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Abstract Background This study aimed to assess the usefulness of the parent version of the KINDLR and the additional items of the Kiddy Parents questionnaire in the South-African context and to validate it as an appropriate tool for measuring health-related quality of life (HRQoL). Method The ExAMIN Youth SA study was designed to investigate lifestyle behaviours, including psychosocial factors that may adversely impact on cardiovascular health of children. Construct validity was examined by using exploratory and confirmatory factor analysis, while internal consistency was tested by Cronbach’s alpha. The final factor structure was confirmed by model fit indices. Results The study included children (n = 1088) aged between 5 and 10 years in North-West, South Africa. The reliability coefficients of the original factors could not be reproduced in this data set, with the Cronbach’s alphas ranging between 0.46 and 0.78. With exploratory factor analysis, including the additional items, our data supported a 7-factor structure with acceptable internal consistency (Cronbach’s alpha: 0.68–0.79; Omega: 0.75–0.85) and acceptable model fit indices (CFI: 0.91; TLI: 0.90; RMSEA: 0.05; SRMR: 0.07). Two factors (emotional wellbeing and everyday functioning) further split into separate factors for positive and negative experiences related to each of these dimensions. Conclusion We confirmed a new factor structure of the parent version of the KINDLR and the additional items of the Kiddy Parents questionnaire, which can be used in the African context. Although the new factor structure has great overlap with the original structure, some items did not contribute to the factors as expected. Language and cultural differences between the original German group and the current South African study group resulted in a different factor structure.

Background: Dyslexia and attention deficit hyperactivity disorder (ADHD) are marked comorbid neurodevelopmental disorders with an estimated bidirectional comorbidity of 25% – 40%. Previous international studies have identified strong hereditary and neurological overlap between these disorders, but the comorbidity of these developmental disorders in a South African practice has not yet been explored. Methods: This retrospective study aimed to investigate the co-existence of ADHD and the specific learning disorder (SLD) related to reading known as developmental dyslexia (DD). Additionally, the study sought to determine possible correlations between the overlapping diagnostic factors of the two developmental disorders. The study database consisted of 847 learners ranging from 8 to 18 years of age. Study data were obtained through a parent questionnaire regarding scholastic difficulties as well as prior ADHD diagnosis and/or treatment. A comprehensive psychometric assessment of DD was conducted on each participant in the first language of educational instruction, that is English or Afrikaans, to establish a direct dyslexia diagnosis as inclusion criterion. Results: Of the 847 participants analysed in this study, 38.6% presented with a co-existing diagnosis of both ADHD and DD. However, there was no evidence of statistically significant interdependency between overlapping diagnostic factors of these two disorders. Conclusions: The zero-correlations in the mentioned areas may indicate an overlap of shared symptoms rather than of distinctive diagnostic approaches.

Analysing students risk tolerance during the investor life cycle is imperative to students and financial planners alike, to facilitate the implementation of suitable investments and investment strategies. Students in universities do not have the required knowledge to invest and this is why an investment framework was created to assist, guide and inform students of what stage of the individual investor life cycle that they are in and suggest suitable investment strategies. The article implemented a quantitative approach, using secondary data analysis. The data used for the analysis is from a self-administered questionnaire in 2017 that was distributed to a sample of 396 students from two higher education institutions in the Vaal Triangle region. Two validated risk tolerance scales were used to analyse students risk tolerance levels. The objective of this paper was to determine the risk tolerance levels of students in the Vaal Triangle region. The two results from the 13-item scale and the single-item scale for measuring risk tolerance indicated that the students have a medium risk tolerance level.