being cared about is central to the mattering construct. We then evaluated the role of feeling cared for in an extended six-item General Mattering Scale (GMS-6). A sample of 276 university students completed the GMS-6 and self-report measures of depression and loneliness. Psychometric tests established that a six-item version has one factor and enhanced internal consistency. Correlational analyses confirmed that mattering is associated negatively with depression and loneliness. Hierarchical regression analyses indicated that the additional focus on feeling cared about predicts unique variance in depression and loneliness beyond the considerable amount of variance predicted by the original GMS. The lack of feeling cared as measured by the GMS-6 was established as especially relevant to loneliness. Our discussion focuses on key directions for future research and for the need for a greater emphasis on caring as part of mattering from a construct validity perspective.
{"title":"When Adding One Questionnaire Item Makes a Difference: Representing the Theme of Feeling Cared About in the Expanded General Mattering Scale (The GMS-6)","authors":"Gordon L. Flett, Taryn Nepon","doi":"10.1177/07342829241255232","DOIUrl":"https://doi.org/10.1177/07342829241255232","url":null,"abstract":"Converging lines of evidence suggest that a feeling of being cared for and cared about is a key element of the feeling of mattering to other people. In the current article, we summarized theoretical observations and the findings of research investigations that indicate that the feeling of being cared about is central to the mattering construct. We then evaluated the role of feeling cared for in an extended six-item General Mattering Scale (GMS-6). A sample of 276 university students completed the GMS-6 and self-report measures of depression and loneliness. Psychometric tests established that a six-item version has one factor and enhanced internal consistency. Correlational analyses confirmed that mattering is associated negatively with depression and loneliness. Hierarchical regression analyses indicated that the additional focus on feeling cared about predicts unique variance in depression and loneliness beyond the considerable amount of variance predicted by the original GMS. The lack of feeling cared as measured by the GMS-6 was established as especially relevant to loneliness. Our discussion focuses on key directions for future research and for the need for a greater emphasis on caring as part of mattering from a construct validity perspective.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"68 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141170979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-07DOI: 10.1177/07342829241249784
Lital Yosopov, Donald H. Saklofske, Martin M. Smith, Gordon L. Flett, Paul L. Hewitt
The current study investigated perfectionism and procrastination from the trait and cognitive perspectives and addressed how they relate to components of a personal orientation toward failure. A sample of 327 undergraduate students completed three perfectionism measures (i.e., Frost Multidimensional Perfectionism Scale, Hewitt–Flett Multidimensional Perfectionism Scale, and Perfectionism Cognitions Inventory), two procrastination measures (i.e., Lay Procrastination Scale and Procrastinatory Cognitions Inventory), and measures of fear of failure and overgeneralizing failure. Correlational analyses showed that the composite trait dimension of perfectionistic concerns and the cognitive dimension of perfectionistic automatic thoughts had modest links with trait procrastination but much stronger links with the cognitive measure of procrastinatory automatic thoughts. All perfectionism and procrastination measures were significantly correlated with fear of failure and overgeneralization of failure. More extensive analyses showed that fear of failure mediated trait and cognitive pathways between perfectionism and procrastination, and the overgeneralization of failure mediated most pathways. Other evidence supported a sequential mediation between perfectionism and procrastination (i.e., fear of failure followed by the overgeneralization of failure). Overall, the results suggest that procrastinating perfectionists have a cognitive hypersensitivity to failure and a potentially debilitating form of perfectionistic reactivity characterized by overgeneralizing failures to the self. The theoretical and practical implications are discussed.
