Utility of the Teacher Behavior Checklist beyond Psychology Majors: Replication with Brazilian Physical Education Students / Utilidad del Teacher Behavior Checklist más allá de la psicología: replicación con estudiantes brasileños de educación física

Abstract The Teacher Behavior Checklist (TBC) is a worldwide valued instrument to measure teachers' performance. Nonetheless, the studies about TBC in Brazil are still scarce, with samples mainly composed of psychology and civil engineering students. The aim of this study was to replicate the research by Keeley et al. (2010) to evaluate the psychometric properties of the Brazilian version of the TBC with a new sample. Participants were 107 undergraduates from physical education courses from a Brazilian public university. Participants used the TBC to evaluate three types of teachers: the worst they had ever had, a regular one, and the best one. The order of evaluation of teacher types did not interfere with the response patterns, but as expected, statistically significant differences were found among the three types of teachers. Additionally, the two-factor model of the TBC was confirmed through Confirmatory Factor Analysis, providing additional evidence of construct validity. However evidence to advocate in favor of a one-factor solution was also found. McDonald's Omega results provided evidence of reliability. These findings support the use of TBC in the formative evaluation of teachers in Brazil.

Resumen The Teacher Behavior Checklist (TBC) es un instrumento valorado en todo el mundo para medir el desempeño de los profesores. Sin embargo, los estudios sobre el TBC en Brasil siguen siendo escasos, con muestras compuestas principalmente por estudiantes de psicología e ingeniería civil. El objetivo de este estudio fue replicar la investigación de Keeley et al. (2010) para evaluar las propiedades psicométricas de la versión brasileña del Teacher Behavior Checklist (TBC) con una nueva muestra. Participaron 107 estudiantes de educación física de una universidad pública brasileña. Los participantes utilizaron el TBC para evaluar tres tipos de profesores: el peor que hayan tenido, uno regular y el mejor. El orden de evaluación de los tipos de docentes no interfirió con los patrones de respuesta, pero como se esperaba, encontramos diferencias estadísticamente significativas entre los tres tipos de docentes. Además, el modelo de dos factores del TBC se confirmó a través de un análisis factorial confirmatorio, proporcionando evidencia adicional de validez de la construcción. No obstante, también encontramos evidencia para abogar a favor de una solución de un factor. Los resultados del Omega de McDonald indicaron evidencia de confiabilidad. Estos hallazgos apoyan el uso de TBC en la evaluación formativa de los docentes en Brasil.

TIDE: evidências de validade baseadas em critérios externos / TIDE: evidence of validity based on external criteria / TIDE: evidencia de validez basada en criterios externos

Objetivou-se buscar evidências de validade baseadas em critérios externos do Teste Informatizado e Dinâmico de Escrita - TIDE, em relação à ortografia e cognição. Participaram 304 alunos, entre 10 e 17 anos. Foram utilizados o TIDE, o instrumento Ditado Balanceado de Moojen e os subtestes: "Dígitos, Informação, Compreensão e Vocabulário" do WISC III. Em relação ao critério ortográfico, o módulo pré-teste esteve negativamente associado aos erros do Ditado, com exceção dos erros relacionados a irregularidades da língua. O módulo instrucional correlacionou-se de forma significativa negativa com os três tipos de erro do ditado. Em relação aos aspectos cognitivos, o módulo pré-teste não esteve associado. O módulo instrucional correlacionou-se com os quatro subtestes do WISC-III, demonstrando relação com aspectos cognitivos, memória, atenção, julgamento e o conhecimento lexical dos sujeitos. (AU)

The aim of this study was to investigate evidence of validity based on external criteria for the Computerized and Dynamic Writing Test - TIDE, in relation to spelling and cognition. Participants were 304 students, aged between 10 and 17 years. The TIDE, the Moojen Balanced Dictation instrument and the "Digits, Information, Understanding and Vocabulary" subtests of the WISC III were used. Regarding the orthographic criterion, the TIDE pre-test module was negatively associated with Dictation errors, with the exception of errors related to language irregularities. The instructional module presented significant negative correlations with the three types of dictation error. The pre-test module was not associated with the cognitive aspects. The instructional module correlated with the four WISC-III subtests, demonstrating a relation with cognitive aspects, memory, attention, judgment and the lexical knowledge of the subjects. (AU)

