Showing 5 results for Confirmatory Factor Analysis
Mohammad Ali Nadi, Ilnaz Sadjadian,
Volume 11, Issue 2 (7-2011)
Abstract
Introduction: Faculty members, being in charge of cultivating students’ life-long learning capabilities, need a valid and reliable tool to assess self-directed learning readiness among them.The aim of this study was to examine assess reliability and construct validity of the Self Directed Learning Readiness Scale (SDLRS).for pre-internship medical and dentistry students. Methods: In a cross-sectional psychometric study, 335 pre-internship medical and dentistry students, studying in Islamic Azad University- Khurasgan and Najaf Abad branches, took the survey in 2008. The subjects completed Fisher’s Self-Directed Learning Readiness Scale(SDLRS). The scale has 40 items in 3 subscales. Data were analyzed through using Spearman Brown correlation coefficient and confirmatory factor analysis by LISREL sofware. Results: The resulting SDLRS consisted of 40 items across the following three domains: Self-management, desire to learning, and self-control. The final model in confirmatory factor analysis revealed that 39 items indicated a good fit of model. The value of Cronbach’s Alpha showed that all of 3 factors have high internal consistency coefficients. Conclution: This scale is a valid and reliable instrument in assessing students’ readiness for self directed learning.
Mohammad Ali Nadi, Ilnaz Sajjadian,
Volume 12, Issue 6 (9-2012)
Abstract
Introduction: In order to foster lifelong learning, abilities among students, faculties need to have an appropriate instrument to measure the SDLR abilities of medical students. The objectives of this study were to validate Guglielmino´s SDLRS to measure the SDL abilities of medical and dentistry students and to test the reliability of this instrument.
Methods: In this cross-sectional study using the systematic sampling method, 355 pre-internship medical and dentistry students studying in Islamic Azad University- Khorasgan and Najaf Abad branches took the survey in 2009. The participants completed Guglilmino´s self-directed learning readiness scale (SDLRS). The scale has 58 items in 8 subscales. Data were analyzed through using Cronbach´s Alpha, Spearman- Brown, and Guttman correlation coefficients and confirmatory factor analysis by Lisrel software.
Results: The resulting SDLRS consisted of 58 items across the following eight factors: Openness to learning opportunities, self-concept as an effective learner, initiation and independence in learning, informed acceptance of responsibility for one´s own learning, love of learning, creativity, ability to use basic study skills, and problem solving skills. The final model in confirmatory factor analysis reveald that 55 items indicated a good fit of model (RMR =0-0.08, RMSEA=0.063, p=0.000-0.003, df=0-35, χ2=0-86.81). The value of Cronbach´s Alpha showed that all 8 factors had suitable internal consistency coefficients and reliability was 0.94 for the whole scale.
Conclusion: The Guglielmino´s self-directed learning readiness scale is a valid and reliable instrument for identifying SDLR abilities, skills and attitudes among medical and dentistry students.
Mahnaz Keyhani, Davood Taghvaei, Abolfazl Rajabi, Borzoo Amirpour,
Volume 14, Issue 10 (1-2015)
Abstract
Introduction: Introduction: Resilience has been defined as the capacity to sustain relatively stable psychological well-being and the ability to develop positive experiences and emotions under stressful and overwhelming situations. The present study aimed at assessing the internal consistency and confirmatory factor analysis of the Connor-Davidson Resilience Scale (CD-RISC) among female students of nursing.
Methods: In this descriptive psychometric study, 500 undergraduate female nursing students of Kermanshah and Hamadan Universities of Medical Sciences in 2014 were randomly selected. The participants completed Conner-Davidson Resilience Scale(CD-RISC), Buss and Perry aggression questionnaire, Schwarzer & Jerusalem’s General Self-Efficacy scale(GSE-10), and Diener et al.`s Satisfaction With Life Scale(SWLS). The reliability was assessed through internal consistency methods (Chronbach’s alpha coefficient and Spearman-Brown Split-Half), and in order to assess concurrent validity, the correlation between self-efficacy scores, aggression and satisfaction with life scores and resilience was assessed. The construct validity was determined using confirmatory factor analysis method. The data were analyzed using LISREL8.5 and SPSS-16 with a 95% confidence level.