{"title":"Failure Sensitivity in Perfectionism and Procrastination: Fear of Failure and Overgeneralization of Failure as Mediators of Traits and Cognitions","authors":"Lital Yosopov, Donald H. Saklofske, Martin M. Smith, Gordon L. Flett, Paul L. Hewitt","doi":"10.1177/07342829241249784","DOIUrl":"https://doi.org/10.1177/07342829241249784","url":null,"abstract":"The current study investigated perfectionism and procrastination from the trait and cognitive perspectives and addressed how they relate to components of a personal orientation toward failure. A sample of 327 undergraduate students completed three perfectionism measures (i.e., Frost Multidimensional Perfectionism Scale, Hewitt–Flett Multidimensional Perfectionism Scale, and Perfectionism Cognitions Inventory), two procrastination measures (i.e., Lay Procrastination Scale and Procrastinatory Cognitions Inventory), and measures of fear of failure and overgeneralizing failure. Correlational analyses showed that the composite trait dimension of perfectionistic concerns and the cognitive dimension of perfectionistic automatic thoughts had modest links with trait procrastination but much stronger links with the cognitive measure of procrastinatory automatic thoughts. All perfectionism and procrastination measures were significantly correlated with fear of failure and overgeneralization of failure. More extensive analyses showed that fear of failure mediated trait and cognitive pathways between perfectionism and procrastination, and the overgeneralization of failure mediated most pathways. Other evidence supported a sequential mediation between perfectionism and procrastination (i.e., fear of failure followed by the overgeneralization of failure). Overall, the results suggest that procrastinating perfectionists have a cognitive hypersensitivity to failure and a potentially debilitating form of perfectionistic reactivity characterized by overgeneralizing failures to the self. The theoretical and practical implications are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"48 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-26DOI: 10.1177/07342829241249353
Crystal Spring, Andrea Ochoa
This study sought to develop an Academic School Climate Scale measuring students’ perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4–12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three subscales: High Standards, Teacher Support of Student Learning, and Peer Support of Learning. We found scalar invariance by gender and race, and metric invariance by grade band. Correlations of the Academic School Climate Scale with open classroom climate and school climate indicated concurrent validity.
{"title":"Validation of the Academic School Climate Scale for Students","authors":"Crystal Spring, Andrea Ochoa","doi":"10.1177/07342829241249353","DOIUrl":"https://doi.org/10.1177/07342829241249353","url":null,"abstract":"This study sought to develop an Academic School Climate Scale measuring students’ perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4–12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three subscales: High Standards, Teacher Support of Student Learning, and Peer Support of Learning. We found scalar invariance by gender and race, and metric invariance by grade band. Correlations of the Academic School Climate Scale with open classroom climate and school climate indicated concurrent validity.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"29 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140803913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-17DOI: 10.1177/07342829241245460
Gordon L. Flett, Paul L. Hewitt
In the current introductory article, we discuss the importance of balancing the variable-centered research in the perfectionism field with a person-focused approach. We examine the utility of a person-centered approach in assessment, research, and theory and the need to revisit overlooked themes central to understanding people who are extreme perfectionists. Our analysis focuses on addressing the core unaddressed issue of why perfectionists as unique individuals absolutely need to be perfect. We describe measures to assess individual differences in this need to be perfect and themes reflecting the need to be perfect that require investigation. The papers in this third special issue on perfectionism are then introduced and considered as examples of the merits of a broad approach that goes beyond trait perfectionism to also include perfectionistic self-presentation and the cognitive experience of perfectionism. We conclude by examining how certain variable-centered studies described in the current special issue yield insights about perfectionists as people when individuals are considered from a person-focused perspective.
