Initial Development of the Perception of Information Literacy Scale (PILS)

The ACRL Framework for Information Literacy for Higher Education has provided academic librarians a guiding document to facilitate the development of information literacy skills in students. Despite widespread adoption of the Framework in academic libraries, a lack of valid and reliable Framework-based scales for assessing students’ knowledge practices and dispositions hinders further understanding of student information literacy. The current article describes the development and testing of the Perception of Information Literacy Scale (PILS). The participants in this study were 443 graduate students. The resulting scale is made up of 36 items that measure seven distinct constructs of information literacy. The subscales of the PILS had good estimates of internal consistency and showed evidence of convergent and discriminant validity. PILS allows academic librarians to measure how students perceive their own information literacy knowledge practices and dispositions and could be useful for outreach, instructional design, and assessment activities

Development and validation of the Ukrainian version of the Academic and Athletic Identity Scale (AAIS-UA)

The aim of this study was to translate, adapt, and evaluate the psychometric properties of the Academic and Athletic Identity Scale - Ukrainian Version (AAIS-UA). This scale comprises 11 items designed to measure academic identity and athletic identity in college students participating in sports. The translation process involved a committee approach with two proficient scholars who are native to Ukraine and skilled in both Ukrainian and English languages. The validity and reliability of the AAIS-UA were examined using two datasets with a total of 268 collegiate student-athletes in Ukraine. The results demonstrated the validity and reliability of the AAIS-UA, indicating its usefulness as a valid and reliable tool for assessing academic and athletic identity among Ukrainian-speaking adults. • Student-athletes face responsibility of being a successful student and a successful athlete, which often results in strong identities in both domains. Given the need for a reliable tool to assess academic and athletic identity in the Ukrainian language, this study focused on translating and validating the Ukrainian Version of the Academic and Athletic Identity Scale (AAIS-UA). • The Academic and Athletic Identity Scale – Ukrainian Version (AAIS-UA) consists of 11 items, with five items designed to measure academic identity and six items designed to measure athletic identity. • The AAIS-UA is a valid and reliable tool for assessing academic identity, athletic identity, or both among college students and/or athletes who are proficient in the Ukrainian language

The grit scale: Psychometric properties of the Ukrainian translation

The purpose of this work was to translate the Grit Scale into Ukrainian and to assess its construct validity and reliability. The original Grit Scale comprised 12 items, capturing two dimensions of grit: consistency of interest and perseverance of effort. The translation process involved two bilingual researchers utilizing the committee approach, ensuring accurate and linguistically equivalent translation. The translated items, along with instructions and response categories, are presented in this paper. Following pilot-testing with Ukrainian participants, two items were identified as having poor fit with the model and were subsequently removed. This process resulted in the 10-item Ukrainian version of the Grit Scale, which exhibited robust construct validity and reliability. Consequently, this version is considered a valid and reliable tool for assessing consistency of interests and perseverance of effort among Ukrainian adults. • We translated, adapted, and evaluated the psychometric properties of the Grit Scale in the Ukrainian language. • The Ukrainian version of the Grit Scale can be used to measure two dimensions of git: consistency of interests and perseverance of effort in Ukrainian adults. • However, further research is needed to strengthen the validation of this scale and its applicability in different contexts

Understanding student preferences: Improving outcomes in computer simulation experiential learning activities

Purpose of the Study: Research shows that the use of computer simulations to enhance student learning experiences is beneficial in several ways. Because benefits are universally expected, some instructors may use computer simulations as a “one-size-fits-all” approach to improving student outcomes. This research examines student traits that may influence their experience with a computer simulation experiential learning activity and how much they perceive their skills and knowledge grow, thereby increasing the value of the experience to students. Method/Design and Sample: Expectancy theory suggests that individual motivation to invest resources is influenced by the expectation of achieving outcomes of value. Students (N=172) in an undergraduate principles of marketing class participated in a computer simulation experiential learning activity. Via survey, undergraduate students were asked about individual traits related to achieving learning outcomes and their feelings about participating in groups. Using structural equation modeling, we examined relationships between factors that influence motivation to learn, team dynamics, and perceived learning outcomes. Results: Consistent with expectancy theory, results suggest that perceived learning outcomes are influenced by student traits and their feelings about working in teams. Also, the use of learning strategies and subject matter interest indirectly influenced the relationship between need for cognition and learning outcomes. The study suggests that by understanding the traits and motivational factors of students, instructors can increase the educational and personal value of computer simulation experiential learning activities. Value to Marketing Educators: This research informs the design of future computer simulation experiential learning activities so instructors can provide experiences that maximize student development and the value received

The Adapted French version of the Academic and Athletic Identity Scale (AAIS-FR): Evidence of validity and reliability and relationships with sport well-being

Student-athletes must manage the demands provided by school and sports environments. The result is a stronger identification as a student and/or athlete in their overall definition of themselves. Specific identities can change with time, demands and contexts. The purpose of this study was to translate the Academic and Athletic Identity Scale, developed by Yukhymenko-Lescroart (2014, Student and Athletes? Development of the Academic and Athletic Identity Scale (AAIS). Sport, Exercise, and Performance Psychology), into French (AAIS-FR) and examine its factorial structure, reliability and concurrent validity. Construct and concurrent validity were examined among 363 French university student-athletes (50.41% women). Confirmatory factor analyses confirmed the 2-factor structure (i.e., χ² (32, N = 363) = 100.881, CFI = .971, TLI = .959, RMSEA = .077, SRMR = .038), with one item removed because of its low factor loading. Moreover, the results revealed a positive association between athletic identity and engagement, a negative association between athletic identity and burnout, and no association between academic identity and sport well-being. However, future research is needed to provide further evidence of the AAIS-FR validity

Development and Initial Validation of the Literature Epistemic Cognition Scale (LECS)

Learning and problem solving in the natural sciences and history is affected by epistemic cognition. Likewise, it has recently been proposed that the same is true for interpreting literature, although there is little empirical research on how individual differences in epistemic cognition for literary reading impact literary interpretation (Lee, Goldman, Levine, & Magliano, 2016). The development of a valid and reliable assessment of epistemic cognition for literature is an important step in examining this question. The present study takes a first study toward such a scale in that it reports the development of a scale that for assessing adolescents\u27 epistemic cognitions for literary reading, the Literature Epistemic Cognition Scale (LECS). Results address the content validity, factorial validity, criterion validity, and reliability of the three constructs assessed on the LECS: relevance of literature to understand people and the human experience; openness of literary works to multiple meanings and interpretations; functionality of multiple readings of literary works for interpretation. The study involved a large sample of middle school students in the U.S. Confirmatory factor analysis validated the three-factor structure of the LECS. Criterion validity was established via correlational analyses between the subscale of the LECS and measures of the speed of acquiring knowledge, liking of reading, and frequency of reading as assessed through additional surveys. The implications of the results and directions for potential future research are discussed