Se objetivó buscar evidencias de validez basadas en criterios externos del Test de Escritura Computarizada y Dinámica - TIDE, con relación a la ortografía y la cognición. Participaron 304 estudiantes, entre 10 y 17 años. Se utilizaron TIDE, el instrumento de Dictado Equilibrado de Moojen y las subpruebas "Dígitos, Información, Comprensión y Vocabulario" de WISC III. En cuanto a los criterios ortográficos, el módulo de prueba previa se asoció negativamente con los errores del Dictado, a excepción de los errores relacionados con las irregularidades del idioma. El módulo de instrucción se correlacionó significativamente de manera negativa con los tres tipos de errores del dictado. Con respecto a los aspectos cognitivos, el módulo de prueba previa no se ha asociado. El módulo de instrucción se correlacionó con las cuatro subpruebas de WISC-III, demostrando una relación con los aspectos cognitivos, la memoria, la atención, el juicio y el conocimiento léxico de los sujetos. (AU)

Construction of evaluation index system of core competence of imaging specialized nurses and analysis of reliability and validity test / 中华医学教育探索杂志

Objective:To explore the construction of evaluation index system of core competence of imaging specialized nurses and analysis of reliability and validity test.Methods:Firstly, a research group was established to consult the relevant literature. After repeated discussion among the members of the research group, imaging specialized nurses were invited to discuss, modify and improve the framework of the evaluation index system, and an expert consultation questionnaire for the evaluation index system of the core competence of imaging specialized nurses was formulated. Through two rounds of expert consultation, the core competence evaluation index system of imaging specialized nurses was constructed, and a questionnaire was compiled based on the constructed index system. Questionnaire survey method was used to verify the rationality and scientificity of the core competence evaluation index system of imaging specialized nurses constructed in this study.Results:The evaluation index system of core competence of imaging specialized nurses included 3 first-level indexes, 20 second-level indexes and 48 third-level indexes. The overall Cronbach's α coefficient of the evaluation index system was 0.972. The Cronbach's α coefficients of the theoretical knowledge of imaging specialized nursing, nursing practice skills of imaging specialized nurses and related abilities were 0.915, 0.934 and 0.924 respectively. The overall content validity index (S-CVI) of the index system was 0.977, and the CVI of each item (I-CVI) was 0.812-1.000. The overall correlation coefficient of the first-level indexes and index system was 0.800-0.936 ( P < 0.05), the correlation coefficient of the secondary indexes and the corresponding primary indexes was 0.562-0.972 ( P<0.05), and the correlation coefficient of the third-level indexes and the corresponding first-level index was 0.362-0.914 ( P<0.05). Conclusion:The constructed questionnaire for evaluation index of core competence of imaging specializied nurses has good reliability and consistent internal structure, and has good feasibility, reliability, rationality and scientificity, which provides a theoretical basis and practical guide for the cultivation, assessment and evaluation of core competence of imaging specialized nurses.

Evaluation of Oxacillin Disk Diffusion Test for the Phenotypic Detection of Methicillin Resistant Staphylococcus aureus