{"title":"Toward Person-Focused Assessment and Understanding the Human Need to Be Perfect: Commentary and Introduction to the Third Special Issue on Perfectionism","authors":"Gordon L. Flett, Paul L. Hewitt","doi":"10.1177/07342829241245460","DOIUrl":"https://doi.org/10.1177/07342829241245460","url":null,"abstract":"In the current introductory article, we discuss the importance of balancing the variable-centered research in the perfectionism field with a person-focused approach. We examine the utility of a person-centered approach in assessment, research, and theory and the need to revisit overlooked themes central to understanding people who are extreme perfectionists. Our analysis focuses on addressing the core unaddressed issue of why perfectionists as unique individuals absolutely need to be perfect. We describe measures to assess individual differences in this need to be perfect and themes reflecting the need to be perfect that require investigation. The papers in this third special issue on perfectionism are then introduced and considered as examples of the merits of a broad approach that goes beyond trait perfectionism to also include perfectionistic self-presentation and the cognitive experience of perfectionism. We conclude by examining how certain variable-centered studies described in the current special issue yield insights about perfectionists as people when individuals are considered from a person-focused perspective.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"49 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140616685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.1177/07342829241244531
Elyas Barabadi, Gordon L. Flett, Paul L. Hewitt, Seyyed Ayatollah Razmjoo, Mohsen Rahmani Tabar, Fatemeh Chasetareh
The current study investigated the associations among trait perfectionism, worry about mistakes, mistake rumination, L2 anxiety, and willingness to communicate in adolescents. A key element was examining the psychometric properties of a new measure of worry about mistakes as well as the Mistake Rumination Scale and the short Child-Adolescent Perfectionism Scale and its two dimensions (i.e., self-oriented and socially prescribed perfectionism). Our participants were 954 Iranian adolescent English learners. Psychometric tests supported the psychometric properties and use of the mistakes and perfectionism measures. Correlation analyses indicated that both trait perfectionism dimensions were associated with mistake rumination and worry about mistakes, and socially prescribed perfectionism was associated with L2 anxiety. However, self-oriented perfectionism was associated with greater willingness to communicate. Further analyses showed that worry about mistakes and mistake rumination mediated the association that socially prescribed perfectionism had with L2 anxiety. The vulnerabilities of adolescent perfectionists are discussed in terms of the approach-avoidance conflict as it relates to worry about mistakes and pressures to be perfect. It is evident that adolescents who are vulnerable must learn cognitive and emotional regulation techniques to effectively manage mistakes and the pressure to be perfect.
{"title":"Trait Perfectionism, L2 Anxiety, and Willingness to Communicate Among Adolescents: Evaluating the Roles of Worrying About Mistakes and Mistake Rumination","authors":"Elyas Barabadi, Gordon L. Flett, Paul L. Hewitt, Seyyed Ayatollah Razmjoo, Mohsen Rahmani Tabar, Fatemeh Chasetareh","doi":"10.1177/07342829241244531","DOIUrl":"https://doi.org/10.1177/07342829241244531","url":null,"abstract":"The current study investigated the associations among trait perfectionism, worry about mistakes, mistake rumination, L2 anxiety, and willingness to communicate in adolescents. A key element was examining the psychometric properties of a new measure of worry about mistakes as well as the Mistake Rumination Scale and the short Child-Adolescent Perfectionism Scale and its two dimensions (i.e., self-oriented and socially prescribed perfectionism). Our participants were 954 Iranian adolescent English learners. Psychometric tests supported the psychometric properties and use of the mistakes and perfectionism measures. Correlation analyses indicated that both trait perfectionism dimensions were associated with mistake rumination and worry about mistakes, and socially prescribed perfectionism was associated with L2 anxiety. However, self-oriented perfectionism was associated with greater willingness to communicate. Further analyses showed that worry about mistakes and mistake rumination mediated the association that socially prescribed perfectionism had with L2 anxiety. The vulnerabilities of adolescent perfectionists are discussed in terms of the approach-avoidance conflict as it relates to worry about mistakes and pressures to be perfect. It is evident that adolescents who are vulnerable must learn cognitive and emotional regulation techniques to effectively manage mistakes and the pressure to be perfect.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"53 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.1177/07342829241244951
Samantha Chen, Donald H. Saklofske, Gordon L. Flett, Paul L. Hewitt
The current research evaluates the Perfectionism Social Disconnection Model (PSDM) by considering the links between measures of trait perfectionism and perfectionistic self-presentation and measures of social support, loneliness, and distress in cross-sectional research. A particular focus is on perfectionism and levels of social support as assessed by the Social Provisions Scale. The current study also uniquely evaluates levels of perfectionism and perfectionistic self-presentation in undergraduate students, medical students, and law students. The results across samples provided evidence that loneliness mediates the link between interpersonal perfectionism and distress in keeping with the predictions of the PSDM. Correlational results found robust links between loneliness and low levels of social support. Moreover, socially prescribed perfectionism and perfectionistic self-presentation were associated negatively with social support, and this was especially evident in terms of the facet tapping the nondisclosure of imperfections. Group comparisons of perfectionism yielded few significant differences in accordance with expectations. Levels of perfectionism tended to be lower among medical students. However, the links between perfectionism and distress were clearly evident among undergraduates, medical students, and law students, thus attesting to the vulnerability of perfectionistic students in general. Overall, the results further confirm the relevance of perfectionism in distress among students and applicability of the PSDM in various types of students.
