Search Results (30)

Robust measurement of entrepreneurial competencies (ECs) is crucial for entrepreneurship education, yet their internal structure remains theoretically contested and empirically underexamined. This study examined whether the four-factor Entrepreneurial Career Competency Instrument (ECCI) exhibits a hierarchical (bifactor) structure among South African entrepreneurs. Using two non-probability samples (N = 1305; N = 280), we analysed competing models, including a bifactor exploratory structural equation model (ESEM). The selected 56-item bifactor ESEM solution was examined for conceptual replicability in the smaller sample using Bayesian structural equation modelling (BSEM) with informative priors and sensitivity analyses to address small-sample uncertainty. Our findings revealed a theoretically supported hierarchical structure with a strong general factor and distinct specific factors: entrepreneurial career mindset, innovativeness, motivation, and implementation, enhancing the interpretation of scores. This study guides ECCI usage by suggesting total scores for broad assessments and domain scores for diagnostic feedback. Methodologically, the findings demonstrate that combining frequentist and Bayesian approaches across samples strengthened structural validity and provided insights into evaluating imprecise responses to self-report measures and addressing sampling constraints. Overall, this work contributes a robust structural model of the ECCI and enriches the EC literature, serving as a framework for refining, testing and applying attribute-based EC measures in diverse contexts. Full article

Examinations are central to higher education, yet students consistently describe them as detrimental to well-being. Drawing on self-determination theory (SDT), we conducted three studies to examine whether multiple-choice examinations could be redesigned to satisfy students’ basic psychological needs (BPNs) and support well-being. In Study 1 (n = 400), we developed and validated the Basic Psychological Need Satisfaction and Frustration Scale for Classroom Assessment (BPNSF-CA). Using bifactor exploratory structural equation modeling (bifactor ESEM), results supported a well-defined single global need fulfillment factor (G-factor) alongside six specific factors (autonomy support/frustration, competence support/frustration, relatedness support/frustration) as well as evidence of validity. In Study 2 (n = 387), we conducted a randomized experiment with three versions of a multiple-choice exam serving as the independent variable (flawed items, high-quality items, and high-quality + need-supportive features). Results showed that high-quality items improved performance, while only the addition of need-supportive features satisfied BPNs with differential patterns for the single G-factor and S-factors. In Study 3 (n = 101), we applied the intervention in a real classroom and tested the mediational role of BPN satisfaction. Results showed that redesigned exams (high-quality + need-supportive features) significantly enhanced perceptions of fairness and success via BPNs. We conclude with a discussion of all three studies, including implications and limitations. Full article

Background: Rural healthcare providers encounter multifaceted barriers including geographic isolation, resource limitations, and provider shortages that impede optimal patient care delivery. The Barriers Experienced in Providing Healthcare Instrument (BTCPI) was designed to assess provider challenges; however, concerns regarding its psychometric properties necessitated comprehensive validation. The primary purpose of the study was to evaluate the structural validity of the instrument using confirmatory factor analysis with a sample of Idaho healthcare professionals. Because the model failed to meet criteria, the study identified a more parsimonious model that then underwent multi-group invariance testing. Methods: A survey consisting of a modified Barriers to Providing Optimal Healthcare instrument and a demographic questionnaire was distributed to Idaho healthcare providers across 22 clinical sites in the state. The structural validity of the modified 41-item, 9-factor instrument was assessed using confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and exploratory factor analysis (EFA). Multi-group invariance testing was also conducted to assess measurement equivalence across provider profession, practice setting (rural vs. urban), and years of experience. Results: A total of 373 healthcare providers completed the survey and were used for analysis. The proposed BTCPI model did not meet model fit criteria. An ESEM analysis was conducted and identified a 9-factor, 14-item model. However, due to fit concerns, an exploratory factor analysis was subsequently conducted and identified the 4-factor, 12-item (BPOC-12) that also met invariance criteria across groups. A group mean and variance differences were found between nurses and primary care providers as well as between rural and urban practitioners on several barrier factors. Conclusions: The BTCPI did not meet model fit criteria. Subsequent model refinement resulted in the BPOC-12, which had preliminary psychometric validity. Although the refined model offered a more condensed and preliminarily valid psychometric framework, future research should be done to assess this model. Future research should also collect responses from different healthcare professions to enhance its applicability. Full article

