Likert Scales

The purpose of this study was to determine quality indicators for SAE and FFA according to 36 experts across the United States. This is a part of a larger study looking at all components of the traditional three-circle model. The study utilized the Delphi technique to garner expert opinion about quality indicators in Agricultural Education. For SAE, round two resulted in two of the 46 quality statements reaching consensus. In addition, 17 SAE items were determined not to be quality indicators. Four of the 26 SAE statements in round three reached consensus. Also, for FFA, round two resulted in 13 of the 65 quality FFA statements reaching consensus, with 16 of the 65 FFA items determined not to be quality indicators of FFA. Six of the 36 FFA statements in round three reached consensus. This study is valuable in determining a scientific basis for identifying possible indicators of quality SAE and FFA.

This Practice Brief describes a grant-funded pilot program at an urban four-year public college, developed to address the needs of students with Autism Spectrum Disorders (ASD). This Interdisciplinary Collaborative Support Services program provided (1) more clinical assistance for students with ASD to promote their academic and social success; (2) education, training, and supervision for graduate student mentors; (3) in-service training for faculty, staff, students, and administrators; and (4) a resource library related to the target population. This article describes the work among the different program partners to offer interdisciplinary, collaborative services for the students who elected to participate in the initiative and reports both the positive outcomes and challenges of the program. This article concludes with suggestions for expansion of the practice and research opportunities on the efficacy of the model.

Of the challenges facing universities, the need to attract and accommodate students of increasingly varied demographic backgrounds is perhaps one of the most pressing. This study was conducted to profile the first-year student cohort at a new university campus characterised by the non-traditional students typical of a rapidly changing tertiary sector. The project was designed to follow on from the

The purpose of this action research study was to restructure and implement an effective middle school advisory model. This was conducted at a Middle School in Painesville Township, Ohio consisting of approximately 800 students. In order to meet Adequate Yearly Progress and adapt to the changes of the 21 st century, a way to help the school progress was recognized by restructuring the 25 minute advisory period. An affective-academic-housekeeping program was applied with the idea of shifting from a heavily social-emotional focus during the first semester to a heavily academic focus during the second. A sample was selected, known as the experimental group, consisting of 250 sixth and seventh grade students. There was a comparison made to a control group within the same school. The study showed positive impacts on attitude, behavior, attendance and academic success.

We examined the effects of individualized video modeling on the accurate implementation of behavioral interventions using a multiple baseline design across 3 teachers. During video modeling, treatment integrity improved above baseline levels; however, teacher performance remained variable. The addition of verbal performance feedback increased treatment integrity to 100% for all participants, and performance was maintained 1 week later. Teachers found video modeling to be more socially acceptable with performance feedback than alone, but rated both positively.

LaVigna, Christian, and Willis (2005) reported on a project where Institute for Applied Behaviour Analysis (IABA) staff trained a professional team in New Zealand (NZ) to provide behavioural services that met defined criteria. The NZ team was then trained to train other practitioners to meet the same professional standards. However, no client outcomes were reported in that study. This study replicates the NZ study within disability services in Tasmania, Australia. Further, this study examined the associated client outcomes and the impact of the training on severity ratings of subsequent referrals. Tasmanian trainers trained participants to provide behavioural services that met the same professional standards. Client behavioural outcome data showed significant improvement. Referral data showed decreases in severity ratings. The trainer of trainers process is effective in training staff to meet defined professional standards, including desired client outcomes, and to effectively make ...

The aim of this research project was to test the proposition by McCrae and Costa (2008), that an individual’s personality (according to the Five Factor Theory) will affect their attitudes. It specifically addresses the correlation between individual personalities and attitudes towards an approach to health promotion. It was hypothesized that the FFT personality trait of neuroticism would have a positive correlation with a favourable attitude towards the banning of all guns. 20 participants were tested using International Personality Item Pool - Neuroticism, Extraversion and Openness (IPIP-NEO) and a pre-devised Likert Scale, measuring attitudes towards the banning of guns. No statisically significant results were found. However, due to participant size and selection method, it was concluded that these results could not be generalised to a broader population.