{"title":"Assessing and Evaluating the Perfectionism Social Disconnection Model: Social Support, Loneliness, and Distress Among Undergraduate, Law, and Medical Students","authors":"Samantha Chen, Donald H. Saklofske, Gordon L. Flett, Paul L. Hewitt","doi":"10.1177/07342829241244951","DOIUrl":"https://doi.org/10.1177/07342829241244951","url":null,"abstract":"The current research evaluates the Perfectionism Social Disconnection Model (PSDM) by considering the links between measures of trait perfectionism and perfectionistic self-presentation and measures of social support, loneliness, and distress in cross-sectional research. A particular focus is on perfectionism and levels of social support as assessed by the Social Provisions Scale. The current study also uniquely evaluates levels of perfectionism and perfectionistic self-presentation in undergraduate students, medical students, and law students. The results across samples provided evidence that loneliness mediates the link between interpersonal perfectionism and distress in keeping with the predictions of the PSDM. Correlational results found robust links between loneliness and low levels of social support. Moreover, socially prescribed perfectionism and perfectionistic self-presentation were associated negatively with social support, and this was especially evident in terms of the facet tapping the nondisclosure of imperfections. Group comparisons of perfectionism yielded few significant differences in accordance with expectations. Levels of perfectionism tended to be lower among medical students. However, the links between perfectionism and distress were clearly evident among undergraduates, medical students, and law students, thus attesting to the vulnerability of perfectionistic students in general. Overall, the results further confirm the relevance of perfectionism in distress among students and applicability of the PSDM in various types of students.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"62 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-05DOI: 10.1177/07342829241245462
Alane Pereira Madalena, Gleidson Diego Lopes Loureto, José Anderson Galdino Santos, Layrtthon Carlos de Oliveira Santos, Gabriel Fortes, Leogildo Alves Freires
We investigated the effects of perceived parenting styles, causal attributions for academic success/failure, and perceived school performance (PSP) on adolescents’ psychological well-being (PWB). Participants were 200 Brazilian adolescents who answered the Parenting Styles & Dimensions Questionnaire, the Psychological Well-Being Scale, and the Rating Scale of Causal Attributions for Academic Success/Failure (RSCA). The results showed that adolescents’ PWB was predicted by authoritative parenting style (APS), internal and controllable attributions (appropriate motivations to cope with academic success/failure; ICASF), and PSP. In addition, we tested a mediation model showing that the ICASF mediated the relationship between APS and PSP, which in turn led to better PWB. These results highlighted the relevance of parenting styles and school-based causal attributions for the understanding of adolescents’ mental health. Our findings can support interventions that enable more effective teaching–learning processes, which are associated with higher levels of mental health for the adolescent population.
