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Author(s): Chuan-Yung Huang [sup.1] , Yi-Chun Hung [sup.1] , Chee-Seng Tan [sup.2] , Siew-May Cheng [sup.3] , Shun-Hao Hu [sup.4] Author Affiliations: (1) grid.412146.4, 0000 0004 0573 0416, Department of [...], The impact of demoralization among the general population has received little attention due to the lack of an appropriate measurement. Three studies involving 1,143 high school and undergraduate students in Taiwan were thus conducted to develop and validate a tool to assess demoralization. A pool of 50 items was first developed and administered to high school students. Exploratory factor analysis results supported a 5-factor solution with 15 items (Study 1). Study 2 compared the potential models using confirmatory factor analysis and found the 5-factor second-order model with 15 items the best fit model. The 15-item Mandarin version of Demoralization Scale (DS-M-15) was also found to have good internal consistency, test-retest reliability, and (concurrent and predictive) validity in a sample of undergraduate students (Study 3). Taken together, the converging findings show that the DS-M-15 is a promising tool for assessing demoralization among Chinese adolescents and emerging adults.

This study examined the effects of group art therapy on self-concept and peer relationships among adolescents using a mixed-method approach. Twelve recruited adolescents from a high school in Northern Taiwan attended weekly 2-h group art therapy sessions for 8 weeks. Through a discovery-oriented approach incorporating focus group interviews and individual interviews, qualitative results revealed that the participants started getting to know themselves better and were able to explore their inner selves while noticing their own emotions. Their self-concept also became more positive along with reduced negative self-concept, increased positive self-concept, and clearer visions towards future goals. Furthermore, the therapy modified adolescents' negative peer relationships by reducing their social anxiety and adjusting their complicated experiences. Participants were found to experience trustable, allied, and compassionate positive peer relationships while having reduced loneliness and improved social skills at the same time. Besides, the participants answered self-concept and peer relationship scales at pre- and post-interventions as well as a 12-month follow-up thereafter. Friedman test on the longitudinal data showed participants reporting consistently higher self-concept and peer relationship at post-intervention and 12-month follow-up than at the pre-intervention stage. Taken together, the findings duly support art therapy in boosting adolescents' self-concept and peer relationships.

Author(s): Chee-Seng Tan [sup.1] , Anna Wen-Huey Ong [sup.1] [sup.2] , Soon-Aun Tan [sup.1] , Siew-May Cheng [sup.3] Author Affiliations: (1) grid.412261.2, 0000 0004 1798 283X, Department of Psychology and [...], Zhou and George's (2001 (See CR28)) 13-item supervisory rating scale has been modified and used for individuals' self-report creativity. This present research has particularly translated and investigated the psychometric properties of the Malay version Self-Rated Creativity Scale (SRCS-M) through two studies using two different adolescent samples (N = 753). A one-factor model was identified after the removal of three items following low factor loading and item-total correlation in exploratory factor analysis in Study 1. Study 2 then examined and compared the 10-item and 13-item one-factor model besides the 12-item bifactor model. Confirmatory factor analysis results indicated that the 10-item one-factor model was superior compared with other competing models. Moreover, the test of measurement variance supported partial scalar invariance between two gender groups in the 10-item one-factor model. The 10-item SRCS-M also showed good reliability and validity. In a nutshell, the sound psychometric properties of the SRCS-M suggest its practical use on Malaysian adolescents.

The nine‐item Attitudes toward Singlehood Scale (AtSS) is a newly developed measurement for people to self‐report their manners toward staying single. The original English‐version AtSS shows sound psychometric properties in the Malaysian and Indian contexts. To necessarily adapt the AtSS in cross‐cultural studies, we developed the Japanese version of the AtSS (AtSS‐J) and examined its psychometric qualities in a sample of 316 Japanese undergraduate students. The participants answered an online survey consisting of the AtSS‐J, a (single‐item) preference for being single, the Mini‐Social Phobia Inventory, the Single Item Narcissism Scale, and the Satisfaction with Life Scale. Confirmatory factor analysis supports that the AtSS‐J has a second‐order factor structure (error covariance specified between Items 3 and 5) composed of three first‐order specific factors (affect, behavior, and cognition). Both Cronbach's alpha and McDonald's omega estimates indicated good reliability in the AtSS‐J. Moreover, convergent and discriminant validity of the AtSS‐J are evident, while the concurrent validity with life satisfaction as criterion variable showed inconsistent results. Overall, our findings offer preliminary support to the usability of the AtSS‐J. [ABSTRACT FROM AUTHOR]

The nine‐item Attitudes toward Singlehood Scale (AtSS) is a newly developed measurement for people to self‐report their manners toward staying single. The original English‐version AtSS shows sound psychometric properties in the Malaysian and Indian contexts. To necessarily adapt the AtSS in cross‐cultural studies, we developed the Japanese version of the AtSS (AtSS‐J) and examined its psychometric qualities in a sample of 316 Japanese undergraduate students. The participants answered an online survey consisting of the AtSS‐J, a (single‐item) preference for being single, the Mini‐Social Phobia Inventory, the Single Item Narcissism Scale, and the Satisfaction with Life Scale. Confirmatory factor analysis supports that the AtSS‐J has a second‐order factor structure (error covariance specified between Items 3 and 5) composed of three first‐order specific factors (affect, behavior, and cognition). Both Cronbach's alpha and McDonald's omega estimates indicated good reliability in the AtSS‐J. Moreover, convergent and discriminant validity of the AtSS‐J are evident, while the concurrent validity with life satisfaction as criterion variable showed inconsistent results. Overall, our findings offer preliminary support to the usability of the AtSS‐J. [ABSTRACT FROM AUTHOR]

Author(s): Chee-Seng Tan [sup.1] [sup.2] , Soon-Aun Tan [sup.1] , Siew-May Cheng [sup.3] , Intan Hashimah Mohd Hashim [sup.4] , Anna Wen-Huey Ong [sup.1] Author Affiliations: (1) grid.412261.2, 0000 0004 [...], The 50-item Kaufman Domains of Creativity Scale (K-DOCS; Kaufman Psychology of Aesthetics, Creativity and the Arts, 6(4), 298-308, 2012 (See CR16)) is a relatively new domain-specific self-report scale designed to assess the five different domains of creativity. However, a shorter form of the scale is preferable to reduce participants' burden. The present research addresses the development of a shorter 20-item K-DOCS (20-K-DOCS) to be used on Malaysian undergraduates across three studies (N = 1409). On the basis of past findings, the four items with the highest factor loading for each of the five domains were extracted to construct the 20-K-DOCS in Study 1. Exploratory factor analysis on the 20 items showed support to the theoretical five-factor structure. In Study 2, confirmatory factor analysis was conducted to examine and compare the 20-K-DOCS with the parent form of K-DOCS and other competing models. Results indicated that the 20-K-DOCS were superior to all the alternative models. In Study 3, the factorial structure of the 20-K-DOCS was further examined. The five-factor model was supported. Moreover, the 20-K-DOCS showed good internal consistency and acceptable convergence with creative self-efficacy and self-rated creativity. The findings of this study strengthen the evidence that the 20-K-DOCS is a psychometrically equivalent short form of the original K-DOCS. Researchers and educators may consider this brief measurement to assess the five different domains of students' creativity.