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

Examining the role of life purpose in high school students’ self-esteem through structural equation modelling

The aim of this study was to examine the extent to which high school students' sense of purpose explained variance their self-esteem. Life purpose is a multidimensional construct that encompasses long-term goals, commitments, and intentions to fulfill aspirations that are meaningful to self and have consequences for the world beyond-the-self. For this study, we explored the role of three distinct dimensions of awareness of purpose, awakening to purpose, and altruistic purpose in predicting students' self-esteem. High school students' (N = 234) between 14 and 18 years, completed surveys on self-esteem and sense of purpose. A structural model was tested, in which the three latent factors of awakening to purpose, awareness of purpose, and altruistic purpose were specified to predict a latent factor of self-esteem. Analyses were conducted using maximum likelihood estimation method. Findings showed that both awareness of purpose and altruistic purpose contributed positively to adolescents' self-esteem. Awakening to purpose, on the other hand, was not significantly related to adolescents' self-esteem once their awareness of purpose and altruistic purpose were taken into account. This study expanded the growing body of research on the role of purpose in contributing to school students' personal wellbeing and development. We have discussed the findings of this study and previous literature in the context of practical implications that could support school personnel, teachers, and counselors to engage in wellness-oriented approaches that could strengthen students’ sense of purpose, and thereby their self-esteem

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

Façonner les identités : Explorer les relations entre les identités académiques et sportives et le bien-être chez les étudiant·es-athlètes français

International audienceIntroduction:Student-athletes (SA) face competing demands related to their athletic and academic commitments that can affect their well-being. To better support them in their stressful dual careers, it is important to identify the determinants of their well-being. The salience of the two identities they develop in the two primary social roles they play (i.e., student, athlete) could predict their well-being (e.g., Ballesteros et al., 2022). However, research examining the associations between multidimensional identities and SA well-being is limited and little is known about the interactive effects of academic and athletic identities. The purpose of this study was twofold: (1) to examine the factorial validity, reliability, invariance, and concurrent validity of the French version (AAIS-FR) of the Academic and Athletic Identity Scale (Yukhymenko-Lescroart, 2014) and (2) to examine the relationships between academic and athletic identity salience on SA’ sport well-being.Method:A total of 363 French university SA (50.41% female; 81.54% aged 18-21) completed an online survey in October 2020, measuring demographic and contextual variables (e.g., gender, time spent in each role, achievement satisfaction), Athletic and Academic Identities (AAIS-FR), Athlete Burnout (ABO-S, Isoard-Gautheur et al., 2018) and Engagement (AEQ, Lonsdale et al., 2007).Results:After deleting one item, confirmatory factor analysis confirmed a 2-factor structure consisting of athletic and academic identities (χ² (33, N = 363) = 137.452, CFI = .956, SRMR = .039) and revealed a significant positive correlation between the two identities (r = .29). Moreover, the study demonstrated configural, metric, and scalar invariance across gender and sport participation level, as well as expected patterns of correlations between athletic and academic identity on the one hand, and gender, time spent in each role, and achievement satisfaction on the other. Finally, multiple regression analyses revealed a positive association between athletic identity and engagement (ranging from .19 to .38), as well as a negative one with burnout (ranging from -.25 to -.13), and no significant relationship between academic identity or interaction term (academic athletic) and burnout or engagement. Discussion:The AAIS is a relatively new measure that could become a gold standard for future dual career research. For this reason, Steele et al. (2020) encouraged the examination of its cross-cultural psychometric validity. In our study, the AAIS-FR demonstrated validity through four sources of evidence: factorial validity, reliability, invariance, and concurrent validity. We also found evidence of positive relationships between athletic identity and SA well-being. Similar to Ballesteros et al. (2022), our results did not show a moderating effect of academic identity, suggesting that the relationship between athletic identity and SA well-being did not change with different levels of academic identity. However, the percentage of variance explained was relatively low (R² adjusted from .031 to .170). Other variables, such as conflict or enrichment between the two roles (Postema et al., 2022; Rusbasan et al., 2021), may mediate the relationship between SA identity and well-being. Further research is required to explore this possibility

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

A psychological intervention reduces doping likelihood in British and Greek athletes: A cluster randomized controlled trial

Background. Current attempts to prevent doping through deterrence and education have had limited success and have been constrained to one country. Targeting psychological variables that have been empirically associated with doping likelihood, intention, or behaviour may help in developing interventions that are effective in preventing doping in sport. Objectives. Guided by social cognitive theory and empirical research, the main purpose of this research was to develop an anti-doping intervention that targets three psychological variables (i.e., anticipated guilt, moral disengagement, and self-regulatory efficacy) and determine whether it is more effective than an educational intervention in reducing doping likelihood in British and Greek athletes. Method. Eligible participants were identified via a screening survey administered to 934 athletes in the United Kingdom and Greece. A total of 19 sport clubs (208 athletes) across the two countries were randomly assigned to either the psychological or the educational intervention. Each intervention consisted of six one-hour sessions delivered to small groups of athletes over 6-8 weeks. Athletes completed measures of doping likelihood, anticipated guilt, moral disengagement, and self-regulatory efficacy pre and postintervention and at two-months follow-up. Results. A multilevel piecewise growth model was used to examine changes in study outcomes. Analysis showed that the psychological intervention was more effective than the educational intervention in reducing doping likelihood from pre to post, but the effects of the two interventions were similar at follow-up. These effects were not affected by country. Both interventions reduced moral disengagement from pre to post, and these effects were maintained at follow-up. The psychological intervention was also more effective than the educational intervention in increasing anticipated guilt from pre to follow-up. Conclusions. Targeting psychological variables in anti-doping interventions should aid our efforts to prevent doping in spor