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The objective of this study was to develop and validate a measure called the Tele Attitude Scale (TAS). This measure aims to evaluate relevant aspects of the teleworking experience related to its perceived effects regarding, for instance: job characteristics, perceived productivity, quality of work-related interactions, work-non-work balance, and well-being. Four studies were conducted between 2021 and 2022. First, a qualitative study was conducted to develop the scale (N = 80). Afterward, a second study to explore the scale's factorial structure (N = 602) was developed. A third study served to analyze its internal validity and reliability (N = 232). A fourth study analyzed the criterion validity of the scale by exploring its correlations with measures of health, affect, and performance (N = 837 teleworkers). The findings revealed that the 10-item scale accounted for a unique factor and that it was a reliable measure. Moreover, the results also showed that the scale was significantly related to measures of health, affect, and performance, thus supporting its convergent and criterion validity. This research advances the knowledge about telework by proposing a user-friendly scale to measure teleworking, specifically how workers perceive their experience of it and how it may impact them at several levels. Thus, the TAS can not only fill a gap in the research but also help organizations evaluate and support teleworkers' needs and subsequent satisfaction while teleworking. [ABSTRACT FROM AUTHOR]

Building on a World Englishes perspective, this article revisits foreign language confidence (FLC) and elaborates on the development and validation of a three‐factor Foreign Language Confidence Scale (FLCS) including Foreign Language Competence, Sense of Linguistic Security, and Sense of Linguistic Ownership. It first critically examines the existing understanding and measurement of FLC. Then it offers a theoretical and empirical justification for the three‐factor proposition in the FLCS. To examine the psychometric quality of the FLCS, two datasets (Sample 1: N = 673, Sample 2: N = 380) were collected from 1053 undergraduate English‐as‐a‐foreign‐language (EFL) learners at a top‐tier university in China. Results of exploratory factor analysis using Sample 1 demonstrated a stable three‐factor structure in the FLCS with sufficient factorial eigenvalues and strong item loadings. The confirmatory factor analysis based on Sample 2 cross‐validated the FLCS's underlying factor structure and substantiated the reliability and validity (e.g., convergent and discriminant validity) of the three‐factor 16‐item FLCS. This article also discusses the psychometric properties of the FLCS and points out its potential use for future teaching and research purposes against the backdrop of decolonizing English language education. [ABSTRACT FROM AUTHOR]

Gratitude for food is a concept associated with various aspects of healthy and sustainable diet and originates from Buddhism and Shintoism in Japan. Against this background, a scale specifically targeting adults is essential for boosting studies concerning gratitude for food. This study aimed to adapt the Gratitude for Food Scale (GFS), originally developed for Japanese children, to Japanese adults and to examine the reliability and validity of GFS for adults (GFS-A). This cross-sectional study used baseline and one-week follow-up data from a longitudinal survey. The analysis included 1800 Japanese adults at baseline and 1380 at the one-week follow-up based on completion of self-administered questionnaires in February 2023. Construct validity was confirmed using exploratory and confirmatory factor analyses. Further, Spearman's and intraclass correlation coefficients and Cronbach's alpha were calculated to confirm criterion validity and reliability (test–retest and internal consistency). Participants' mean (SD) age was 40.2 (11.2) years (women: n = 900, 50.0%) at baseline. The analysis revealed a one-factor structure comprising five items with good model fit. Criterion validity was confirmed by the correlation coefficients between the total GFS score and the gratitude questionnaire and the sub-score of awareness and appreciation for food, which represents a subscale of the expanded mindful eating scale. Moreover, test–retest reliability and internal consistency were confirmed. From this study's results, we can see that the developed GFS-A is an appropriate scale with good reliability and validity for measuring Japanese adults' gratitude for food. [ABSTRACT FROM AUTHOR]