The purpose of this paper is to assess the internal consistency of a revised instrument, the Personal-Interpersonal Competence Assessment (PICA); derived from the earlier Social Emotional Development Instrument (SED-I). There were three primary rationales for the revision. First, and most importantly, to better align the operational factors with the conceptual definitions. Second, was to clearly position the construct within the broader context of personal and interpersonal competence, rather than the emotional intelligence literature. Third, to provide a developmental, rather than a diagnostic assessment for personal-interpersonal competence. As with the earlier SED-I model and measure, the intent of the research is to consider the gap in the literature between social emotional learning (targeted at K-12 populations) and subsequent professionalism models (targeted at post-college careers). Although many models and measures use college age populations to assess validity, few directly target models of professional development that higher education students may use to enhance their own development. The intent of this paper, therefore, is to contribute to student development by bridging the gap between social emotional learning and professional skills. Results indicate support for the internal consistency of the instrument. Future studies may examine the validity of the PICA tool as well as the theoretical and practical implications of the PICA model.

The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorized as core competencies for teachers' innovative teaching. A questionnaire on teachers' core competencies and innovative teaching performance was developed and tested. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive colleague relationship is important for teachers' innovative teaching performance. The theoretical and practical implications are discussed.

This paper investigates the perception of emotional force of swearwords and taboo words (S-T words) among 1039 multilinguals. It is based on data drawn from a large database collected through a web questionnaire on bilingualism and emotions. t-Tests revealed that the perceived emotional force of S-T words is highest in the L1 and gradually lower in languages learned subsequently. Self-reported L1 attriters were found to judge S-T words in their L1 to be less powerful than those who are still dominant in their L1. Participants who learned their language(s) in a naturalistic—or partly naturalistic—context gave higher ratings on emotional force of S-T words in that language than instructed language learners. Self-rated proficiency in a language and frequency of use of language significantly predicted perception of emotional force of S-T words. Age of onset of learning was found to only predict perception of emotional force of S-T words in the L2.

Adolescents are at increased risk of HIV and sexually transmitted infections (STIs) in the Southern states of the USA, where rates among youth are higher than in the rest of the nation. This paper reports on findings from a pilot study of an HIV prevention intervention that uses interactive theatre to educate young people about sexual health. The intervention was developed in Los Angeles and adapted for testing in the South of the USA, with its legacy of abstinence-based approaches to sexual health education. This study assessed intervention effects among a sample of young people in two public high schools in North Carolina. We used a pre-test, post-test quasiexperimental evaluation design to assess changes in 317 ninth grade participants' knowledge and attitudes about HIV. At post-test, we found statistically significant increases in participants' HIV knowledge (t= 60.14; p=.001), as well as changes in attitudes (X 2 =8.23; p=.042) and awareness (X 2 =4.94; p=.026). Focus group data corroborated increase in HIV knowledge and reduction in HIV stigma as successful outcomes of intervention participation. The findings make an important contribution to the literature on theatre-based interventions for sexual health education. Furthermore, they highlight the importance of considering socio-cultural and political context in implementing HIV prevention interventions in schools.

Os instrumentos de medida são desenvolvidos para as mais diversas finalidades e indicações. Sua funcionalidade depende de escalas genéricas, do estado de saúde e escalas específicas a uma determinada situação. O presente estudo teve como objetivo discorrer sobre os aspectos importantes que permeiam a utilização dos instrumentos de medida e apresentar de forma sistematizada os indicadores e instrumentos de medida de QV, utilizados e validados no Brasil. Realizou-se um estudo de revisão narrativa do conhecimento disponível na literatura, com consulta às seguintes bases de dados: DEDALUS, LILACS, MEDLINE e Scielo, tendo como base os períodos de 1995-2008. Observou-se que os instrumentos levantados são os mais adequados para aplicação na população brasileira, com boa consistência interna, validade e confiabilidade teste-reteste. Concluise que apesar de serem instrumentos reconhecidos nacional e internacionalmente, ainda são necessários mais estudos de aplicação, para melhor assegurar as suas propriedades psicométricas, melhor forma de administração e as possíveis interferências interexaminadores. Palavras-chave: qualidade de vida, escalas, avaliação em saúde.

