Psychometric properties of the university student engagement inventory among Chinese students

Abstract Purpose: Since the onset of the COVID-19 pandemic in China, student engagement in online learning has been a critical issue for all educational institutions. The university student engagement inventory (USEI) is the most used scale for assessing the construct of student engagement. The present study aimed to evaluate the psychometric properties of the USEI among 1504 Chinese university students who completed a survey through an online platform between December 2020 and January 2021. Design/methodology/approach: In this cross-sectional study, content validity, construct validity and reliability of the scale were assessed. Findings: The results supported the three-factor model with acceptable goodness of fit (χ2 (71) = 369.717, p = 0.13, χ2/df = 5.207, comparative fit index (CFI) = 0.967, normed fit index (NFI) = 0.960, Tucker–Lewis index (TLI) = 0.958, standardized root mean square residual (SRMR) = 0.030, root mean square error of approximation (RMSEA) (90% CI) = 0.053 [0.049, 0.057]), good internal consistency and construct reliability (Cronbach's alpha and omega coefficient >0.70) and strong convergent validity. Also, the measurement invariance was confirmed across gender. Originality/value: This study showed that the 3-factor structure of USEI with Chinese university students had good construct validity, internal consistency and reliability. It could help measure student engagement in online learning in China. © 2023, Long She, Fatemeh Khoshnavay Fomani, João Marôco, Kelly-Ann Allen, Hamid Sharif Nia and Pardis Rahmatpour.info:eu-repo/semantics/acceptedVersio

Psychometrics evaluation of the university student engagement inventory in online learning among Arab students

Aim Student’ engagement is a predictor of various educational outcomes, and it is a key factor in perceived learning. This study aims to investigate the psychometric properties of University Student Engagement Inventory (USEI) among students of Arab universities. Methods In this cross-sectional methodological study 525 Arab university students participated. Data was collected from December 2020 to January 2021. The confirmatory factor analysis used for construct validity, reliability and Invariance analysis for Sex were evaluated. Results Confirmatory factor analysis indices confirmed the good model fit to the data (CFIscl=0.977, NFIscl=0.974, TLIscl=0.972, SRMR = 0.036, RMSEAscl=0.111, n = 525). All tested models showed strong invariance of the USEI between male and females. There was also evidence of convergent (AVE > 0.7 for all the scales) and discriminant validity (HTMT > 0.75 for all scales). Reliability evidence for the USEI measures in the sample of Arabic students was high (αordinal and ω above 0.86). Conclusion The results of this study support the validity and reliability of the USEI with 15 items and 3 factors and demonstrate the importance of students’ engagement in the learning process, academic progress, and self-directed learning.info:eu-repo/semantics/publishedVersio

A psychometric lens for e-learning: Examining the validity and reliability of the persian version of University Students’ Engagement Inventory (P-USEI)

Student engagement is a critical component of e-learning, which became an important focus for most academic institutions during the COVID-19 pandemic. University students’ engagement is measured using various scales with diferent subscales. This study aimed to evaluate the psychometric properties of the Persian version of the University Student Engagement Inventory (P-USEI). A cross-sectional methodology study was conducted among Iranian university students (n =667) from April to May 2020. After forward–backward translation, the content, and construct validity, and reliability of the scale were assessed. The results obtained from the confrmatory factor analysis confrmed that the P-USEI has three factors: cognitive, emotional, and behaviour. The fndings of the study supported the adequate reliability, factorial, convergent, and discriminant validities of P-USEI in a sample of Iranian students. The P-USEI dimensions have predictive value for important academic variables that can be generalized by developing the research through a psychometric evaluation on student engagement.info:eu-repo/semantics/publishedVersio

Parental hesitancy toward children vaccination: A multi-country psychometric and predictive study

Aim Understanding vaccine hesitancy, as a critical concern for public health, cannot occur without the use of validated measures applicable and relevant to the samples they are assessing. The current study aimed to validate the Vaccine Hesitancy Scale (VHS) and to investigate the predictors of children’s vaccine hesitancy among parents from Australia, China, Iran, and Turkey. To ensure the high quality of the present observational study the STROBE checklist was utilized. Design A cross-sectional study. Method In total, 6,073 parent participants completed the web-based survey between 8 August 2021 and 1 October 2021. The content and construct validity of the Vaccine Hesitancy Scale was assessed. Cronbach’s alpha and McDonald’s omega were used to assess the scale’s internal consistency, composite reliability (C.R.) and maximal reliability (MaxR) were used to assess the construct reliability. Multiple linear regression was used to predict parental vaccine hesitancy from gender, social media activity, and perceived financial well-being. Results The results found that the VHS had a two-factor structure (i.e., lack of confidence and risk) and a total of 9 items. The measure showed metric invariance across four very different countries/cultures, showed evidence of good reliability, and showed evidence of validity. As expected, analyses indicated that parental vaccine hesitancy was higher in people who identify as female, more affluent, and more active on social media. Conclusions The present research marks one of the first studies to evaluate vaccine hesitancy in multiple countries that demonstrated VHS validity and reliability. Findings from this study have implications for future research examining vaccine hesitancy and vaccine-preventable diseases and community health nurses.info:eu-repo/semantics/publishedVersio

Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study.