{"title":"Psychological Well-Being Among Adolescents: The Role of Parenting Styles, Causal Attributions of Academic Success/Failure, and Perceived School Performance","authors":"Alane Pereira Madalena, Gleidson Diego Lopes Loureto, José Anderson Galdino Santos, Layrtthon Carlos de Oliveira Santos, Gabriel Fortes, Leogildo Alves Freires","doi":"10.1177/07342829241245462","DOIUrl":"https://doi.org/10.1177/07342829241245462","url":null,"abstract":"We investigated the effects of perceived parenting styles, causal attributions for academic success/failure, and perceived school performance (PSP) on adolescents’ psychological well-being (PWB). Participants were 200 Brazilian adolescents who answered the Parenting Styles & Dimensions Questionnaire, the Psychological Well-Being Scale, and the Rating Scale of Causal Attributions for Academic Success/Failure (RSCA). The results showed that adolescents’ PWB was predicted by authoritative parenting style (APS), internal and controllable attributions (appropriate motivations to cope with academic success/failure; ICASF), and PSP. In addition, we tested a mediation model showing that the ICASF mediated the relationship between APS and PSP, which in turn led to better PWB. These results highlighted the relevance of parenting styles and school-based causal attributions for the understanding of adolescents’ mental health. Our findings can support interventions that enable more effective teaching–learning processes, which are associated with higher levels of mental health for the adolescent population.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"43 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-02DOI: 10.1177/07342829241241781
Darmawan Muttaqin
The Vocational Identity Status Assessment (VISA) is one of the instruments that can be used to assess vocational identity. Conceptually, VISA consists of six sub-dimensions and has been validated using factor analysis. This study provides a factor structure test of the Indonesian version of VISA using the exploratory structural equation modeling (ESEM) approach, which integrates both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) approaches. Consequently, this research aims to examine the factor structure and measurement invariance of the Indonesian version of VISA using the ESEM approach. The research findings indicate that the Indonesian version of VISA has a robust factor structure consisting of six sub-dimensions as tested by the ESEM approach. Furthermore, all items of the Indonesian version of VISA have higher factor loadings on their respective sub-dimensions compared to the cross-loadings. Another finding is that the Indonesian version of VISA only satisfies measurement invariance across gender, while it does not satisfy measurement invariance across educational levels. Overall, these findings suggest that the Indonesian version of the VISA can be used to assess the six sub-dimensions of vocational identity in Indonesian samples.
职业认同状况评估（VISA）是可用于评估职业认同的工具之一。从概念上讲，VISA 包括六个子维度，并已通过因子分析进行了验证。本研究采用探索性结构方程建模（ESEM）方法对印尼版 VISA 进行了因子结构检验，该方法综合了探索性因子分析（EFA）和确证性因子分析（CFA）方法。因此，本研究旨在使用 ESEM 方法研究印尼版 VISA 的因子结构和测量不变性。研究结果表明，经 ESEM 方法检验，印尼版 VISA 具有由六个子维度组成的稳健因子结构。此外，与交叉负荷相比，印尼版 VISA 的所有项目在各自子维度上都有较高的因子负荷。另一个发现是，印尼版 VISA 只满足跨性别的测量不变性，而不满足跨教育水平的测量不变性。总之，这些发现表明，印尼版 VISA 可用于评估印尼样本中职业认同的六个子维度。
{"title":"Factor Structure and Measurement Invariance of the Indonesian Version of VISA: An Exploratory Structural Equation Modeling Approach","authors":"Darmawan Muttaqin","doi":"10.1177/07342829241241781","DOIUrl":"https://doi.org/10.1177/07342829241241781","url":null,"abstract":"The Vocational Identity Status Assessment (VISA) is one of the instruments that can be used to assess vocational identity. Conceptually, VISA consists of six sub-dimensions and has been validated using factor analysis. This study provides a factor structure test of the Indonesian version of VISA using the exploratory structural equation modeling (ESEM) approach, which integrates both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) approaches. Consequently, this research aims to examine the factor structure and measurement invariance of the Indonesian version of VISA using the ESEM approach. The research findings indicate that the Indonesian version of VISA has a robust factor structure consisting of six sub-dimensions as tested by the ESEM approach. Furthermore, all items of the Indonesian version of VISA have higher factor loadings on their respective sub-dimensions compared to the cross-loadings. Another finding is that the Indonesian version of VISA only satisfies measurement invariance across gender, while it does not satisfy measurement invariance across educational levels. Overall, these findings suggest that the Indonesian version of the VISA can be used to assess the six sub-dimensions of vocational identity in Indonesian samples.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"5 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-28DOI: 10.1177/07342829241240167
HyeSun Lee, Melissa Soenke
Cultural mismatch theory of inequality and associated research indicates that a mismatch between independent cultural norms of institutions of higher education and students’ interdependent backgrounds account for disparities in academic achievement for students from historically underrepresented groups. Despite growing interest in interventions to reduce cultural mismatch, there was not yet a comprehensive measure of cultural match. We developed and validated the Cultural Match Scale (CMS) composed of 24 Likert-scale items. The CMS measures Navigation of Institutional Culture, Connection to Community, and Connection to Institutional Values. Data from 858 participants were utilized to obtain validity and reliability evidence. Three factors with a general method factor for all negatively worded items showed the best fit. Consistent with the prior findings, relationships with four criterion measures showed medium to large magnitudes of correlations. Reliability was acceptable to excellent levels. The use of the CSM was discussed along with the needs for future research.