An ongoing pursuit of the development and validation of any theory is investigating the extent to which its concepts, assumptions, procedures, and instruments can be generalized across cultures, populations, and time. The focus of this study was on the practical application of cognitive information-processing (CIP) theory (

The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence, describes behaviors that are under the auspices of the online instructor. By examining behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to better understand the most effectively online instruction practices. The purpose of the study was to confirm the factor composition of TPS in an online professional development course and to determine the relationship between teaching presence and student satisfaction. Participants (n = 718) were in-service educators enrolled in online professional development. Confirmatory factor analysis results provided strongest support for a three-factor TPA model using 17 of the 28 original TPS items and evidence of a strong relationship between TPS and student satisfaction...

International research findings and anecdotal evidence alike suggest that new accountancy graduates often begin their careers with inadequate oral communication skills. However, there is a lack of well-grounded empirical data concerning precisely what accountancy employers mean by "oral communication" and what specific skills they value most highly. This article describes a research project investigating the importance of 27 oral communication skills for students intending to begin an accountancy career in New Zealand, as perceived by chartered accountancy professionals. It also examines how frequently accountancy employers are finding these desired skills in new graduates. The findings reported in this study offer important guidance concerning the oral communication skills that new graduates will find most useful in the New Zealand accountancy workplace and suggest useful directions for accountancy students internationally.

This study investigated how affective factors like attitude and motivation contribute to science achievement in PISA 2006 using linear structural modeling. The data set of PISA 2006 collected from 4942 fifteen-year-old Turkish students (2290 females, 2652 males) was used for the statistical analyses. A total of 42 selected items on a four point Likert-type scale were initially subjected to Exploratory Factor Analysis (EFA) resulting in seven factors with total variance of 64.82%. Confirmatory Factor Analysis (CFA) was later performed for cross-validation of factor structures of PISA 2006 data. Furthermore, Structural Equation Modeling (SEM) was also utilized to test the proposed model representing the relationship among affective factors and Turkish students' science achievement scores in PISA 2006. The results indicated that the hypothesized model fits data well. The results also revealed that, in general, affective factors contributed significantly either positively or negatively to 15 year-old students' science achievement. In addition, affective factors were observed to be predictors of the science achievement based on PISA 2006 Turkish data set, but they are not good predictors due to their low magnitude. In light of the findings, implications are presented for further studies.

It is not only the seating arrangement of the classroom but also the way students are distributed in the class that affects significantly the students' learning. In the teacher-centered (traditional) seating arrangement style, students sit one after another in columns facing the teacher. The place they prefer to sit brings some advantages and disadvantages in terms of learning and participation. For a teacher to know about the personal features of the students and about how effective their deskmates are helps her/him know about them more. In this study, the sitting place preferences of students are studied using the geography metaphor.

A group of 19 experienced lucid dreamers responded to a 27-item online questionnaire pertaining to their use of the supplement galantamine for the purpose of inducing dreams. The questionnaire included 14 items that assessed the perceived differences in dimensions of dream phenomenology between lucid dreams immediately preceded by the ingestion of galantamine, and lucid dreams that were not. These retrospective quantitative assessments, paired with narratives provided by the participants, suggested that the practice of ingesting galantamine signi cantly enhanced length and vividness, and decreased negative dimensions of lucid dreaming, including fear, violence, and the presence of threatening characters.

Instruction, even when designed and based on sound instructional principles, oftentimes does not stimulate learners' motivation to learn. The result may be that learners may not be motivated to pursue lifelong learning and use the knowledge and skills learned to deliver patient care.