Background: Different phenotypic detection method for theMethicillin Resistant Staphylococcus aureus is available.Objective: The aim of this present study was to evaluate theoxacillin disk diffusion test for the detection of methicillinresistant Staphylococcus aureus isolated from clinicalspecimens.Methodology: This cross-sectional study was planned to carryout in the Department of Microbiology and Immunology atBangabandhu Sheikh Mujib Medical University, Dhaka fromJanuary, 2010 to December, 2010 for a period of one (01)year. Different clinical specimens were collected from thepatients presented with infections at anybody sites. Isolationand identification of Staphylococcus aureus (S. aureus) wasperformed by staining, culture and biochemical tests. Oxacillindisk diffusion test was performed to detect the methicillinresistant Staphylococcus aureus. PCR was performed fordetection of the mecA gene for MRSA.Results: Out of the 22 suspected MRSA isolates 19 weremecA positive by PCR. The sensitivity and specificity ofoxacillin disc diffusion method for the detection of MRSA was84.2% (95 CI 60.4 to 96.6%) and 66.2% (95% CI 9.4 to99.2%) respectively. The positive predictive value and negativepredictive value of oxacillin disc diffusion method were 94.1%(95% CI 76.1 to 98.8%) and 40.0% (95% CI 15.2 to 71.2%)respectively. The accuracy was 81.8% (95% CI 66.7 to 95.3%).Conclusion: Oxacillin disk diffusion test shows high sensitivitywith moderate specificity for the detection of MRSA fromclinical specimens.

Construção e validação da escala unifatorial de autoeficácia acadêmica / Construction and Validation of the Unifactorial Scale of Academic Self-Efficacy / Construcción y Validación de la Escala Unifactorial de Autoeficacia Académica

Este artigo teve por objetivo reunir evidências de validade e precisão da Escala Unifatorial de Autoeficácia Acadêmica (EUAA). Dividida em dois momentos (validação cruzada), esta pesquisa engloba Análise Fatorial Exploratória e Confirmatória. No Estudo 1 participaram 299 estudantes de diversos estados do Brasil, com idade média de 22,24 (DP =3,75), predominância do sexo feminino (69,6%) e estudantes de instituições públicas (88,3%). Os resultados deste estudo indicaram apenas 1 fator com α = 0,93. No Estudo 2 participaram 315 estudantes distribuídos entre os estados brasileiros, com idade média de 23,21 (DP=5,25), em sua maioria mulheres (60%) e oriundos de instituições públicas (95,2%). Os resultados confirmam a unidimensionalidade da escala, com CC = 0,95 e α = 0,91. Todos os indicadores de ajuste foram satisfatórios e dentro dos limites estabelecidos pela literatura. Sugere-se que esta escala seja aplicada em estudos posteriores que queiram investigar os efeitos da autoeficácia acadêmica nos processos de aprendizagem e sucesso acadêmico.

This article aimed to gather evidence of the validity and accuracy of the Unifactorial Scale of Academic Self-Efficacy (EUAA). It was divided into two stages (cross-validation) and encompasses the Exploratory and Confirmatory Factor Analysis, as well as adjustment indexes. 299 students from various states of Brazil participated in study 1, with an average age of 22.24 (SD = 3.75), predominantly female (69.6%) and students from public institutions (88.3%). The results of this study indicate 1 factor with α = 0.93. 315 students participated in study 2, which were distributed over a number of Brazilian states, with an average age of 23.21 (SD = 5.25), most of whom were female (60%) and from public institutions (95.2%). The results confirm the scale's one-dimensionality, with CC = 0.95 and α = 0.91. All adjustment indices were satisfactory and within the limits established by the literature. The suggestion is to apply this scale in future studies to investigate the effects of academic self-efficacy on learning processes and academic success. Keywords: academic self-efficacy, college student, measuring scale, validity test, cognitive process.

Este artículo tuvo como objetivo reunir pruebas de validez y precisión de la escala unifactorial de autoeficacia académica (EUAA). Dividida en dos etapas (validación cruzada), esta investigación abarca Análisis Factorial Exploratorio y confirmatorio. En el Estudio 1, participaron 299 estudiantes de diversos estados de Brasil, con edad media de 22,24 (SD = 3,75), predominantemente mujeres (69,6%) y de las instituciones públicas (88,3%). Los resultados de este estudio indicaron solamente 1 factor con α = 0,93. En el estudio 2, participaron 315 estudiantes distribuídos entre los estados brasileños, con una edad media de 23,21 (SD = 5,25), en su mayoría mujeres (60%) y oriundos de las instituciones públicas (95,2%). Los resultados confirmaron la unidimensionalidad de la escala, con CC = 0,95 y α = 0,91. Todos los indicadores de ajuste fueron satisfactorios y dentro de los límites establecidos en la literatura. Se sugiere que esta escala sea aplicada en estudios posteriores que quieran investigar los efectos de la autoeficacia académica en los procesos de aprendizaje y éxito académico.

