The Ten-Item Personality Inventory (TIPI): a scoping review of versions, translations and psychometric properties.

Background: The Ten-Item Personality Inventory (TIPI) is a brief instrument designed to assess the five-factor model (FFM) personality dimensions. It was specifically developed to provide a brief assessment option in situations where using more comprehensive FFM instruments would be unfeasible. The TIPI enjoys widespread use and has been translated into several different languages. Objective: The aim of this scoping review was to generate an overview of different versions of the TIPI, and their psychometric properties in terms of two aspects of validity (convergent and structural) and two aspects of reliability (internal consistency and test-retest reliability). Methods: Four databases (PsycINFO, PubPsych, Medline, and Web of Science) were searched for studies exploring psychometric properties of the TIPI (original and/or translated or revised versions), published in English as full-text original research articles. Additionally, manual searches were conducted on the official TIPI website and in reference lists. Studies who utilized the TIPI simply as a measure, without an aim of testing its psychometric properties, were excluded. A descriptive-analytical approach was utilized to generate overviews of available TIPI versions and their psychometric properties. Results: In a total of 29 studies, 27 versions of the TIPI were identified, covering 18 different languages. Across versions, and evaluated against conventions of acceptable psychometric properties, the TIPI demonstrated acceptable test-retest reliability, somewhat mixed results for convergent and structural validity, and inappropriate internal consistency. Conclusion: Being a brief instrument, the TIPI is unsurprisingly characterized by certain psychometric shortcomings. However, the TIPI may represent a feasible compromise in instances where it is necessary to strike a balance between maximizing psychometric properties and minimizing survey length.

Student characteristics associated with dominant approaches to studying: Comparing a national and an international sample.

BACKGROUND: Productive approaches to studying (deep and strategic learning) are associated with a variety of favourable academic outcomes, and may be of particular importance for students in multifaceted and complex disciplines such as occupational therapy. AIM: To explore associations between student characteristics and their dominant approaches to studying in two samples of occupational therapy students: a national sample of Norwegian first-year students, and an international sample of students in different year cohorts (Australia, Hong Kong, Singapore and Norway). MATERIALS AND METHODS: A total of 180 (national sample) and 665 (international sample) students were included in the study. Approaches to studying were measured with the Approaches to Study Skills Inventory for Students (ASSIST). Data were analyzed with adjusted multinomial regression analyses. RESULTS: Age, gender and prior higher education were not associated with the dominant study approach. More time spent on independent study (international sample: OR = 1.07/1.08, p < 0.01/<0.001) and having current study program as the top priority line of education at enrolment (national sample: OR = 2.89, p < 0.05) predicted productive study approaches. CONCLUSIONS AND SIGNIFICANCE: Factors such as age, gender and prior higher education seem to be of limited importance for understanding students' dominant approaches to studying.

Factor analysis of the Approaches and Study Skills Inventory for Students in a cross-cultural occupational therapy undergraduate student sample.

BACKGROUND/AIM: The Approaches and Study Skills Inventory for Students (ASSIST) has been used previously to assess the learning approaches among students in higher education, but reports of its use with occupational therapy students are rare. This study investigated the factor structure of the ASSIST in a cross-cultural sample of undergraduate occupational therapy students, and examined whether the factor structure from specific participant groups from different cross-cultural contexts was consistent. METHODS: Occupational therapy students (n = 712) from education programmes in Australia, Norway, Hong Kong and Singapore completed the ASSIST. To assess the factor structure of the instrument, a Principal Components Analysis (PCA) using a confirmatory approach, was completed. Cronbach's coefficient α and inter-item correlations were used to assess the internal consistency of the ASSIST and its subscales. RESULTS: For the whole sample, the PCA confirmed the three primary factors as previously established. Five subscales loaded on the first factor (strategic approach). Four subscales loaded on the second factor (surface approach), whereas the remaining four subscales loaded on the third factor (deep approach). Repeating the analysis for each of the country-specific samples produced slightly diverging factor structures for the samples from Australia and Hong Kong. CONCLUSION: Considering all the data, the ASSIST subscales that emerged from the PCA used with a confirmatory approach in this study revealed a good degree of concordance with the established original factor, scale and subscale structure. The slightly deviating results obtained for the Hong Kong student group indicate that the established factor structure may not be the best fit across all settings, cultural contexts and sample groups.

Further Validation of the Norwegian Self-Efficacy for Therapeutic Mode Use.

BACKGROUND: The Intentional Relationship Model (IRM) proposes six therapeutic modes as ways of relating to clients. The Norwegian self-efficacy for therapeutic mode use (N-SETMU) was found to have a one-component structure. However, its items reflect abstract concepts rather than concrete behaviors. AIM: To validate further the N-SETMU by linking its items to the Norwegian client assessment of modes (N-CAM), with 30 items constituting six scales (linked to each mode), possessing concrete, behavioral content. METHODS: Occupational therapy students (n = 111) completed the N-SETMU and the N-CAM derived items, along with sociodemographic information. Component structure was analyzed with Principal Components Analysis (PCA), internal consistency of scales with Cronbach's α, and associations between scale scores with Pearson's r. RESULTS: All items on all N-CAM derived scales loaded on one latent component, except one item related to problem-solving. After removing this item, the scale functioned appropriately. Cronbach's α for all N-CAM derived scales ranged 0.88-0.94, and the associations between the N-CAM derived scales and the corresponding N-SETMU items ranged between 0.60 (advocating) and 0.79 (encouraging). CONCLUSIONS: In view of the strong associations between the concrete, N-CAM derived scales and the abstract N-SETMU items, this study supports the concurrent validity of the N-SETMU.