Eğitim programı, toplumun en değerli gördüğü şeyleri çocuklara aktarmak için kullanılan geniş sosyal ve toplumsal anlaşmayı yansıtan politika beyanı olan resmi olarak onaylanmış teknik bir belgedir. Eğitim programı, eğitim faaliyetlerini düzenleyen temel bir eğitimsel kılavuz olmakla birlikte bir eğitim programı okuryazarı olmak öğretmen ya da öğretmen adaylarının temel becerileri arasında yer almaktadır. Öğretmen adaylarının aldıkları eğitim içerikleri onların birer eğitim programı okuryazarı olmasını sağlamalıdır. Bu çalışmanın amacı eğitim programı okuryazarlığı kavramına açıklık getirmek ve Eğitim Programı Okuryazarlığı Ölçeği'ni (EPOÖ) geliştirmektir. Araştırmanın çalışma grubunu Mustafa Kemal Üniversitesi Eğitim Fakültesi'nde öğrenim gören 313 lisans öğrencisi oluşturmaktadır. Çalışma grubundan elde edilen verilerle ölçeğin faktör analizi için uygunluğunun test edilebilmesi için Kaiser-Meyer-Olkin katsayısı hesaplanmış ve Barlett's Küresellik testi uygulanmıştır. Ölçek üzerinde yapılan Açımlayıcı Faktör Analizi (AFA) sonucunda ölçeğin iki faktörden oluştuğu anlaşılmıştır. Bu faktörler "okuma" ve "yazma" olarak adlandırılmıştır. Okuma faktörü 15 maddeden meydana gelirken yazma faktörü 14 madden oluşmaktadır. Ölçeğin tamamının Cronbach's Alpha içtutarlılık katsayısı ise 0,94'dür. Ölçeğin bu haliyle yapılan ikinci uygulamaya 215 öğrenci katılmıştır. Bu uygulamadan elde edilen yapılan Doğrulayıcı Faktör Analizi (DFA) sonuçlarına göre ölçek için belirlenen iki farklı yapının doğru olduğu tespit edilmiştir. Ayrıca ölçeğin iki faktörlü yapısının toplamda 29 maddeden meydana geldiği doğrulanarak ölçeğin geçerli ve güvenirliği sağlanmıştır.

The Questions About Behavioral Function (QABF), a 25-item rating scale, was developed to identify the function(s) of maladaptive behavior in individuals with developmental disabilities. The authors adapted it for use with individuals with serious mental illness who engage in maladaptive behavior and assessed the psychometric characteristics of the new scale (Questions About Behavioral Function in Mental Illness; QABF-MI) in a sample of 135 adults with serious mental illness from three inpatient psychiatric hospitals. Staff most familiar with each person rated each item on a 5-point Likert-type rating scale, and the ratings were subjected to a number of psychometric analyses. The results of factor analyses provided a conceptually meaningful five-factor solution: physical discomfort, social attention, tangible reinforcement, escape, and nonsocial reinforcement. Congruence between the five factors derived with the QABF-MI and the corresponding factors in the original QABF was perfect. The results indicated that the QABF-MI has robust psychometric properties and may be useful as a screening tool for determining the nature of the variables that maintain maladaptive behavior exhibited by individuals with serious mental illness.

Rating scales are popular for measuring attitudes, but response style, a source of measurement error associated with this type of question, can result in measurement bias in important attitudinal measures. Although numerous research efforts have been devoted to this topic, there are still some overlooked areas. This dissertation intends to fill three gaps in the literature on response style. Chapter 1 investigates the effects of face-to-face and Web survey on acquiescent response style (ARS) and extreme response style (ERS) using the 2012 American National Election Studies (ANES) data. Using the latent class analysis approach, I find that: 1) both ARS and ERS exist in both face-to-face and Web survey; 2) face-to-face respondents demonstrate more ARS and ERS than Web respondents; 3) the effect of mode on ERS is larger for black respondents than for white and Hispanic respondents. Chapter 2 compares ERS with respect to the format of response scale, specifically agree-disagree (A/D) and item specific (IS) scales. This study analyzes a between- and within-subject experiment embedded in the 2012 ANES. Using latent class factor analysis, I reached the following three major findings: 1) ERS exists in both A/D and IS scale formats; 2) ERS shows a slightly different pattern between the two scale formats; 3) when analyzing ERS within subjects across two waves, there is only a single ERS latent class variable for both scale formats, after controlling for the correlation within respondents. Chapter 3 utilizes the 2003 Detroit Arab American Study to examine the impact of acculturation of Arab Americans on ERS. The results indicate that less acculturated respondents are more prone to ERS than more acculturated respondents, and this is especially true for the
5-point rating response scales as compared to 3-point rating scales. This phenomenon can be explained by the fact that less acculturated respondents identify more strongly with honor-based collectivist cultures that value decisive and assertive answers since this is a way of showing one’s unambiguous attitude and standing, an important quality in such a culture. The language of the interview primes the relevant cultural norms and therefore mediates the relationship between acculturation and ERS.

