ABSTRACT
Objective: The aim of this study was to translate the Athletes' Received Support Questionnaire (ARSQ) for Chinese athletes and examine the reliability and validity of the ARSQ with Chinese subjects. Methods: In this study, we conducted a forward-backward translation of the ARSQ and used data collected from Chinese athletes to perform exploratory and confirmatory factor analyses. A total of 580 Chinese athletes completed the formal ARSQ for the confirmatory factor analysis (CFA), while 230 athletes participated in the preliminary survey. Of the 580 athletes, 571 provided valid questionnaires for assessing validity and reliability. Additionally, we assessed test-retest reliability using data from 200 participants randomly selected after 1 month. The criterion measurement used in this study was the Social Support Rate Scale (SSRS). Results: Results of the exploratory factor analysis showed that the Chinese version of the ARSQ with 22 items had four-dimensional structures including emotional support, esteem support, information support, and tangible support. CFA showed that the Chinese version of the ARSQ had adequate structural validity (χ2/df = 2.315, CFI = 0.971, GFI = 0.902, NFI = 0.959, AGFI = 0.878, RMSEA = 0.064, SRMR = 0.032). Cronbach's α coefficient, McDonald's omega coefficient and the test-retest reliability were 0.956, 0.957, and 0.953 for the total scale. Conclusion: The study provides evidence in support of construct (factorial) validity, convergent validity, internal-consistency and test-retest stability for the use of the ARSQ among Chinese athletes in the Jiangsu and Shandong Provinces, China. However, it is important to note that the conclusion is delimited to the current context, and further studies are needed to verify and promote the applicability of the ARSQ in other regions and sports projects.
ABSTRACT
Objective: The main purpose of the study was to translate the Effort-Reward Imbalance Scale for University Students (ERIUS) and assess its psychometric properties in the Chinese cultural context. Methods: We translated the original English version of the ERIUS into Chinese and undertook exploratory and confirmatory factor analysis using data collected from university students. The Stress Scale for College Students was selected as the criterion measure to examine the association between psychological stress and effort-reward imbalance. The validity and reliability of the translated version of the ERIUS were also assessed, and a sub-sample of participants (n = 120) completed the measure twice, with a two-week interval to assess test-retest reliability. Result: Results of the exploratory factor analysis using data from 314 students showed that the Chinese version of the ERIUS had 14 items and 3 factors: effort, reward and overcommitment. Confirmatory factor analysis using data from 584 students showed that the Chinese version of the ERIUS had adequate structural validity (χ 2 = 107.10, df = 32, RMSEA = 0.08, NFI = 0.90, CFI = 0.91, GFI = 0.90, PGFI = 0.62). Conclusion: The Chinese version of the Effort-Reward Imbalance Scale for University Students has adequate psychometric properties in the Chinese cultural context and can be used as an effective tool to measure psychosocial stress of university students in China.
ABSTRACT
Objective:To examine the reliability and validity of the Chinese version of the eating beliefs questionnaire (EBQ-18) with Chinese subjects.Methods:Totally 230 university students were recruited for the preliminary survey of the EBQ-18(224 valid questionnaires were recovered). The formal EBQ-18 was set through item analysis and exploratory factor analysis.Then, 690 university students were selected to complete the formal EBQ-18 for the confirmatory factor analysis and the internal consistency analysis(674 valid questionnaires were recovered). Adult eating behavior evaluation questionnaire(AEBEQ)were selected as the criterion measurement which to examine the association between eating beliefs and eating behavior.Test-retest reliability were examined by 260 participants randomly selected after two weeks.Data analysis was conducted by using SPSS 23.0 and AMOS 22.0 software.Results:The Chinese version of the EBQ-18 with 18 items had 3 dimensions, which were negative beliefs, positive beliefs and permissive beliefs.Confirmatory factor analysis showed that the Chinese version of the EBQ-18 had good structure validity(χ 2=333.82, df=132, RMSEA=0.08, NFI=0.91, CFI=0.92, GFI=0.90, PGFI=0.66). Cronbach α coefficient and the test-retest reliability were 0.91 and 0.87 for the total scale.The internal consistency coefficients were 0.87, 0.91, 0.86, and the test-retest reliability were 0.89, 0.84, 0.90 for the 3 factors. Conclusion:It suggests that the Chinese version of EBQ-18 is a reliable and valid assessment and can be used as an effective and reliable tool for assessing eating beliefs of university students in China.
ABSTRACT
Objective:To revise the Chinese version of the Effort-Reward Imbalance for Learning Scale (LE-RIS)and examine its validity and reliability. Methods:Totally 230 middle school students from Shaanxi Province were recruited for the preliminary survey of the LERIS (214 valid questionnaires). The formal LERIS was set through item analysis and exploratory factor analysis. Then,5 10 middle school students from Shandong and Shaanxi Province were selected to complete the formal LERI for the confirmatory factor analysis and the Internal consistency analysis. The Study Stress Questionnaire for Middle School Students (SSQMSS )were selected as the criterion measurement which to examine the association between study stress and effort-reward imbalance. Test-retest relia-bility were examined by 260 participants random selected after one month. Result:The Chinese version of the LERI with 10 items had 3 dimensional structures,which were effort,reward and overcommitment. Confirmatory factor a-nalysis showed that the Chinese version of the LERI had good structure validity (RMSEA=0. 0,NFI=0. 901,CFI=0. 910,GFI=0. 905,PGFI=0. 521). The Cronbach's αcoefficients were 0. 86 to 0. 89 for the three subscales, and the test-retest reliability coefficients were 0. 63 -0. 7 1 for the three subscales. Conclusion:It suggests that the Chinese version of the Effort-Reward Imbalance for Learning (LERI)is a reliable and valid assessment and couldbe used as an effective and reliable tool for assessing academic pressure of middle school students in china.
