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We draw upon transformational leadership theory to develop an instrument to measure transformational parenting for use with adolescents. First, potential items were generated that were developmentally appropriate and evidence for content validity was provided through the use of focus groups with parents and adolescents. We subsequently provide evidence for several aspects of construct validity of measures derived from the Transformational Parenting Questionnaire (TPQ). Data were collected from 857 adolescents (M(age) = 14.70 years), who rated the behaviors of their mothers and fathers. The results provided support for a second-order measurement model of transformational parenting. In addition, positive relationships between mothers' and fathers' transformational parenting behaviors, adolescents' self-regulatory efficacy for physical activity and healthy eating, and life satisfaction were found. The results of this research support the application of transformational leadership theory to parenting behaviors, as well as the construct validity of measures derived from the TPQ. 相似文献
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Heterogeneity within English language learners (ELLs) groups has been documented. Previous research on differential item functioning (DIF) analyses suggests that accurate DIF detection rates are reduced greatly when groups are heterogeneous. In this simulation study, we investigated the effects of heterogeneity within linguistic (ELL) groups on the accuracy of DIF detection. Heterogeneity within such groups may occur for a myriad of reasons including differential lengths of time residing in English-speaking countries, degrees of exposure to English-speaking environments, and amounts of English instruction. Our findings revealed that at high levels of within-group heterogeneity, DIF detection is at the level of chance, implying that a large proportion of DIF items might remain undetected when assessing heterogeneous populations potentially leading to developing biased tests. Based on our findings, we urge test development organizations to consider heterogeneity within ELL and other heterogeneous focus groups in their routine DIF analyses. 相似文献
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The present study investigates whether the Early Development Instrument (Offord & Janus, 1999) measures school readiness similarly across different groups of children. We employ ordinal logistic regression to investigate differential item functioning, a method of examining measurement bias. For 40,000 children, our analysis compares groups according to gender, English-as-a-second-language (ESL) status, and Aboriginal status. Our results indicate no systematic measurement differences regarding Aboriginal status and gender, except for 1 item on which boys are more likely than girls to be rated as physically aggressive by Kindergarten teachers. In contrast, ESL children systematically receive lower ratings on items of the language and communication domains—as expected by definition of ESL status—but not within the physical, social, and emotional domains. We discuss how our results fit with child development research and the purpose of the Early Development Instrument, thus supporting its validity. 相似文献
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Giulia Balboni Vittore Perrucci Stefano Cacciamani Bruno D. Zumbo 《Distance Education》2018,39(3):317-333
Creating a sense of community in online classes contributes to student retention and to their overall satisfaction with the course itself. This study aimed to develop a scale of sense of community of students attending online university courses. A series of ordinal exploratory factor analyses were conducted on data obtained from 839 students enrolled in Italian universities. Using an item analysis method, we were able to select the 36 most valid items from an original set of 60 items we had previously defined. These items are distributed across three related factors measuring membership, influence, and fulfillment of needs. This factorial structure replicates the McMillan and Chavis’s model of sense of community, upon the basis of which this scale was developed. The three factors presented good ordinal alpha and adequate convergent/divergent validity coefficients. The scale represents an efficient tool for the design, monitoring, and evaluation of online courses. 相似文献
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In the current research project, the relationship between neighborhood environment and school readiness was investigated. To measure neighbourhood environment, data from the 2001 Canadian Census were used, while school readiness was measured using the Early Development Instrument (EDI). EDI data were collected for kindergarten children across British Columbia, Canada, in the school years 2000/2001 through 2004/2005 by the Human Early Learning Partnership. A hierarchical linear modeling approach to data analysis was taken given the complex structure of the data (children nested within neighborhoods). Results from this study suggest that neighborhood environment is related to children's school readiness outcomes as measured by the EDI. Specifically, all 5 EDI domains were significantly predicted by between 2 and 8 of 13 neighborhood variables that were conceptually grouped into 8 categories accounting for family structure, income, education, Aboriginal status, language, labor force occupations, employment rates, and domestic work. Overall, 3 themes emerged from this study that suggest neighborhood-level sources of social wealth: the importance of neighborhood culture, stability, and heterogeneity in promoting better school readiness outcomes for children. Formulations regarding areas for future research are presented. 相似文献
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