Academic cheating has remained prevalent on college campuses over the past half century (e.g., Bolin, 2004; Haines et al., 1986; McCabe et al., 2001; H. Yu, Glanzer, Johnson et al., 2017). One rece...

It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases, which contribute to learning achievement. From a methodological perspective, measuring SRL using think-aloud data has been shown to be more insightful than self-report surveys as it helps better in (...) determining the link between SRL activities and learning achievements. Educational process mining on the basis of think-aloud data enables a deeper understanding and more fine-grained analyses of SRL processes. Although students’ SRL is highly contextualized, there are consistent findings of the link between SRL activities and learning outcomes pointing to some consistency of the processes that support learning. However, past studies have utilized differing approaches which make generalization of findings between studies investigating the unfolding of SRL processes during learning a challenge. In the present study with 29 university students, we measured SRLviaconcurrent think-aloud protocols in a pre-post design using a similar approach from a previous study in an online learning environment during a 45-min learning session, where students learned about three topics and wrote an essay. Results revealed significant learning gain and replication of links between SRL activities and transfer performance, similar to past research. Additionally, temporal structures of successful and less successful students indicated meaningful differences associated with both theoretical assumptions and past research findings. In conclusion, extending prior research by exploring SRL patterns in an online learning setting provides insights to the replicability of previous findings from online learning settings and new findings show that it is important not only to focus on the repertoire of SRL strategies but also on how and when they are used. (shrink)

[MAGA thought process: We must punish evil China for sending this horrible virus that is just the common cold and we don’t need masks but Trump was a hero for wearing one that one time and God bles...

Underestimation of reliability is discussed from the viewpoint of deflation in estimates of reliability caused by artificial systematic technical or mechanical error in the estimates of correlation. Most traditional estimators of reliability embed product–moment correlation coefficient in the form of item–score correlation or principal component or factor loading. PMC is known to be severely affected by several sources of deflation such as the difficulty level of the item and discrepancy of the scales of the variables of interest and, hence, the (...) estimates by Rit and λi are always deflated in the settings related to estimating reliability. As a short-cut to deflation-corrected estimators of reliability, this article suggests a procedure where Rit and λi in the estimators of reliability are replaced by alternative estimators of correlation that are less deflated. These estimators are called deflation-corrected estimators of reliability. Several families of DCERs are proposed and their behavior is studied by using polychoric correlation coefficient, Goodman–Kruskal gamma, and Somers delta as examples of MEC-corrected coefficients of correlation. (shrink)

With right-wing-extremist and -populist parties and movements on the rise throughout the world, the concept of authoritarianism has proven to be particularly valuable to explain the psychological underpinnings of these tendencies. Even though many scales to measure the different dimensions of authoritarianism exist, no short screening instrument has been tested and validated on a large scale so far. The present study examines the psychometric properties of the screening instrument Authoritarianism – Ultrashort in three representative German samples. Using exploratory and confirmatory (...) factor analysis, the A-US demonstrated acceptable internal consistency. Model fit was good and correlations with related constructs indicated convergent validity in both samples. Construct validity was demonstrated using the original version of the scale. The instrument proved to be invariant across sex, employment status, and education, but not across different age groups. Finally, the analyses showed that differences in the A-US are associated with sociodemographic variables. Potential causes and effects of these findings are discussed. Based on these results, the A-US proved to be a valuable and highly efficient tool to screen for authoritarian tendencies. (shrink)

Sense of Agency (SoA) is the subject of growing attention. It corresponds to the capacity to claim authorship over an action, associate specific consequences with a specific action, and it has been claimed to be a key point in the development of consciousness. It can be measured using the Sense of Agency Scale (SoAS), originally proposed by Tapal et al. (2017), who distinguished it into two-factor: Sense of Positive Agency (SoPA) and Sense of Negative Agency (SoNA). This study reports on (...) the first adaptation of the SoAS into another language, French. For this French version of the Sense of Agency Scale (F-SoAS), we analyzed responses from a sample of 517 native French-speakers. Our results indicate that the scale has good psychometric properties. Factor analysis confirm the same two-factor model as Tapal et al. (2017). However, some items were removed due to insufficient loadings with factors, leading to a short version of the scale (7-item). Furthermore, we observed gender differences that are consistent with findings in the literature. Specifically, women report higher SoNA scores and lower SoPA scores than men. We conclude by discussing possible uses and future directions for the scale. (shrink)

The reliability of a test score is discussed from the viewpoint of underestimation of and, specifically, deflation in estimates or reliability. Many widely used estimators are known to underestimate reliability. Empirical cases have shown that estimates by widely used estimators such as alpha, theta, omega, and rho may be deflated by up to 0.60 units of reliability or even more, with certain types of datasets. The reason for this radical deflation lies in the item–score correlation embedded in the estimators: because (...) the estimates by Rit are deflated when the number of categories in scales are far from each other, as is always the case with item and score, the estimates of reliability are deflated as well. A short-cut method to reach estimates closer to the true magnitude, new types of estimators, and deflation-corrected estimators of reliability, are studied in the article. The empirical section is a study on the characteristics of combinations of DCERs formed by different bases for estimators, different alternative estimators of correlation as the linking factor between item and the score variable, and different conditions. Based on the simulation, an initial typology of the families of DCERs is presented: some estimators are better with binary items and some with polytomous items; some are better with small sample sizes and some with larger ones. (shrink)