This study developed the Speaking Strategies for Self-Regulated Learning Questionnaire based on Oxford's (2017) strategic self-regulation model of language learning to cross-validate the multifaceted structure of speaking strategies in English as a foreign language (EFL) learners. 963 undergraduate students from a university in Southeast China voluntarily participated in the investigation. Confirmatory factor analyses were conducted to verify three hypothesized models. Through model comparisons, the results indicate that the 10-factor correlated multidimensional structure is the most informative and robust model. The model sheds light on the relationships between the cognitive, affective, sociocultural-interactive strategies, and metastrategies of the ten lower-order speaking strategies. Through multiple linear regression analysis, it was found that three of the ten SRL strategies were predictive of EFL learners' speaking competence. The findings imply that Oxford's (2017) theory can be extended to the field of EFL speaking. The study concludes with implications for fostering strategic awareness among EFL learners. [ABSTRACT FROM AUTHOR]

This study aimed to describe the development of the Perceived Therapist’s Knowledge about Gender Identity Diversity Scale and to preliminarily validate this scale by describing its psychometric properties. This research instrument was constructed based on the existing literature and recommendations for instrument development. Initially, a 36-item scale was devised to assess perceived openness and knowledge about gender identity diversity in therapy. The content validation process involved 12 expert judges, leading to a refined 25-item scale. Participants consisting of 57 trans and non-binary Puerto Rican individuals completed the scale. Exploratory factor analysis revealed a unidimensional structure, supporting a single factor named “perceived knowledge about gender identity diversity in therapy.” The final scale demonstrated excellent reliability (α = 0.978; Sα = 0.980; ω = 0.979), indicating strong internal consistency. This validated scale contributes to assessing primarily Hispanic trans and non-binary individuals’ perceptions of their therapists’ knowledge about gender identity diversity.

There is a long history of operationalizing theoretical constructs of language proficiency by developing language proficiency scales. However, existing scales are not directly applicable in teaching and assessing Chinese as a second language (CSL) reading in US higher education contexts. Teachers need guidance regarding what component reading skills/knowledge should be taught and measured. This study developed a CSL Reading Proficiency Scale aligning to Koda's (2005) theoretical framework that models L2 reading as a three-factor construct. The scale development began with modeling the construct of CSL reading ability on the basis of literature review. Drawing on this process, an operational descriptive scheme and a descriptor pool were established and subjected to expert review of content validity. Descriptors that survived expert review were then compiled into a Likert-scale questionnaire. This instrument was tested through teachers' evaluations (N = 179) of whether CSL learners 'can do' what were denoted by descriptors. Confirmatory factor analysis exhibits solid goodness of fit between descriptors and the hypothesized three-factor model. The total score and the three subscale scores show high reliability. Evidence of convergent validity, discriminant validity, and concurrent validity indicates that the Scale measures CSL reading ability as intended. 摘要: 长期以来, 外语教学和测试领域通过制定语言水平量表来描述语言水平的理论构念。然而, 现有的量表在应用于美国高校汉语作为第二语言 (CSL) 阅读教学和测试中有一些局限性。对于具体应该教和考哪些阅读子技能和子知识, 教师们需要更多的有效指导。本研究基于Koda (2005) 的三因素第二语言阅读模型, 开发了一个新的 CSL 阅读水平量表。量表的开发始于根据已有的研究来描述 CSL 阅读能力的构念。在此基础上, 作者建立了一个描述语体系和描述语语料库。语料库中 57 条通过了专家内容效度评审的描述语被编制成一套李克特量表问卷。教师使用这套问卷对 179 位 CSL学习者的阅读能力进行了评估。验证性因子分析结果显示数据与假设的三因素模型之间具有良好的拟合度。总分和三个子量表的分数都显示出很高的信度。 此外, 该量表具有很好的收敛效度、区分效度和共时效度。 PLAIN LANGUAGE SUMMARY: In this research, I developed a CSL Reading Proficiency Scale (the Scale) for college-level Chinese as a second language (CSL) teachers, addressing the limitations of existing scales. It is designed to measure CSL learners' reading ability and to provide CSL teachers with guidance regarding component CSL reading skills/knowledge that should be taught and measured. To develop this scale, I first reviewed previous studies on second language (L2) reading and Chinese linguistics to identify component skills/knowledge of CSL reading. Then, I collected descriptors of L2 reading ability from existing scales and created new descriptors to represent these component skills/knowledge. Four experts reviewed and improved descriptors in terms of clarity, brevity, accuracy, and content relevance etc. Fifty seven descriptors that survived the expert review were compiled into a questionnaire, which teachers used to evaluate students' reading ability. Based on the evaluation data, in addition to checking the structure of the Scale, I also examined the reliability and validity. Results show that the Scale measures CSL reading ability as intended and can yield consistent outcomes of students' reading ability. [ABSTRACT FROM AUTHOR]

