Honey-Alonso Learning Styles Questionnaire: New psychometric evidences in Argentinean population / Cuestionario Honey-Alonso de Estilos de Aprendizaje: Nuevas evidencias psicométricas en población argentina

Abstract The study is aimed at analyzing psychometric features of the local version of the Honey-Alonso Learning Styles Questionnaire. First, the inner structure of the scale is examined by means of a confirmatory factor analysis and an analysis of factorial invariance, splitting the sample by faculty. Second, internal consistency coefficients of the dimensions are analyzed and compared to previous results. Third, external convergent validity evidences are considered, regarding scores obtained from a learning approach scale which was used as an external criterion. Findings show an adequate model fit, even employing different estimation methods. Furthermore, the factorial invariance analysis verifies the metrical equivalence of the model. The internal consistency study finds acceptable values. The dimensions' stability reliability indices do not verify significant differences between test and retest. Finally, the convergent validity evidences analyses show positive associations between learning styles and the Deep learning approach on the one hand, and negative associations between the Surface approach and learning styles on the other, as reported in previous studies. Results are discussed on the grounds of the theoretical and empirical background.

Resumen En el presente trabajo se examinan las propiedades psicométricas de la versión argentina del Cuestionario Honey-Alonso de Estilos de Aprendizaje (CHAEA). Primero se analiza la estructura interna de la escala mediante un análisis factorial confirmatorio y de invarianza factorial, segmentando la muestra según facultad; luego se estudia la consistencia interna de las dimensiones confirmadas y se comparan los resultados con los obtenidos en estudios previos; posteriormente se examina la estabilidad temporal de las puntuaciones de cada dimensión; y, por último, se estudian las evidencias de validez concurrente con otra escala que evalúa enfoques de aprendizaje. Los resultados del análisis factorial confirmatorio muestran un adecuado ajuste del modelo testeado a partir de distintos métodos de estimación, mientras que con el análisis de invarianza factorial se comprueba la equivalencia métrica del modelo. Asimismo, los índices de consistencia interna son aceptables, aunque el análisis de estabilidad temporal de las dimensiones no comprueba diferencias significativas entre la primera y segunda administración del instrumento. Finalmente, en consonancia con hallazgos previos, las evidencias de validez concurrente exhiben asociaciones positivas entre los estilos de aprendizaje y el enfoque profundo, así como asociaciones negativas entre los estilos y el enfoque superficial. Al final se discuten los resultados a partir de antecedentes teóricos y empíricos.

Stability of Usmeq-I In Measuring Emotional Intelligence In Medical Students

Objective: Emotional Intelligence (EI) is described as the ability to perceive, express, understand, motivate, control and regulate emotion. The USM Emotional Quotient Inventory (USMEQ-i) was designed to measure EI and it was found to be a reliable and valid tool in a sample of prospective medical students. The objective of this study is to determine stability of the USMEQ-i to measure EI at different time and occasions. Methods: A prospective cohort study was done on 196 first year medical students. It was administered to the medical students at four different intervals. The Cronbach’s alpha and intra-class correlation analysis were applied to measure the internal consistency and agreement level across the intervals. The analysis was done using Statistical Package for Social Sciences (SPSS) version 18. Results: A total of 196 first year medical students participated in this study. Its overall Cronbach’s alpha value across intervals ranged between 0.94 and 0.97. The Cronbach’s alpha values of emotional control, emotional maturity, emotional conscientiousness, emotional awareness, emotional commitment, emotional fortitude, and emotional expression scale ranged between 0.59 and 0.91. The Cronbach’s alpha value for the faking index scale ranged from 0.76 to 0.89. The ICC coefficient values for EI total score was 0.83, EI domain score ranged between 0.62 and 0.76 and the faking index score was 0.76. Conclusion: The USMEQ-i has demonstrated a good level of stability and internal consistency to measure EI at different time and occasions. It is a promising psychometric instrument that can be used to measure EI

Test-retest Reliability of Tetrax Posturographic Balance Assessment System in Elderly / 中国康复理论与实践

@#Objective To assess the test-retest reliability of Tetrax posturographic balance assessment system in determining the balance function in elderly individuals. Methods 22 elderly subjects (66~84 years old) were measured with the stability index (ST), the spectrum analysis of postural sway and the weight distribution harmony between two foots or heels and toe parts in standing on solid surface with eyes open using Tetrax balance system. All tests were repeated 1 week after the initial test and each subject underwent the test under the same instructions and conditions. The intraclass correlation coefficients (ICC) were used to determine the test-retest reliability. Results ICC of all balance functional parameters ranged from 0.797~0.882 (P<0.01). Conclusion The posturographic balance assessment system has good test-retest reliability for determining the balance function in elderly people.