Purpose: Although there have been studies about academic performance that is focused only one factor, studies aiming to measure academicians’ perceptions in a lot of factors haven’t been observed in the literature. It is thought that the current study is going to fiil this gap and take on the task of being a resource to the upcoming studies. The aim of this study is to develop a valid and reliable scale that measures academicians’ performance perception. Research Methods: The first research group of the study consist of 125 academicians who has been working in or studying for post-graduate degree in Ankara University Faculty of Educational Sciences; while the second group of researchers who have undergone confirmatory factor analysis consists of 147 academicians (except for the one multivariate extreme value) either working as professionals or receiving post-graduate education at Erzincan University. Pretesting form of the scale composed of 29 positive and 11 negative, in total 40 items. The getting expert opinions about the items is evidence for content validity. Findings: Results indicated that the final form of the scale which was composed of 19 positive, 7 negative; totally 26 items is a reliable and valid data collection tool to be used in the field of education. Implications for Research and Practice: At the end of this study it can be suggested that researchers can study if there is a meaningful relationship between the academic encouragement scores and academic performance perceptions of academicians.
Key words: Academic effort, self-efficacy, achievement, academic proficiency

The purpose of this study was to better understand the instructional and assessment strategies that are most effective in the online learning environment. Faculty and students identified several strategies for maintaining instructional quality in the online environment, including the importance of using a variety of instructional methods to appeal to various learning styles and building an interactive and cohesive learning environment that includes group work. Online assessment strategies include having a wide variety of clearly explained assignments on a regular basis and providing meaningful and timely feedback to students regarding the quality of their work. Effective assessment techniques include projects, portfolios, self-assessments, peer evaluations, and weekly assignments with immediate feedback. The role of meaningful feedback cannot be overemphasized.

The primary purpose of this study was to determine the curriculum orientations of pre-service teachers at a university in Jordan. Rigorous translation procedures were utilized to validate an Arabic version of the Curriculum Orientation Inventory (COI) for use in Jordan. The validated COI was administered to a sample of 259 pre-service teachers who were enrolled in the teacher education program offered by the Hashemite University. Principle axis factoring with oblique rotation resulted in a latent factor structure highly consistent with the English version of the COI. Results also indicated that pre-service teachers valued all the curriculum orientations to various degrees. In more specific terms, they highly valued the Cognitive Process orientation followed by the Social Reconstruction orientation and the Humanistic orientation. Lastly, gender differences were detected only for the Cognitive Process orientation with males valuing this orientation higher than did females.

Definition: A psychometric response scale primarily used in questionnaires to obtain participant's preferences or degree of agreement with a statement or set of statements. Likert scales are a non-comparative scaling technique and are unidimensional (only measure a single trait) in nature. Respondents are asked to indicate their level of agreement with a given statement by way of an ordinal scale.

To date, the discussion of Corporate Social Responsibility (CSR) has consistently addressed organizational activities, which are the focus of measures that are able to evaluate CSR in enterprises. However, the psychosocial characteristics of CSR have remained relatively unexplored. Indeed, some scholars have recently proposed that both the perspective-taking (as a cognitive dimension of CSR) and propensity to take care (as an affective dimension of CSR) of different stakeholders are related to sustainable and socially responsible organizational behaviors (as the behavioral dimension of CSR), thus fostering the development of CSR within enterprises that take a multi-stakeholder approach. According to this psychosocial perspective, we propose and test a multidimensional Psychosocial CSR (P-CSR) scale to measure organizational engagement in corporate social responsibility with regard to multiple stakeholders. By linking the cognitive, affective, and behavioral dimensions of CSR to the propensity of business professionals to enhance their environmental and social ethics, we offer a more complete description of how CSR involving multiple stakeholders arises in enterprises. A survey of 345 business professionals-including both employers and employees-of Italian Small and Medium Enterprises (SMEs) completed a self-reported questionnaire. Based on the psychosocial perspective, we found that multi-stakeholder-oriented perspective-taking, propensity to take care, and socially responsible behaviors are part of the same construct, leading to an exhaustive explanation of CSR at the organizational level. Moreover, we developed both theoretical and practical implications for the promotion of CSR in organizational contexts, especially among SMEs.