The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments

The effect of spaced E-Learning on knowledge of basic life support and satisfaction of nursing students: a quasi-experimental study

Abstract Aim Cardiopulmonary resuscitation (CPR) training is essential for all students, especially nursing students. One of the educational approaches to creating long-term learning in inclusive is spaced learning. Spaced learning consists of three or more training sessions in which information is presented over time and at intervals. The present study was conducted to investigate the effect of basic life support (BLS) training through spaced E-learning on the knowledge and satisfaction of nursing students. Methods In this quasi-experimental study with two groups, 106 undergraduate nursing students of Alborz University of Medical Sciences in Iran participated. The control group (n = 47) received BLS training with massed E-learning in one three-hour session, and the intervention group (n = 59) received spaced E-learning in three one-hour sessions. An electronic questionnaire including demographic information and a pre-test of BLS knowledge were sent to both groups. Also, immediately after receiving the training, two weeks later and one month later, they completed a post-test of BLS knowledge. Students were asked to indicate their level of satisfaction with the provided education by completing the SLS-OLE. Results The post-test scores immediately after, two weeks later, and one month later of the intervention group were higher than the control group. The results of repeated measurement ANOVA showed that the score changes of knowledge are significant over time (p < 0.001), the number of sessions (p < 0.001), and the interactive effect of them (p < 0.001). There was no statistically significant difference in the level of satisfaction with education in both groups. Conclusion Based on the results, BLS training in both groups increased the knowledge of BLS. however, the increase in knowledge and its retention was higher in the intervention group that received the training in spaced learning

Validity and Reliability of the Persian Version of COVID-19 Anxiety Syndrome Scale Among the Iranian General Population.

The crisis of the COVID-19 prevalence in Iran, as well as the world, caused mental disorders and anxiety syndrome. The COVID-19 anxiety syndrome scale (C-19ASS) assesses conceptually and psychometrically the nature of the COVID-19 threat experience instead of a response to the threat, fear, and COVID-19 anxiety. Therefore, the aim of this study is to evaluate the psychometric properties of the Persian version of the anxiety syndrome scale of COVID-19 in the population of Iran. The Persian version of C-19ASS was sent to Iranian adults via online social networking applications and finally, 932 adults responded to the questionnaire. The results of exploratory factor analysis revealed two-factor structures for C-19ASS, which explained 48.70% of the total variance. Given the confirmatory factor analysis findings, all goodness of fit indices confirmed the model fit. All coefficients of internal consistency were estimated as acceptable reliability. The results showed that the C-19ASS has good psychometric properties, and can be used by researchers, psychologists, and healthcare providers to assess the anxiety syndrome of the Iranian population during the COVID-19 pandemic

Factors affecting nursing student acceptance of online learning under the COVID-19 pandemic

Introduction: The advantages of online learning are enhancing independence and incentive of students for learning, improving the connection between individuals and making flexibility in time and place for doing the activity. This study endeavored to determine factors affecting nursing students’ acceptance of online learning during the COVID-19 pandemic Methods: This cross-sectional descriptive-analytical study that was done with a sample of students on Islamic Azad University of Gorgan and Neishaboor's. Convenience sampling was done and 368 of 500 students participated in the study. The questionnaire consisted of demographic questions, educational information and translated questionnaires that included student perceptions of an online course, University student engagement inventory and acceptance of online learning. Descriptive statistics were employed to assess demographic characteristics simple and multiple linear regression models were used to analyze the predictor variables of students' acceptance of online learning. Pvalue<0.05 was considered for all tests. Results: The effective factors on student's acceptance for online learning was widespread high-speed Internet access at home, increasing the quality of connection to Internet and increasing the quality of laptop, tablet or mobile phone. On the other hand, multiple linear regression results showed only the remaining variables in the model were increasing the score of the course content (β=0.18, P0.001). It is of note that this model had an explanatory power of 46%. Conclusion: According to the results of the study, if teachers strengthen the content of the course and create the creativity in interaction and use of all the features of the online learning system, we can hope that the rate of online learning acceptance among students will increase