The aim of this study was to analyze the psychometric properties of the Eating Disorder Inventory (EDI)-3 test to evaluate eating disorders in young Chilean population. Methods: The sample consisted of 1,091 Chilean adolescents and young people (i.e., 476 men and 615 women) between 15 and 28 years old, from the metropolitan region, and four regions from the coast and south-central zone of the country. The reliability and factorial structure of the instrument were analyzed, replicating the confirmatory factor analyses ofBrookings (...) et al. (2020), evaluating four additional models that included bifactor exploratory structural equation modeling (ESEM), bifactor, and two-bifactor. Results: A majority of the subscales presented alphas and omegas equal to or greater than 0.70, with the exception of asceticism (α = 0.543, ω = 0.552) and interpersonal alienation (α = 0.684, ω = 0.695) scales, which are consistent with the values of the Spanish and Mexican non-clinical samples. The best fit indices were obtained by the ESEM two-bifactor model, with twelve specific factors corresponding to the EDI-3 subscales and two general orthogonal factors (i.e., risk subscales and psychological subscales), consistently with the theoretical basis. (shrink)

Current literature has documented the detrimental effects of cyberbullying which include a range of internalising and externalising problems for those involved. Although critical, this research can sometimes ignore social-ecological aspects of a child’s life that can potentially ‘buffer’ the negative psychological effects of such involvement. With this in mind, this cross-sectional investigation of 12-16 year olds [M(SD): 13.5(1) years] in Ireland focused on the role of friendship quality and gender in association with cyberbullying involvement and psychological well-being (N= 2410). The (...) Cyberbullying and Online Aggression Scale was used to measure cyber perpetration and victimisation. A modified version of the Cambridge Friendship Questionnaire was included to investigate peer friendship quality. Finally, the Moods and Feeling Questionnaire and the Strengths and Difficulties Questionnaire were chosen to provide a measurement of psychological well-being. Prevalence rates for various types of cyberbullying roles (cyber bullies, victims and bully/victims) are presented, as well as differences for psychological well-being, friendship quality and cyberbullying involvement. In addition, regression models were used to determine the associations between gender, age, friendship quality and involvement in cyberbullying with psychological well-being. The results are considered in terms of the current literature and directions for future research are suggested. (shrink)

Objective performance measures are vastly used in sport psychology despite their inherent limitations (e.g., unaccounted baseline differences). Founded on the nature of group goals in team sports, we aimed at developing the Perceived Performance in Team Sports Questionnaire (PPTSQ) to capture the team members’ perception of their team’s performance. Accordingly, three dimensions were hypothesized:effort investment, skills execution, andperceived outcome. To measure these dimensions, items were generated to address the players’ perception of their team performance as a whole. Four samples of (...) athletes were used to test the psychometric properties of the PPTSQ: professional (n= 231), collegiate (n= 222), professional—retest (n= 89), and mixed professional–collegiate (n= 139). Exploratory and confirmatory factor analyses were used to estimate construct and content validities. These procedures revealed a better data fit to a two-dimensional model that consists of effort investment and perceived outcome. The reliability analyses for the PPTSQ provide satisfactory evidence that the questionnaire is a reliable measure of perceived performance in team sport. Adequate internal consistency emerged for both dimensions (0.75 < ω < 0.89). Furthermore, a high correlation was obtained for temporal stability. Concurrent validity was addressed by correlating the PPTSQ scores with the Group Environment Questionnaire and the Team Assessment Diagnostic Instrument. Correlational analysis between the PPTSQ and an objective measure of performance was used to test its predictive validity. The correlations strongly support the concurrent and predictive validities of the PPTSQ. We conclude that our perceived performance questionnaire can address various objective measures shortcomings (e.g., considering base-rate biases) resulting in a more meaningful team performance metric. Implication of the PPTSQ for sport psychology research and applied work enhancement are discussed in detail. (shrink)

Authoritative school climate is a relevant and novel construct that improves the academic performance and social-emotional development of students. This study aimed to evaluate the psychometric properties of reliability and validity of the Authoritative School Climate Survey (ASCS) in a sample of Chilean adolescents. A cross-sectional study was carried out, in which 808 students from 12 schools in Chile participated (55.1% men and 44.9% women), with a mean age of 15.94 (SD= 1.32). The results obtained through exploratory and confirmatory factor (...) analyzes ratified the hypothesized structure of two correlated factors. As expected, evidence of criterion validity showed significant relationships between the measures of authoritative school climate and attitude toward institutional authority. This study provides evidence regarding the psychometric quality of the scale to assess authoritative school climate, allowing its use in the Chilean context. (shrink)