As academic institutions progress towards incorporating various methods of e-learning in their curriculum, one of the primary systems which are being implemented in universities is a Learning Management System (LMS). There are several different Learning Management Systems available today, both free / open source and commercial. Every organization may have a different set of requirements based on the number of students, the funds and technical support available. Making a choice about which Learning Management System to use can be complex. In this paper, we have presented a rubric which evaluates LMS against a set of weighted criteria, thereby enabling universities to make a choice on which LMS to implement. We also present the evaluation of the LMSs Moodle and Sakai against the developed rubric as a case study.

Purpose. Opportunity recognition and opportunity exploitation are two central concepts in the entrepreneurial process. However, there is a lack of both a clear specification of the content domains of the constructs and valid and reliable multi-item scales for their measurement. Design/methodology/approach. This article first reveals existing issues around the definitions and measures relating to the concepts, then defines their content domains, and also proposes scale items to measure the concepts. Four samples are used to develop the measurement instruments. Findings. Two scales are suggested, one to measure opportunity recognition, one to measure opportunity exploitation. The scales demonstrate reliability, and construct, discriminant, and nomological validity. Originality/value. The resulting instruments provide tools for research and practice that could prove valuable when examining the antecedents and consequences of both opportunity recognition and opportunity exploitation.

I had been working with young people who offend for some time, and questioned the effectiveness of some of the interventions used on the basis that the young people may not have had enough emotional understanding to be able to process what was being taught. For example, how can a young person demonstrating anger management difficulties, if they do not have an appreciation of how their own emotions work, or even what they are, learn to take control? In my PhD I set out to discover whether young people in the criminal justice system had a level of emotional intelligence which was related in some way to their propensity to offend using an already existent questionnaire, validated for use with young

The Validity and Reliability of the scales used in research are essential factors that enable the research to yield beneficial results. For this reason, it is useful to understand how the Reliability and Validity of the scales are measured correctly by researchers. The primary purpose of this study is to provide information on how the researchers test the Validity and Reliability of the scales used in their empirical studies and to provide resources for future research. For this purpose, the concepts of Validity and Reliability are introduced, and detailed explanations have been provided regarding the main methods used in the evaluation of Validity and Reliability with examples taken from the literature. It is considered that this study, which is a review, will attract the attention of researchers.

The Spirituality Scale has been developed to evaluate various dimensions of human spirituality, such as searching for the meaning of the individual, searching for the meaning of life, seeking the ultimate truth or the highest value, the mystery of creation, the feeling of attachment to God, the privatization of faith in Turkey. The items of the scale were obtained by using the related literature and other scales. The opinions of 11 experts who were involved in the subject were taken and the final form was given. Lastly, 573 individuals (412 women, 161 men) between the ages of 16 and 67 participated in the study of the development of a scale from a total of 55 items. An exploratory and confirmatory factor analysis was conducted to test the validity of the Spirituality Scale. It was observed that there were seven (7) factors describing 49.16% of the total variance of the scale. In the confirmatory factor analysis (DFA), it was found that the fit indices were appropriate ([χ2 (833,651, sd = 303, p = .000); χ2 / sd = 2.75; RMSEA = 0.05; SRMR = 0.04; GFI = 0.90 ; AGFI = 0.88; CFI = 0.91; IFI = 0.91; NFI = 0.90; RFI = 0.85). Thus, a 5-point Likert-type scale consisting of 27 items emerged. 128 university students (71 female, 57 male) participated in the criterion-dependent validity and reliability studies of the scale. Correlations of the validity of similar scales were found as r = .75 p <.01. In the reliability study results of the scale, Cronbach Alpha 0.90; Guttman 0,91; Spearman Brown 0.89; test-retest reliability coefficient r = .95. The resulting data show that the Spirituality Scale is a valid and reliable measurement tool for adults.
Keywords:  Spirituality, scale, reliability and validity

