A comfirmatory factor analysis of a newly integrated multidimensional school engagement scale

Inconsistencies in measures of school engagement in the literature have called for a re-conceptualization of the school engagement construct. Although many researchers view school engagement as a multifaceted construct, to our knowledge, none of the available instruments have integrated all the important domains that represent its multifaceted nature. This study is our first attempt to examine the psychometric properties of a newly integrated Multidimensional School Engagement Scale (MSES). Data were gathered from 2,381 secondary school students, aged 14 to 16, from 40 day schools in northern Malaysia. Exploratory factor analysis and confi rmatory factor analytic techniques were used to examine the instrument. Based on the available literature, we posited an a priori hypothesis that the scales could be explained by three fi rst-order factors and one second-order factor. We used SPSS v.12 and AMOS 6.0 to analyze the data. Findings supported our hypothesis that the school engagement construct can be explained by three fi rst-order factors and one hierarchical factor comprising cognitive engagement, behavioural engagement, and psychological engagement sub-scales. Findings also showed acceptable internal consistency reliability for the overall scale and the three specific sub-scales of adolescent school engagement

Testing factorial validity of motivational constructs using confirmatory factor analysis

The present study examines the validity of the newly translated Malay version of the "State Self-assessment" and "Trait Self-assessment" instruments. These instruments are each composed of three constructs that are considered integral to the social cognitive theories of motivation: self-eficacy, efort, and worry. Data were collected from 360 college undergraduates at Universiti Utara Malaysia. A confirmatory factor analysis was used to test the measurement model. Multiple group invariance analyses were also conducted to examine whether components of the measurement model were invariant across gender and ethnic groups (Malay and Chinese from Malaysia). Findings provide support for the reliability and factorial validity of the constructs. Results from the multi-group analyses suggest that all constructs are structured similarly across gender and ethnic groups

Teacher‟s Autonomy Support and ESL Classroom Engagement: The Road Less Traveled

This study investigated the construct of Teacher Autonomy Support Scale (TASS) in the context of ESL classroom in Malaysia and how it influenced student‘s classroom engagement. The sample comprised 378 students from 14 day schools in a rural area. An empirical study (N=378) was conducted to explore aspects of reliability and validity of the TASS. Confirmatory Factor Analysis via AMOS (7.0) showed evidence of convergent validity of the newly developed scale. A covariance structural analysis shows that teacher‘s autonomy support is a significant predictor for cognitive and behavioural engagement for students in ESL classroom

Kesalahan dan kebolehpercayaan alat ukur orientasi pembelajaran matematik (OPM)

Purpose - The Study Orientation Questionnaire in Mathematics (SOM)(Maree, Claassen, & Prinsloo, 1997) was used to measure individual behaviour based on five factors: study attitude, anxiety, study habits, problem-solving, and study milieu with specific reference to Mathematics. The study aimed to determine the validity and reliability, scale, and the interrelationship among the factors using the revised Study Orientation Questionnaire in Mathematics (SOM). The present study used SOM (76 items) with 17 additional items to assess the aff ective att ributes among secondary school students. Design/Methodology/Approach - A total of 195 Form Four students, 86(44%) boys and 109 (56%) girls, were selected from a school in Kedah. Back translation method was used to translate the 93 items in SOM; SPSS version 12 was used to analyse the construct validity by Chi-Square test (Bartlett ’s Test of Sphericity) and Kaiser-Meyer-Olkin (KMO), and the internal consistency reliability of the instrument (Cronbach’s alpha). WINSTEP version 3.48 was used to analyse the LIKERT scale to determine required patt erns of responses. Findings - Findings indicated that all fi ve factors were reliable with Cronbach’s Alpha of more than 0.70. All factors were related and thus represent a valid measure of SOM. Using step measures at interaction procedures, the initial five-likert-scaling (12345) was reduced to four (12245). The findings suggested that the third choice (not sure) was embedded under the second choice (disagree) indicating similar response pattern. Originality/Value - The study has successfully revised and validated the final SOM instrument with 72 items. SOM fulfills psychometric criteria such as validity, realiability, scale, and the interrelationship among five factors which asses stduents’ affective factors in learning Mathematics. Thus, the instrument can be used by teachers, counselors, and even principals to access OPM in understanding students’ study orientation problem in learning Mathematics

Issues and challenges in instrument adaptations: Bias and equivalence

For most of the twentieth century, interest in translating/adapting tests with a second language and cultural group has been prevalent among educational and psychological researchers. The globalization of economy, tourism, migration streams,and related political changes have witnessed the steady increase of publications that concern cross-cultural differences and comparisons (see van de Vijver & Leung, 1997;van de Vijver & Tanzer, 1997). However, this healthy development is not without methodological inadequacies. Despite significant advances in the methodologies that are used to adapt instruments, there remain a number of difficult and challenging issues in this area, which might invalidate generalization of research findings.This paper will examine issues and challenges in instrument adaptations with emphasis on the issues of construct bias and equivalence. Specific reference to the International Test Commission (ITC) test adaptations guidelines (Hambleton, 1999) will be highlighted.Remedies to these problems will be discussed to enhance validity of adapted instruments