{"title":"Development and Initial Validation of the Cultural Match Scale for Higher Education Settings","authors":"HyeSun Lee, Melissa Soenke","doi":"10.1177/07342829241240167","DOIUrl":"https://doi.org/10.1177/07342829241240167","url":null,"abstract":"Cultural mismatch theory of inequality and associated research indicates that a mismatch between independent cultural norms of institutions of higher education and students’ interdependent backgrounds account for disparities in academic achievement for students from historically underrepresented groups. Despite growing interest in interventions to reduce cultural mismatch, there was not yet a comprehensive measure of cultural match. We developed and validated the Cultural Match Scale (CMS) composed of 24 Likert-scale items. The CMS measures Navigation of Institutional Culture, Connection to Community, and Connection to Institutional Values. Data from 858 participants were utilized to obtain validity and reliability evidence. Three factors with a general method factor for all negatively worded items showed the best fit. Consistent with the prior findings, relationships with four criterion measures showed medium to large magnitudes of correlations. Reliability was acceptable to excellent levels. The use of the CSM was discussed along with the needs for future research.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"119 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140585735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1177/07342829241240901
Dries De Weerdt, Mathea Simons, Elke Struyf
Student engagement is a central construct in education research, as it is a strong predictor and/or mediator of both cognitive and non-cognitive student outcomes. However, there remain questions among researchers about how to properly measure student engagement during lessons. Our study contributes to this discussion by presenting the development and validation of a theoretically grounded questionnaire of students’ lesson engagement, which is based on an experience sampling methodology. To validate this questionnaire, we issued it to 410 fifth- and sixth-grade students (10–12 years old). The results of both an exploratory and multilevel confirmatory factor analysis approved construct validity of the measure. Adequate within-person variability across time points was also found, which makes the questionnaire suitable for capturing fluctuations over time. Furthermore, partial scalar measurement invariance for questionnaire administration across time points and between fifth- and sixth-grade students was found.
{"title":"Measuring Student Engagement in Lessons Using an Experience Sampling Methodology: The Development and Validation of the Dynamic Engagement With Learning Questionnaire","authors":"Dries De Weerdt, Mathea Simons, Elke Struyf","doi":"10.1177/07342829241240901","DOIUrl":"https://doi.org/10.1177/07342829241240901","url":null,"abstract":"Student engagement is a central construct in education research, as it is a strong predictor and/or mediator of both cognitive and non-cognitive student outcomes. However, there remain questions among researchers about how to properly measure student engagement during lessons. Our study contributes to this discussion by presenting the development and validation of a theoretically grounded questionnaire of students’ lesson engagement, which is based on an experience sampling methodology. To validate this questionnaire, we issued it to 410 fifth- and sixth-grade students (10–12 years old). The results of both an exploratory and multilevel confirmatory factor analysis approved construct validity of the measure. Adequate within-person variability across time points was also found, which makes the questionnaire suitable for capturing fluctuations over time. Furthermore, partial scalar measurement invariance for questionnaire administration across time points and between fifth- and sixth-grade students was found.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"5 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140299129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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