Validity Test For Simple Ergonomics Risk Assessment (Sera) Method

Validity test is important during the development of ergonomics measurement. Failure to conduct validity tests will result in the measurement method being developed to be incapable of providing reliable ergonomics measurements. The objective of this study is to conduct validity test on the simple method ergonomics measurement which was developed. The method named Simple Ergonomics Risks Assessment (SERA). Content validity test and criterion validity test were conducted. The content validity test consists of 6 ergonomics experts who actively provide inputs and positive feedbacks to improve the measurement method being developed. Meanwhile, the criterion validity test involves data collection of complaints on body parts among oil palm workers which were derived from Nordic Musculoskeletal Questionnaire (NMQ) and ergonomics risk assessment scores obtained from SERA. Both findings were tested with the Chi-square test to explore possible relations between the two findings. Results from the test conducted showed that there are significant relations in the scores of neck posture; hip, right and left shoulder, right and left wrists and the right hand associated with fresh fruit bunch (FFB) harvesting activities. In the loose fruits collection, the Chi-square test showed significant relations in the scores of neck posture, hip, right and left shoulders, right wrist, right arm and the left hand. However, there are body parts such as the legs which showed no significant relation. More tests should be conducted to further explore the validity of the method being developed. Findings from both validity tests show that SERA were verified by the experts and tested with validated method so that it is valid to be applied in the future.

Revisión de dos instrumentos de simulación neurocognitiva y su utilidad en el contexto forense / Review of the neurocognitive malingering instrument and its useful in a forensic contex

Gran parte de la precisión de la evaluación neuropsicológica, depende que los instrumentos que utiliza, sean medidas estandarizadas, válidas y confiables. Sin embargo, la simulación, la exageración y el bajo esfuerzo son aspectos que pueden interferir en los resultados de los test. El objetivo de esta revisión pretende describir y analizar dos instrumentos en el contexto de la Neuropsicología Forense que evalúan simulación de síntomas cognitivos: el Test of Memory Malingering (TOMM) y el Victoria Symptoms Validity Test (VSVT). Se realizó una búsqueda dirigida no exhaustiva, en diversas bases de datos y libros afines. El criterio de inclusión fue la utilización o revisión de los test. Se seleccionaron 68 trabajos publicados. Cada uno de los cuales fue analizado en base a las características técnicas de los instrumentos. La revisión ha demostrado que el TOMM y el VSVT son instrumentos pertinentes para valorar simulación y exageración de sintomatología cognitiva. Estos instrumentos cuentan con un cúmulo de investigaciones que avalan sus propiedades, pero también las limitaciones y restricciones de su utilización.

Most of the accuracy in neuropsychological assessment depends that the instruments used are standardized, valid and reliable measures. However, malingering, exaggeration and poor effort are aspects that can interfere with the interpretation of the results. The aim of this review was to describe and analyze two instruments in the context of forensic neuropsychology that assess malingering of cognitive symptoms: Test of Memory Malingering (TOMM) and Victoria Symptoms ValidityTest (VSVT). Several scientific databases and related books were searched non-exhaustively. The criterion for inclusion in this review was the use of test. We selected 68 documents, each one was analyzed based on the technical characteristics of the instruments. Review showed that the TOMM and VSVT are relevant instruments for assessing malingering and exaggeration of cognitive symptoms. These instruments have several evidence that support their psychometric properties but also limitations and restrictions on their use.

The gastro-esophageal reflux disease questionnaire using Indonesian language: A language validation survey.

