Validation of the group tasks uncertainty model (MITAG) in a German sample

Leuteritz, Jan-Paul; Navarro, José; Berger, Rita

doi:10.1371/journal.pone.0224485

Cited by 3 publications

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the AVE of the EM_AT was 0.33, which indicated that about 67 percent of the variance of the EM_AT's items was due to the measurement error instead of be captured by the EM_AT itself (Fornell & Larcker, 1981). Since the unacceptable AVE of the EM_AT was 0.33, we may conclude that the convergent validity of the EM_AT was adequate based only on its CR of 0.745 (Fornell & Larcker, 1981;Malhotra, 2020; previous studies e.g., Leuteritz et al, 2019;Bittencourt et al, 2021).…”

Section: B) Phi Coefficient Of Inter-dimension Correlationmentioning

confidence: 77%

Psychometric Properties of the Indonesian Adaptation of the Entrepreneurial Mindset Scale

Bernardus

Murwani

Aji

et al. 2022

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

The study aims to verify the validity and reliability of the entrepreneurial mindset scale in the Indonesian context (i.e., the adapted EM scale). The respondents were 302 undergraduate students who have already enrolled in the entrepreneurship course. In order to achieve the aim of study, a scale development procedure was conducted, including item generation, exploratory factor analysis, and confirmatory factor analysis. Item generation was successful in generating the preliminary items of the entrepreneurial mindset scale, whereas exploratory factor analysis was also successful in purifying those preliminary items. Furthermore, confirmatory factor analysis was successful in verifying the convergent validity and the composite reliability of the adapted EM scale. The adapted EM scale was a parsimonious measurement model, and therefore it could be useful for measuring the entrepreneurial mindset of undergraduate students in Indonesia. Future studies are recommended to refine the adapted EM scale: (1) by verifying it among students from other universities, (2) by using two different samples, in which one sample is for exploratory factor analysis and the other one is for confirmatory factor analysis, and (3) by testing the measurement invariance across groups (e.g., gender, age, and origin of university). Received: 7 October 2021 / Accepted: 3 March 2022 / Published: 5 May 2022

show abstract

Section: B) Phi Coefficient Of Inter-dimension Correlationmentioning

confidence: 77%

Psychometric Properties of the Indonesian Adaptation of the Entrepreneurial Mindset Scale

Bernardus

Murwani

Aji

et al. 2022

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

show abstract

“…According to Fornell and Larcker [ 78 ], discriminant validity is fulfilled when " each concept's AVE is greater than the squared correlation of the construct with any other construct ". Discriminant validity at item level is additional proved when MSV < AVE [ 79 ]. Therefore, it was explored whether the square root of the AVE of each variable was higher than the inter-factor correlations to test the discriminant validity [ 77 ].…”

Section: Methodsmentioning

confidence: 99%

Digital technology adoption scale in the blended learning context in higher education: Development, validation and testing of a specific tool

Lazar

Pânişoară

2020

PLoS ONE

View full text Add to dashboard Cite

The main aim of the present study was to develop, validate and test an extended Technology Acceptance Model (TAM) that contributes to the overall understanding of students' intention to use digital tools in a blended learning context of higher education. The external bidimensional factor of familiarity with digital tools, which is not usually explained by the TAM, was included, and evaluated. Following a four-stage scale development technique, a seven-dimensional 25-item survey was developed, which includes two external correlated variables: familiarity with high-tech digital tools and familiarity with traditional digital tools, two mediator variables-computer anxiety, and perceived barriers, and three response variables, perceived usefulness, perceived ease of use and intention to use. The initial version of the survey was administered on 250 undergraduate students. Next, for another sample of 206 students, latent dimensions of the survey were tested using exploratory factor analysis. The structure of the survey was validated in two other subsequent stages with one sample of 262 responses of undergraduates and one of 310 responses of master's students from two different universities. All students who agreed to participate in research attended blended learning. The validity, reliability and invariance of the instrument were established by psychometric analyses. Collected data indicated that the survey has an adequate multifactorial structure that is reliable and invariant across degree levels. The scale is recommended for use in higher education studies targeting the promotion of blended learning and reduction of negative attitudes of learners toward digital instruments, supporting university professors to select their own efficient way to teach.

show abstract

Trialability and Purposefulness: Their Role Towards Google Classroom Acceptance Following Educational Policy

Oluyinka¹,

Cusipag²

2021

AIP

View full text Add to dashboard Cite

With the COVID-19 pandemic experiences of Filipino students, the face-to-face mode of instruction in the classroom has been phased out in exchange for online learning platforms such as Google Classroom among some K-12 learners. As advised by the Commission on Higher Education (CHED), most colleges and universities had to try available LMS; hence, this research study aimed to investigate the role of trialability and purposefulness toward Google Classroom acceptance among tertiary institutions following the educational policy of CHED. The researchers came up with eight hypotheses. Among these suggested that purposefulness may influence educational policy and acceptance of Google classroom. Trialability of GCR may influence educational policy and technical access. One thousand sixty-six (1066) respondents from six public higher institutions of learning were given online questionnaires; however, only 913 users were considered for the structural equation modeling and indirect effect of the suggested factors in this study. Using SmartPLS 3.0 version, the findings revealed that except for the hypothesis on institutional willingness (p< 0.054), all the hypotheses were highly supported at p < 0.00 to p< 0.005 level of significance. Thus, this study proves that Google Classroom is an appropriate platform for colleges and universities. Trialability and purposefulness are two great factors that contributed to the acceptance and adoption of Google Classroom in higher institutions of learning. Future researchers are therefore encouraged to replicate this study and validate the findings since the use of Google Classroom is relatively new among Filipino teachers and learners.

show abstract

Validation of the group tasks uncertainty model (MITAG) in a German sample

Cited by 3 publications

References 25 publications

Psychometric Properties of the Indonesian Adaptation of the Entrepreneurial Mindset Scale

Psychometric Properties of the Indonesian Adaptation of the Entrepreneurial Mindset Scale

Digital technology adoption scale in the blended learning context in higher education: Development, validation and testing of a specific tool

Trialability and Purposefulness: Their Role Towards Google Classroom Acceptance Following Educational Policy

Contact Info

Product

Resources

About