Job motivation and performance of secondary school teachers

Performance can be regarded as almost any behavior, which is directed toward task or goal accomplishment. Despite extensive research, discussion and debate on how to predict employees' performance, teachers performance is complex and remains difficult to predict and evaluate. Teachers are still uncertain whether they can rely on some specific characteristics of performance. In view of this practice and in evaluating teachers' performance at the work place, it is therefore the interest of the researcher to conduct a study on secondary school teachers, so as to determine their job motivation and job performance. The second objective of this study is to compare job motivation with job performance and the third one is to compare teaching performance with job performance of secondary school teachers. This correlation study involved a total of 245 secondary school teachers throughout Kedah. Data will be analyzed using the t-test and ANOV

Classroom goal structure in the learning of mathematics

According to achievement goal theory, classroom learning environment or contextual factors influence students' learning. For instance, classroom that promotes mastery learning may cultivate or inculcate task-focused goals among students. However, classroom that focuses too much on competition may encourage performance goal.Studies on classroom goal structure have focused on the relationship between the purpose or meaning of achievement behaviour that is communicated to (by teachers) and perceived (by students) and a variety of student beliefs and behaviours. The objective of this paper is to examine students' perception of classroom goal structure or orientation as communicated by their teachers. This study on 1849 adolescents (900 males and 949 females) from 30 secondary schools in the northern state of the country found them to be more task-focused (promoting mastery learning) than performance focused. There were differences in the two dimensions of classroom goal structure in terms of some selected independent variables. The findings of the study bear some implications for theory and practice

Faktor rintangan ke atas kempen tak nak merokok

Kajian ini bertujuan untuk mengenal pasti hubungan di antara ciri inovasi dengan rintangan yang wujud dalam kempen “Tak Nak Merokok”. Dengan menggunakan persampelan kelompok, seramai 396 responden dipilih yang terdiri daripada pelajar sekolah menengah di lapan buah sekolah menengah di negeri utara Malaysia. Data dan maklumat dikumpul melalui kaedah tinjauan yang dianalisis dengan menggunakan analisis statistik korelasi Pearson. Hasil kajian menunjukkan terdapatnya hubungan yang signifikan antara ciri inovasi iaitu kelebihan relatif, keserasian, kerumitan dan kebolehcubaan dengan kewujudan rintangan dalam “Kempen Tak Nak Merokok”. Kajian ini telah menunjukkan bahawa faktor seperti ciri inovasi telah menyebabkan sesuatu inovasi baru itu gagal disebarkan. Malah, kajian ini juga dapat membantu pembuat keputusan untuk mengenal pasti punca penolakan inovasi baru dalam kempen kesihatan yang diperkenalkan kepada masyarakat dalam usaha untuk meningkatkan tahap penerimaan terhadap kempen kesihatan yang diperkenalka

Faktor rintangan ke atas kempen tak nak merokok. Resistance in the "say no to smoking' campaign

The study aims to identify the relationship between the characteristics of innovation and resistance towards the ‘Say No to Smoking’ campaign. By using cluster sampling, a total of 396 respondents were selected from eight secondary schools in the northern states of Peninsular Malaysia.Data were collected through a survey method data and were analyzed using the Pearson correlation statistical analysis. The results showed that there was a significant relationship between innovation characteristics i.e., relative advantage, compatibility, complexity and trialbility with the existence of resistance towards the ‘Say No to Smoking’ campaign.This study also showed that factors such as the characteristics of innovation which could lead to one more innovation may fail to get disseminated. In fact, this study can help decision makers to identify the causes of rejection of new innovations in health campaigns that are being introduced to the community in an effort to improve public’s receptiveness of future health campaigns

Kesahan, kebolehpercayaan dan kebiasan alat ukur orientasi pembelajaran matematik

Kita selalu bertanyakan soalan “mengapakah di antara pelajar terdapat pencapaian yang berbeza dalam sesuatu mata pelajaran?”. Dalam matematik umpamanya ada pelajar yang menunjukkan pencapaian yang baik dan ada pula yang terus tercicir dalam menguasai mata pelajaran ini walaupun tajuk-tajuk yang mudah. Terdapat perbezaan antara cara pelajar mengamati dan mempelajari matematik kerana setiap individu mempelajari dan memproses maklumat matematik secara tersendiri. Beberapa sebab telah diutarakan tentang perbezaan pencapaian matematik dan antaranya ialah individu mempunyai orientasi pembelajaran matematik yang berlainan, unik dan tersendiri (Berita Matematik, 1993)