Background: The aims of this study were to test the usefulness of the Gastro-esophageal Reflux Disease Questionnaire (GERDQ) in the diagnosis of GERD, to validate the GERDQ written in Indonesian language, and to evaluate the reliability of the GERDQ for use in Indonesian-speaking GERD patients (Virginia study). Methods: This was a prospective survey of 40 patients diagnosed with GERD, based on an endoscopic examination, in 3 cities in Indonesia (Jakarta, Bandung, and Surabaya) from 15 January to 15 May 2009. Patients were asked to complete the GERDQ, and the validity and reliability of the questionnaire were assessed. Results: The percentages of respondents who reported symptoms lasting 4–7 days were as follows: 68% had a burning sensation behind the breastbone (heartburn); 65% had stomach content (fluid) move upwards to the throat or mouth (regurgitation); 70% had a pain in the centre of the upper abdomen; 58% had nausea; 63% had difficulty sleeping because of the heartburn and/or regurgitation; and 63% took additional medication for heartburn and/or regurgitation. Cronbach’s alpha was 0.83, indicating that all of the questions in the Indonesian-language GERDQ are valid and reliable for Indonesian GERD patients. Conclusions: This study achieved the primary objectives and showed that the GERDQ is valid and reliable for use with Indonesian-speaking GERD patients. The results were consistent with those of the DIAMOND study, which showed that the GERDQ can be used to diagnose GERD on the basis of the reported symptoms.

The Study of the Validity Test on the Self-monitoring Scale / 간호학회지

The study of the validity test on the self-monitoring scale for nurses In this study. both the literary survey as well as empirical research has been executed to test the validity of the scales that measure the construct of the self-monitoring scale. The self-monitoring scale could not be classified into five factors as Snyder suggested. Many other scholars( Briggs, Cheek and Buss, 1580) suggested 3 different classifications which was accepted by Snyder and Gangestad (1986) , John, Cheek and Klohnen(1996) claimed a two -factor classification. As has been discussed. factor analysis is used to prove convergent validity within the (actor and discriminant validity between the factors. However, depending on the researchers, many variations in classification of the factors were found and a lack of content and discriminant validity were found in the previous research findings. It is also important to note that Snyder's self-monitoring scale did not factor-load at over . 30 for all 25 items, regardless of how many factors could be classified. According to findings of this study, the self-monitoring scale neither classified as five, three or two factors nor (actor loaded as hypothesized. It is also clear that Snyder's self-monitoring scale lacks convergent validity as the sub-(actors of the scale failed to prove its uni -dimensionality. The A self-monitoring scale not only fail to overcome the problems of Snyder's self-monitoring scale but even lost the attractiveness of the self-monitoring scale. In this study it was also found that the A self-monitoring scale was not classified in either in a two or three-factor classification as hypothesized. It is, of course, not desirable to use any scale that lacks convergent and discriminant validity even though it has been widely used and has held a great deal of influence on the field of social psychology. To overcome the shortcomings of Snyder's self-monitoring scale, Lennox and Wolfe(1984) suggested 13 items. This study was dedicated to test the validity and reliability of the scale, in which we found that the data presented in validity as the two factors were classified and loaded as expected. Reliability was also proven by checking Cronbach's alpha for each factor and for the total items. In addition a confirmatory factor analysis was executed for the 13items using M SREL 8.12 program to confirm convergent validity in a two-factor classification. The model was fitting and sound however, the self-monitoring scale was unfitted and not validated. Thus, it is recommended to use not the original nor the abbreviated self-monitoring scale but the 13 items in future studies. It should also be noted that items 7 and 13 should be removed to obtain better mini-dimensionality for the 13 items. These items loaded at over .30, too high for the two factors in the test results of Factor analysis. In addition. it is necessary to double-check the cause of two-hold loading at over .30 for the two factors. It could be a problem caused by data or by the scale itself. Therefore, additional studies should follow to better clarify this matter.