Background: Interactions between healthcare professionals and medical technology companies on social media are central to understanding how variations in knowledge spillover and innovation performance vary. Aim: This study investigates how social media facilitates knowledge exchange between these two stakeholder groups in Austria, drawing on a cross-sectional online survey of 97 participants (45 healthcare professionals and 52 medical technology company representatives). Data were analyzed using Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and independent-samples t-tests. The comparative approach enabled the identification of structural differences across stakeholder groups and regions within Austria. Methodology: The study adopts a comparative analysis framework to explore geographic differences within Austria and to examine how social media interaction strengthens dense and strong network ties between healthcare professionals and medical technology companies, thereby enhancing information-processing capabilities. Results: The findings underscore the pivotal role of social media in bridging geographic boundaries, fostering dense and strong network ties, and enhancing information-processing capacities. Conclusions: This study advances the understanding of how digital interaction mechanisms shape knowledge exchange and innovation performance in healthcare outcomes. Practical Implications: The findings suggest that social media promotes stronger professional relationships and deeper customer engagement. The results may assist policymakers and industry leaders aiming to design effective digital strategies for innovation and improved healthcare outcomes. Full article

Background: Low back pain (LBP) profoundly impacts daily life, requiring assessment tools that capture its complex effects on the body and mind. This study explores a measurement tool designed to assess LBP disability, testing whether Exploratory Structural Equation Modeling (ESEM) better reveals its multidimensional nature compared to Confirmatory Factor Analysis (CFA). Methods: We analyzed data from 266 LBP patients using CFA and ESEM. The tool, developed from the items from existing scales, included 99 questions on body functions, activities, and participation. Using Mplus 8 software, we compared model fit and item connections. Results: Two main factors; “Body Functions” and “Activity-Participation” identified by CFA were tested using ESEM. While ESEM had slightly better fit compared to CFA model, many items linked across both factors which shows how pain and emotions overlap with daily activities. These results align with the International Classification of Functioning, Disability and Health (ICF) and reflect LBP’s broad impact. Conclusions: ESEM offers a broader understanding of LBP’s multidimensional nature compared with CFA, guiding clinicians to create a holistic management approach that address physical and psychosocial challenges. This preliminary study supports the use of ESEM in disability research, demonstrating its usefulness in identifying the multifaceted nature of LBP, therefore providing a broader perspective for assessment and management. Full article

Exploratory structural equation modeling (ESEM) allows items to cross-load on nontarget factors and provides flexibility in modeling multidimensional survey data. However, this flexibility comes at the cost of increased model complexity due to the estimation of a significantly greater number of parameters than conventional SEM. This study systematically evaluated the model fit indices in ESEM through a Monte Carlo simulation. Design factors included model complexity,atent factor correlations, magnitudes and percentages of major cross-loadings, and sample sizes. Results showed that both the number ofatent factors m and the item–factor ratio p/m had distinct impacts on rejection rates, particularly in underspecified models. Among the fit measures, ${\chi }^2$ tests and Mc demonstrated high power for detecting misspecification while, in general, elevating false positives. CFI and TLI provided a more balanced trade-off between false- and true-positive rates. When evaluating ESEM, it is important to consider multiple fit indices and justify the cutoff criteria across models with different factor structures. Full article

This study examined the psychometric properties of the Family Empowerment Scale (FES) among Latinx parents of children with intellectual and developmental disabilities (IDDs), a population historically underrepresented in empowerment research. Given the cultural and contextual factors that may shape empowerment experiences, Exploratory Structural Equation Modeling (ESEM) was utilized to assess the scale’s structural validity. ESEM supports a four-factor model that aligns with, but also refines, the original structure of the FES. The lack of loading for several items indicates the need for revisions that better reflect the lived experiences of Latinx parents. ESEM provided a more nuanced view of the scale’s dimensional structure, reinforcing the value of culturally informed psychometric evaluation. These results underscore the importance of validating empowerment measures within diverse populations to inform equitable family-centered practices. Full article

Nomophobia is a multifaceted phenomenon characterized by fear and anxiety when individuals feel disconnected from their technological environment. Its assessment remains difficult due to limited tools and lack of empirically supported cut-off points. This study aimed to contribute to the Italian validation of the Nomophobia Questionnaire (NMP-Q), testing a four-factor structure and establishing normative data by age and gender. Data were collected from 1447 participants. Exploratory Structural Equation Modeling (ESEM) assessed different factorial configurations. A bifactor ESEM (B-ESEM) with a four-factor solution showed the best fit (CFI = 0.95; TLI = 0.94; RMSEA = 0.06), offering a more accurate representation than the three-factor model. Scores were computed for the 1st and the 99th percentile and for each ventile; the 80th and 95th percentiles indicate risk and presence of nomophobia, respectively. Females scored highest across age groups, while older adults reported the lowest levels. These findings support the NMP-Q’s reliability and use in the Italian context. Full article