Teachers' digital teaching competence is a prerequisite for efficient teaching. This study aimed to develop a scale to assess primary and secondary teachers' digital teaching competence (PSTDTC). We analyzed and generalized definitions, models, and frameworks for PSTDTC, proposed a five-dimension model (digital teaching design competence, digital teaching implementation competence, digital teaching evaluation competence, digital teaching responsibility, and digital teaching attitude), and developed a scale. Three specialists and seven in-service teachers tested the content validity of the PSTDTC scale. An exploratory factor analysis (n = 473) revealed a 5-factor structure corresponding to the theoretical model. Confirmatory factor analysis (n = 574) was used to assess the structural validity of the final scale. Other statistical findings indicate that the scale is scientific and reliable. In the study, we also used latent class analysis (LCA) to identify unobserved structures and the subpopulations of teachers. According to the LCA results, three latent classes were obtained, including low-level, intermediate- and high-level digital teaching competence. Through multiple logistic regression, we discovered that urban and secondary teachers are more likely to enter intermediate- and high-level digital teaching competence classes. Therefore, the PSTDTC scale provides educators and researchers an effective diagnostic instrument for evaluating the present state of teachers' digital teaching. [ABSTRACT FROM AUTHOR]

AbstractThis article details the development and preliminary validation of the Social Distance toward Bisexual Persons Scale (SDBPS). This secondary data research employed an instrumental design, based on a quantitative, nonexperimental, cross-sectional study conducted with Hispanics in Puerto Rico. The scale’s development involved multiple stages. The team developed a pool of 22 items with two dimensions measuring social distance toward bisexual individuals that were generated from research literature. Seven experts reviewed the initial items, leading to the validation of the 10-item SDBPS. A diverse sample of 373 participants took part in the validation. As a result, the SDBPS demonstrated good psychometric properties, revealing variations in social distance by sex and sexual orientation. Convergent and divergent validity were confirmed. The SDBPS is a valuable tool for assessing social distance toward bisexual individuals, especially within Hispanic populations, and contributes to understanding the complexity of stigma. Further research should focus on cross-validation and assessing the scale’s temporal reliability. [ABSTRACT FROM AUTHOR]

This study aimed to describe the development of the Perceived Therapist's Knowledge about Gender Identity Diversity Scale and to preliminarily validate this scale by describing its psychometric properties. This research instrument was constructed based on the existing literature and recommendations for instrument development. Initially, a 36-item scale was devised to assess perceived openness and knowledge about gender identity diversity in therapy. The content validation process involved 12 expert judges, leading to a refined 25-item scale. Participants consisting of 57 trans and non-binary Puerto Rican individuals completed the scale. Exploratory factor analysis revealed a unidimensional structure, supporting a single factor named "perceived knowledge about gender identity diversity in therapy." The final scale demonstrated excellent reliability (α = 0.978; Sα = 0.980; ω = 0.979), indicating strong internal consistency. This validated scale contributes to assessing primarily Hispanic trans and non-binary individuals' perceptions of their therapists' knowledge about gender identity diversity. [ABSTRACT FROM AUTHOR]