Turkish Summary

Maneviyat Ölçeği, bireylerin, hayatın anlamını arama, ilahî (aşkın) olanla kurulan bağ, nihaî gerçeği ya da en yüksek değeri aramak, yaratılışın gizemini kavramak, Allah’a bağlanma hissi, inancın özelleştirilmesi, evrenle bütünlük hissi gibi insan maneviyatının çeşitli boyutlarını değerlendirmeye ilişkin gençlere ve yetişkinlere yönelik geliştirilmiş bir ölçektir. Ölçeğin maddeleri ilgili literatür ile diğer ölçeklerden yararlanılarak elde edilmiştir. Konuyla ilgili çalışmaları olan 11 uzmanın görüşleri alınmış ve maddelere son hali verilmiştir. Son aşamada toplam 55 maddeden ölçeğin geliştirilmesi çalışmasına 16-67 yaş arası 573 birey (412 kadın; 161 erkek) katılmıştır. Maneviyat Ölçeği’nin yapı geçerliğini sınamak için açımlayıcı ve doğrulayıcı faktör analizi yapılmıştır. Ölçeğin toplam varyansın % 49.16’sını açıklayan yedi (7) faktörden oluştuğu gözlenmiştir. Ardından yapılan doğrulayıcı faktör analizinde de (DFA) test edilen modelin uyum endekslerinin uygun olduğu saptanmıştır [(χ2 (833,651,sd=303, p= .000); χ2/ sd= 2.75; RMSEA= 0.05; SRMR = 0.04; GFI=0.90;  AGFI=0.88; CFI=0.91; IFI= 0.91; NFI=0.90; RFI=0.85 ]. Böylece, 27 maddeden oluşan 5’li likert tipi bir ölçek ortaya çıkmıştır. Ölçeğin ölçüt-bağımlı geçerliliği ve güvenirlik çalışmalarına 128 üniversite öğrencisi (71 kadın; 57 erkek) katılmıştır. Benzer ölçekler geçerliği, korelasyon r=.75 p< .01 olarak bulunmuştur. Ölçeğin güvenirlik çalışması sonuçlarında ise, Cronbach Alpha 0.90; Guttman 0,91; Spearman Brown 0,89; test-tekrar test güvenirlik katsayısı r=.95 olarak bulunmuştur. Sonuç olarak elde edilen veriler, Maneviyat Ölçeğinin yetişkinler için geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.
Anahtar Kelimeler: Maneviyat, Ölçek Geliştirme, Geçerlik ve Güvenirlik

Ad -Soyad :………………………………………………………………………………………………….. Tarih :………………………………………………………………………………………………….. Lütfen aşağıda yer alan ve geçen hafta içerisinde yaptığınızı fark ettiğiniz düşünce hataları ya da çarpıtmalarına işaret eden her bir seçeneğe karşılık gelen sayıyı bir yuvarlak içerisine alınız. Ayrıca lütfen her bir düşünce hatasını değerlendirirken tam o hatayı yaptığınız anda ona ne kadar inandığınızı (yani şu anki inanış düzeyinizi değil) ve geçen hafta içerisinde bu düşünce hatasının ne sıklıkta ortaya çıktığını da belirtiniz.

Dizgi, kapak tasarımı ve sayfa düzenleme: A. Ata Tezbaşaran Bu kitap, daha önce iki kez Türk Psikologlar Derneği tarafından yayınlanmıştır. Kaynak gösterilerek yapılacak kısa alıntılar dışında, yazılı izin alınmadan herhangi bir yolla çoğaltılamaz. © Eserin tüm hakları yazarına aittir.

The Questions About Behavioral Function (QABF), a 25-item rating scale, was developed to identify the function(s) of maladaptive behavior in individuals with developmental disabilities. The authors adapted it for use with individuals with serious mental illness who engage in maladaptive behavior and assessed the psychometric characteristics of the new scale (Questions About Behavioral Function in Mental Illness; QABF-MI) in a sample of 135 adults with serious mental illness from three inpatient psychiatric hospitals. Staff most familiar with each person rated each item on a 5-point Likert-type rating scale, and the ratings were subjected to a number of psychometric analyses. The results of factor analyses provided a conceptually meaningful five-factor solution: physical discomfort, social attention, tangible reinforcement, escape, and nonsocial reinforcement. Congruence between the five factors derived with the QABF-MI and the corresponding factors in the original QABF was perfect. ...