Test Development

Irwing, Paul; Hughes, David J.

doi:10.1002/9781118489772.ch1

Cited by 58 publications

(61 citation statements)

References 81 publications

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“…A weakness of our analysis is that our sample size prevented the use of a more robust test of the internal factor structure of the WHODAS 2.0 such as confirmatory factor analysis (CFA) [ 73 ]. The study’s strengths include the use of standardized methods for the assessment of psychometric properties.…”

Section: Discussionmentioning

confidence: 99%

Psychometric Properties of the Polish Version of the 36-Item WHODAS 2.0 in Patients with Low Back Pain

Ćwirlej-Sozańska

Bejer

Wiśniowska-Szurlej

et al. 2020

IJERPH

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The World Health Organization Disability Assessment Schedule 2.0 (WHODAS 2.0) is considered by the World Health Organization (WHO) to be a useful tool for assessing the functioning and disability of the general population as well as the effectiveness of the applied interventions. Until this study, no data regarding the validity of the 36-item WHODAS 2.0 in chronic low back pain (LBP) in Poland have been explored. This study was conducted on 92 patients suffering from chronic LBP admitted to the rehabilitation ward. The Polish version of the 36-item WHODAS 2.0, the Sf-36 Health Survey (SF-36), the Oswestry Disability Index (ODI), the Hospital Anxiety and Depression Scale (HADS) and the Visual Analogue Scale (VAS) questionnaires were applied to assess patients. The scale score reliability of the entire tool for the study population was very high. The Cronbach’s alpha test result for the entire scale was 0.92. For the overall result of the WHODAS 2.0, the Intraclass Correlation Coefficient (ICC1,2) was 0.928, which confirmed that the scale was consistent over time. The total result and the vast majority of domains of the 36-item WHODAS 2.0 correlated negatively with domains of the SF-36 questionnaire; thus, a higher WHODAS 2.0 score was associated with a lower score on the SF-36 questionnaire. We found that the minimal clinically important difference (MCID) for the total WHODAS 2.0 score in patients after rehabilitation for LBP was 4.87. Overall, the results indicated that the Polish version of the 36-item WHODAS is suitable for assessing health and disability status in patients with LBP.

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Section: Discussionmentioning

confidence: 99%

Psychometric Properties of the Polish Version of the 36-Item WHODAS 2.0 in Patients with Low Back Pain

Ćwirlej-Sozańska

Bejer

Wiśniowska-Szurlej

et al. 2020

IJERPH

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“…Following the Standards for Educational and Psychological Tests [ 41 ], this research has been carried out in two phases [ 42 ] [ 43 ] [ 44 ]: 1) the identification of the dimensions and components of business knowledge in the stage of Compulsory Secondary Education; 2) the development and validation of the scale of business knowledge in adolescence ( Fig 1 ).…”

Section: Methodsmentioning

confidence: 99%

Basic business knowledge scale for secondary education students. Development and validation with Spanish teenagers

2020

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Introduction In the current international context, entrepreneurship education claims a privileged place within educational systems, given that it contributes decisively to innovation and to the set of competences demanded in the new knowledge-based economy. The state of the research in this line highlights the existing formative deficiencies at these basic education levels, despite the fact that numerous initiatives of fostering business culture have already been developed. Among the currently existing gaps, conspicuous by its absence is the lack of instruments capable of efficiently measure the basic business knowledge, needed to progressively constitute a consistent business identity stands out. In this sense, we set ourselves the construction and validation of a basic business knowledge scale for the Secondary Education stage. Methods This study was implemented in two phases. In the first phase, the dimensions and components of the Basic Business Knowledge Scale were identified via a systematic review of the literature following the PRISMA-P protocol and a qualitative study. In the second phase, the scale was developed and validated. On the one hand, a content validation was conducted through interviews of experts and students, studying the content validity (the Content Validity Ratio and the Content Validity Index) and the face validity (Think-aloud protocols). On the other hand, the construct validity was analyzed through an Explanatory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA). Then, the reliability was calculated with the Cronbach Alpha and the test stability with a test-retest. The convergent validity has been validated by the average variance extracted (AVE) and the discriminant validity between constructs was established through the AVE estimated for each construct with the squared interconstruct correlations associated with that factor. The sample was made up of 1440 students (679 girls and 761 boys) from age 11 to 17 (M = 14.6, SD = 1.597). Results The EFA and the CFA showed evidence of a first-order three-factor structure (Knowledge in Business Management (KBM), Legal Knowledge (LK) and Strategic Knowledge (SK)), and a second-order factor, Basic Business Knowledge. In the construct validity two items were eliminated due to their factor loadings being lower than .40. The results of the fit indices contributed acceptable values regarding the proposed model. The three subscales and the scale as a whole revealed a satisfactory internal consistency with Cronbach alphas over .75. The intraclass correlation coefficient (ICC) was above .90, showing an appropriate stability. The convergent validity offers values over .80 in the composite reliability (CR) and the average variance extracted (AVE) is greater than .50. Moreover, in the divergent validity, the values of the square root of the AVE are greater than the correlations with the other constructs. Finally, the Basic Business Knowledge Scale has 18 items. ...

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“…that need to be addressed through future measure development. We would urge interested readers to see the thoughtful critiques and guidance offered by Mestre et al (2016) in their recent review on this subject (see Hughes, 2018 ; Irwing and Hughes, 2018 for guidance concerning measure development).…”

Section: Implications and Future Researchmentioning

confidence: 99%

Putting ‘Emotional Intelligences’ in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences

Hughes

Evans

2018

Front. Psychol.

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Numerous individual differences, models, and measures have been associated with the ‘emotional intelligence’ (EI) label. This paper discusses one of the most pervasive problems regarding EI-related individual differences, namely, the lack of a meaningful theoretical framework. First, drawing upon existing theoretical frameworks, we argue that EI-related characteristics can be considered constituents of existing models of cognitive ability (ability EI), personality (trait EI), and emotion regulation (EI competencies). Second, having differentiated between these perspectives (ability, personality, and emotion regulation), we draw upon existing theory and research to build the Integrated Model of Affect-related Individual Differences (IMAID), which provides an initial mechanistic representation that explains how the different EI-related constructs are likely to interrelate and coalesce to influence affective outcomes. In essence, the IMAID is an integrated mediation model in which emotion regulation mediates the effects of ability EI and affect-related personality traits upon outcomes. Viewing EI-related constructs as interrelated extensions of well-established individual difference frameworks clarifies some pervasive misconceptions regarding EI-related characteristics and provides scholars and practitioners with a clear and useful theoretical framework ripe for exploration. We conclude by using the IMAID to suggest a theoretically driven agenda for future research.

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Test Development

Cited by 58 publications

References 81 publications

Psychometric Properties of the Polish Version of the 36-Item WHODAS 2.0 in Patients with Low Back Pain

Psychometric Properties of the Polish Version of the 36-Item WHODAS 2.0 in Patients with Low Back Pain

Basic business knowledge scale for secondary education students. Development and validation with Spanish teenagers

Putting ‘Emotional Intelligences’ in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences

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