The Statistics Anxiety Rating Scale (STARS) is a 51-item scale commonly used to measure college students’ anxiety regarding statistics. To date, however, limited empirical research exists that examines statistics anxiety among ethnically diverse or first-generation graduate students. We examined the factor structure and reliability of STARS scores in a diverse sample of students enrolled in graduate courses at a Minority-Serving Institution (n = 194). To provide guidance on assessing dimensionality in small college samples, we compared the performance of best-practice factor analysis techniques: confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and Bayesian structural equation modeling (BSEM). We found modest support for the original six-factor structure using CFA, but ESEM and BSEM analyses suggested that a four-factor model best captures the dimensions of the STARS instrument within the context of graduate-level statistics courses. To enhance scale efficiency and reduce respondent fatigue, we also tested and found support for a reduced 25-item version of the four-factor STARS scale. The four-factor STARS scale produced constructs representing task and process anxiety, social support avoidance, perceived lack of utility, and mathematical self-efficacy. These findings extend the validity and reliability evidence of the STARS inventory to include diverse graduate student populations. Accordingly, our findings contribute to the advancement of data science education and provide recommendations for measuring statistics anxiety at the graduate level and for assessing construct validity of psychometric instruments in small or hard-to-survey populations. Full article

In recent years, the topic of language teacher motivation has garnered significant attention within the realm of language teacher psychology. Researchers have delved into various aspects, including teachers’ commitments to the teaching career, teachers’ teaching motivation, and teachers’ professional development motivation. Nevertheless, the motivation of English as a Foreign Language (EFL) teachers to engage in ongoing in-service learning, particularly the pursuit of a Master of Education (Ed.M.) degree, has received comparatively less scrutiny. To bridge this gap, the present study adopted Boshier’s Education Participation Scale (EPS) and Liu’s seven-dimensional motivation framework to explore the motivation of 529 Chinese EFL teachers in their quest for an Ed.M. degree. Utilizing Exploratory Structural Equation Modeling (ESEM), the analysis revealed seven types of key motivation: cognitive interest, social responsibility, academic information acquisition, academic achievement acquisition, school context, rival demand, and significant others. An examination of differences in EFL teacher motivation in terms of gender and school type showed that male teachers perceived significantly higher levels of cognitive interest and rival demand than female teachers did. And, teachers in regular schools reported significantly higher levels of significant others than those in key schools. We propose some future directions for EFL teacher motivation research. Full article

Background/Objectives: Team-based learning is an educational strategy that promotes active learning and student engagement through structured team activities. It contrasts with traditional teaching models by emphasizing student preparation and collaboration. The TBL-SAI is a reliable and valid instrument designed to evaluate students’ attitudes towards TBL, assessing dimensions such as accountability, preference for lecture or team-based learning, and satisfaction with TBL. Validating the TBL-SAI in different languages ensures its applicability and accuracy in diverse educational contexts, supporting the global adoption of TBL methodologies. Thus far, no Italian validation of this tool has been performed. The aim of this study is to validate the Italian version of the Team-Based Learning Student Assessment Instrument (TBL-SAI) among nursing students. Methods: A methodological-driven translation process and a cross-sectional study design were used. The study was conducted from November 2022 to March 2023 and involved 202 nursing students from the University of Modena and Reggio Emilia (Italy). Convenience sampling was employed to recruit participants who had experienced at least one TBL session during the academic year 2022/2023. The validation process included translation, back-translation, and expert panel review, followed by a pilot test to ensure clarity and comprehension. Data were collected using the self-administered TBL-SAI. The responses were analyzed using Exploratory Structural Equation Modeling (ESEM) to assess the scale’s validity and McDonald’s ω to evaluate internal consistency. Results: The ESEM results supported the validity of the Italian TBL-SAI, maintaining the factor structure proposed in the original instrument. The model fit indices indicated a good fit (χ²(318) = 384.097, p = 0.0065; RMSEA = 0.032; CFI = 0.974; TLI = 0.957). McDonald’s ω values exceeded 0.70 for all factors, confirming adequate internal consistency. Conclusions: This study successfully validated the Italian version of the TBL-SAI, demonstrating its reliability and validity for assessing perceptions of TBL among Italian undergraduate nursing students. However, future studies should employ Confirmatory Factor Analysis to further test the proposed factor structure and explore the instrument’s applicability in various educational settings. The validated TBL-SAI is recommended for use in evaluating students’ attitudes towards TBL, providing actionable feedback for educators to improve teaching methods and integrate TBL methodologies effectively. Full article