School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to examine the psychometric properties of reliability and validity of (...) the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness. (shrink)

Argumentation is considered crucial in numerous disciplines in schools and universities because it constitutes an important proficiency in peoples' daily and professional lives. However, it is unclear whether argumentation is understood and practiced in comparable ways across disciplines. This study consequently examined empirically how students perceive argumentation in science and language lessons. Specifically, we investigated students' beliefs about the relevance of discourse and the role of facts. Data from 3,258 high school students from 85 German secondary schools were analyzed with (...) multigroup multilevel structural equation modeling in order to disentangle whether or not differences in argumentation across disciplines exist and the extent to which variation in students' beliefs can be explained by gender and school track. Results showed that students perceived the role of facts as highly relevant for science lessons, whereas discursive characteristics were considered significantly less important. In turn, discourse played a central role in language lessons, which was believed to require less knowledge of facts. These differences were independent of students' gender. In contrast, school track predicted the differences in beliefs significantly. Our findings lend evidence on the existence of disciplinary school cultures in argumentation that may be the result of differences in teachers' school-track-specific classroom practice and education. Implications in terms of a teacher's role in establishing norms for scientific argumentation as well as the impact of students' beliefs on their learning outcomes are discussed. (shrink)

This paper presents the design and validation process of a set of instruments to evaluate the impact of an informal learning initiative to promote Science, Technology, Engineering, and Mathematics vocations in students, their families, and teachers. The proposed set of instruments, beyond assessing the satisfaction of the public involved, allow collecting data to evaluate the impact in terms of changes in the consideration of the role of women in STEM areas and STEM vocations. The procedure followed to develop the set (...) of instruments consisted of two phases. In the first phase, a preliminary version of the questionnaires was designed based on the objectives of the Girls4STEM initiative, an inclusive project promoting STEM vocations between 6 and 18 years old boys and girls. Five specific questionnaires were designed, one for the families, two for the students and two for the teachers. A refined version of each questionnaire was obtained with evidence of content validity after undergoing an expert judgment process. The second phase was the refinement of the instruments, to ascertain the evidence of reliability and validity so that a final version was derived. In the paper, a high-quality set of good practices focused on promoting diversity and gender equality in the STEM sector are presented from a Higher Education Institution perspective, the University of Valencia. The main contribution of this work is the achievement of a set of instruments, rigorously designed for the evaluation of the implementation and effectiveness of a STEM promoting program, with sufficient validity evidence. Moreover, the proposed instruments can be a reference for the evaluation of other projects aimed at diversifying the STEM sector. (shrink)

We use a cultural psychology approach to examine the relevance of the Health Belief Model for predicting a variety of behaviors that had been recommended by health officials during the initial stages of the COVID-19 lockdown for containing the spread of the virus and not overburdening the health system in Europe. Our study is grounded in the assumption that health behavior is activated based on locally relevant perceptions of threats, susceptibility and benefits in engaging in protective behavior, which requires careful (...) attention to how these perceptions might be structured and activated. We assess the validity of the HBM in two European countries that have been relatively understudied, using simultaneous measurements during acute periods of infection in Romania and Italy. An online questionnaire provided a total of valid answers from both countries. First, to understand individual difference patterns within and across populations, we fit a General Linear Model in which endorsement was predicted by behavior, country, their interaction, and a random effect for participants. Second, we assess the effect of demographics and health beliefs on prevention behaviors by fitting a multi-group path model across countries, in which each behavior was predicted by the observed health belief variables and demographics. Health beliefs showed stronger relationships with the recommended behaviors than demographics. Confirming previously reported relationships, self-efficacy, perceived severity, and perceived benefits were consistently related to the greater adoption of individual behaviors, whereas greater perceived barriers were related to lower adoption of health behaviors. However, we also point to important location specific effects that suggest that local norms shape protective behavior in highly contextualized ways. (shrink)

Background: The Self-Regulation of Eating Behavior Questionnaire is an economical way of assessing an individual's self-regulatory abilities regarding eating behavior. Such scales are needed in the German population; therefore, the purpose of the present study was the translation and validation of a German version of the SREBQ.Method: First, we conducted a pilot study after the translation procedure. Second, we assessed the final scale in a representative sample of the German population and its underlying factor structure. Further, we tested for measurement (...) invariance and evaluated the SREBQ's associations with related scales to explore convergent and discriminant validity. Finally, we considered differences in SREBQ based on sociodemographic variables and provided derived reference scores.Results: Factor analysis revealed deficiencies in the original model. Thus, we shortened the scale based on statistical considerations and the adapted version showed improved fit in Confirmatory Factor Analysis and reliability. We also found evidence for partial strict invariance, which means the measure is equivalent for the tested groups of age and gender. Item and scale psychometric properties of the shortened version were satisfactory. In terms of diagnostic validity, it was shown that individuals with higher body mass index have worse self-regulation of eating behavior than those with lower.Conclusion: In sum, the SREBQ evidenced good validity and reliability and is suitable for application in medical, psychological, and nutritional research. (shrink)