Results: The results of correlation coefficients of concurrent validity showed a negative significant correlation between resilience and aggression and a positive significant correlation with self-efficacy and satisfaction with life. Cronbach's alpha coefficient and split-half Spearman–Brown were 0.669 and 0.665, respectively. Confirmatory factor analysis showed that among 10 items of Conner-Davidson resilience Scale, items 5 and 8 had low loadings therefore, they were excluded. After this modification, model parameters for one-dimensional factor analysis were fitted.
Conclusion: It can be concluded that due to the moderating role of resilience in stressful and difficult occupations such as nursing, and the lack of appropriate tools to measure this factor among nurses, this scale can be used for research purposes and admitting students in the target population.
Ali Taghipour, Fatemeh Zahra Karimi, Seyed Mojtaba Mousavi Bazaz, Zahra Khosravi Anbaran, Mahboubeh I Abdolah,
Volume 14, Issue 11 (2-2015)
Abstract
Introduction: Today, the importance of students’ education as lifelong learners is taken seriously and its development is considered in all suggestions for improving medical education. Jefferson Scale of Physician Lifelong Learning-Medical Students (JeffSPSLL-MS) is one of the lifelong learning measures which has not been implemented in Iran yet. This study aimed to investigate factor structure and reliability of the Persian version of JeffSPLL-MS among Iranian Persian speaking students.
Methods: This cross-sectional study was conducted on 430 students in Birjand University of Medical Sciences who were selected through stratified random sampling. The data were collected by Persian version of JeffSPLL-MS. Confirmatory factor analysis was used to investigate the factor structure of JeffSPLL-MS the adequacy of model fit was assessed by the goodness-of-fit index, adjusted goodness-of-fit index, the root mean square error of approximation, chi-square index and its corresponding degrees of freedom, and comparative fit index. Cronbach's alpha coefficient was used to check the reliability.
Results:The goodness of fit indices including RMSEA approximated 0.1 and GFI and CFI approximated 1 therefore the fit of model was good. The confirmatory factor analysis showed that the three-factor structure of Persian version of JeffSPLL-MS had acceptable fit to the data. Also, Cronbach's alpha coefficient was 0.69 for the whole tool it ranged from 0.64 to 0.78 for the subscales.
Conclusion:This study confirmed the three-factor structure of 14-item Persian version of JeffSPLL-MS including beliefs related to education and motivation, information search skills, and attention to learning opportunities. Therefore, this tool seems to be appropriate for assessing lifelong learning among Persian speaking students.
Mohammad Ali Nadi, Roya Babaei, Saeideh Aminoroaya Yaminy, Heshmatolah Mosavi, Gholamreza Ghasemi,
Volume 16, Issue 0 (4-2016)
Abstract
Introduction: There is a dearth of standardized instrument to ass the lifelong leaning capabilities of nurses. This study aimed at evaluating some of the psychometric properties of the Clinical Learning Organisational Culture Survey (CLOCS) in Iranian context.
Methods: The sample study comprised of 327 nursing staff affiliated to government educational hospitals in Rasht- I. R Iran during 2013. The participants voluntarily completed the COLS, comprised of 28 items with five sub scales. Data were computer analyzed, using LISREL 8. 75, person correlation and confirmatory factor analysis.
Results: Confirmatory factor analysis yielded promising results by segregating the previous five factors, namely, dissatisfaction, applicability, dependency, and influence. (GFI=. 89 CFI=. 90 RMSEA=. 08). They turned to show highly reliable internal consistency and factor structure. Respectively (0/71), (0/52), (0/74), (0/64), (0/53).
Conclusion: Henderson’s COLS is a highly reliable and valid scale which can have strong holding in evaluating educational system in Iranian context.