Food irradiation is a process used for various purposes, the main function of which is food safety. Although food irradiation has been used to ensure food safety, most consumers are unaware of the basic concepts of irradiation, misinterpreting information and showing a negative perception towards food treated with ionizing radiation. This research aimed to develop the cross-cultural adaptation and validation of the Awareness Scale on Consumption of Irradiated Foods (ASCIF) for the Argentine population and culture. The scale included 31 items covering 4 factors: safety of irradiated foods (S), concepts (C), labeling (L), and awareness (A), which were able to assess the Argentine population’s knowledge of irradiated foods. The total number of respondents was 500 and the data were collected by means of an electronic survey. Statistical tests were carried out which met the validity assumptions and confirmed the validity and consistency of the psychometric scale by means of confirmatory factor analysis (CFA), Cronbach’s alpha coefficient, and exploratory structural equation modelling (ESEM). Analysis of the results showed that the majority of consumers are unaware of the benefits of irradiated foods. It was found that the scale met the criteria for evidence of validity and consistency, proving to be an efficient tool for assessing potential challenges and opportunities in the Argentinian market for irradiated foods. The process was approved by the Research Ethics Committees of Brazil and Argentina and followed the adaptation methodologies of the International Test Commission (ITC) with processes of translations and retranslations and application of the scale in Argentina. Full article

Although the Parenting Stress Index-Short Form (PSI-SF) is widely applicable, there has been a dearth of research on the psychometric properties and item wording effects associated with the cultural sensitivity of the instrument. This study investigated the psychometric properties, the factor structure, and the negative and positive item wording effects of PSI-SF for 96 Latinx parents of children with intellectual and developmental disabilities in the United States within exploratory structural equation modeling, and structural equation modeling-based generalizability theory frameworks. This study produces the following noteworthy findings. First, the ESEM bifactor model with negatively and positively phrased items best captured the theoretical frameworks underlying the structure of the PSI-SF. Second, adding method factors enhanced the model fits of all the factor models. Third, this study discovered several items with great proportions of method factors. This study recommended that the items with high proportions of method factors, which may likely be culturally insensitive to Latinx parents, be examined further and refined. With the use of accurately assessed PSI-SF scores, practitioners will be better able to support and empower Latinx parents of children with IDD and better meet their needs through the FIRME program, a parent advocacy initiative. Full article

Background: Classroom social climate is a significant phenomenon within educational contexts; however, it has predominantly been studied among high school students, with limited evidence available at the university level and, consequently, in the psychometric properties of measurement instruments. This study aimed to analyze the psychometric properties of the University Classroom Social Climate Scale (ECSA-U) among Chilean students from the La Araucanía region. Method: 422 students participated, responding to the adapted version of the ECSA-U and the Motivation subscale of the Motivation and Learning Strategies Questionnaire. Exploratory structural equation modeling (ESEM), reliability analyses, and correlation analyses were conducted to provide valid evidence for the Chilean University Classroom Social Climate Scale (ECSA-UCL). Results: The scale demonstrated a three-factor structure with good fit indicators, excellent reliability indices, and significant positive associations between the ECSA-UCL and the Motivation Subscale. Conclusions: The ECSA-UCL has proven valid and reliable for measuring the perception of Classroom Social Climate among Chilean university students, making it suitable for use as a measurement tool in studies or interventions that include this variable. Full article

Research supports the premise that greater substance use is associated with fewer sources of environmental reinforcement. However, it remains unclear whether types of environmental reinforcement (e.g., social or work) may differentially influence use. This study tested the association between types of environmental reinforcement and engagement in multiple health risk behaviors (alcohol use, binge eating, and nicotine use). Cross-sectional data were collected from a general population sample of US adults (N = 596). The Pleasant Events Schedule (PES) was used to measure sources of reinforcement. Exploratory structural equation modeling (ESEM) characterized different areas of environmental reinforcement and correlations with alcohol consumption, binge eating, and nicotine use. A four-factor structure of the PES demonstrated a conceptually cohesive model with acceptable fit and partial strict invariance. Social-related reinforcement was positively associated with alcohol consumption (β = 0.30, p < 0.001) and binge eating (β = 0.26, p < 0.001). Work/school-related reinforcement was negatively associated with binge eating (β = −0.14, p = 0.006). No areas of reinforcement were significantly associated with nicotine use (p values = 0.069 to 0.755). Social-related activities may be associated with engagement in multiple health risk behaviors (more binge eating and alcohol use), whereas work/school-related activities may be preventative against binge eating. Understanding these relationships can inform prevention efforts targeting health risk behaviors. Full article