This study aimed to develop and validate the Human-Animal Interaction at Work Scale (HAI@WS). This instrument is designed to measure human-animal interactions during work time. We conducted four studies to achieve this goal. First, we developed the scale, followed by a study to explore its factorial structure (N = 1013). The third study analyzed the scale's internal validity and reliability (N = 253). The fourth study was a daily-diary investigation that assessed the criterion validity of the HAI@WS by examining its within-person correlations with measures of performance, satisfaction, and work engagement (N = 145 × 5 = 725). The findings revealed that the three-item scale represented a single factor and is a reliable measure of human-animal interactions in the work context. Additionally, the results indicated that the scale was significantly related to measures of performance, satisfaction, and work engagement at the within-person level. This study fills a research gap by providing a validated measure for assessing human-animal interactions in the workplace, an area previously lacking such tools. The HAI@WS is valuable for managers seeking to evaluate how the presence of pets at work—whether during teleworking or in the office—and the resulting interactions with employees can satisfy biological and psychological needs, thereby promoting positive outcomes such as work engagement and positive affective work-related experiences. This research advances our understanding of human-animal interactions and their impact on individuals and organizations. • The Human-Animal Interaction at Work Scale (HAI@WS) shows strong psychometric properties across different samples. • The HAI@WS shows positive relations with performance, job satisfaction, and work engagement. • HAI@WS is essential for studies focused on human-animal interactions in the work context. [ABSTRACT FROM AUTHOR]

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AbstractThis study aims to develop and validate a comprehensive scale for assessing students’ sustainability competence in education for sustainable development (ESD). Existing ESD assessment tools have faced criticism for lacking rigorous design and validation. Following a three-phase procedure proposed by Boateng et al., the study utilized qualitative and quantitative methods to develop and validate the scale. The scale was administered to 708 students participating in an extracurricular eTournament on Sustainable Development Goals organized by a Hong Kong university. The validation process involved expert panels, cognitive interviews, factor analyses, and assessments of internal consistency. Using Wiek et al.'s five-competence framework, 16 ESD learning outcomes were generated, forming the basis for the scale items. The survey included a mini-scenario introduction to enable students’ evaluation of sustainability practices, even with limited experience. Data analysis revealed a four-factor structure that could be both distinguished and integrated under a single upper-level factor. The scale is developed with the aim to better measuring tertiary students’ sustainability competence via a holistic and integrated approach, which completes the constructive alignment of current ESD, particularly in extracurricular settings.

The purpose of this article was to develop and validate a new scale of workplace shocks and extend our understanding of the means by which workplace shocks may influence employee turnover. Drawing from the meaning maintenance model and the sensemaking literature, we embarked on a multiwave field study with 252 frontline hotel employees, introducing an integrated model that elucidates the mechanisms and conditions under which workplace shocks may lead to turnover. Using a novel approach to assess workplace shocks, we found they influence employee turnover through organizational embeddedness and general self-efficacy; however, these effects diminish with high levels of internal control-oriented human resource practices (ICHRPs). The theoretical and managerial implications of this study are discussed. [ABSTRACT FROM AUTHOR]

While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language (L2) education, scanty research focuses on demotivation in L2 speaking learning. Particularly, little research explores the measures to quantify L2 speaking demotivation. The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale (ESDS). To this end, an independent sample of 207 Chinese tertiary learners of English as a Foreign Language (EFL) participated in the development phase, and another group of 188 Chinese EFL learners was recruited for the validation of the scale. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were employed to determine the factor structure of the scale. The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English (TFLSE), Interest and Valence in Learning Spoken English (IVLSE), Self-efficacy in Learning Spoken English (SELSE), Negative Peer Influence in Learning Spoken English (NPILSE), Undesirable Environment for Learning Spoken English (UELSE), and Negative Influence of Assessment and Learning Materials in speaking class (NIALM). In the validation phase, Confirmatory Factor Analysis (CFA) was performed to validate the internal structure of the scale. The CFA results showed that the model fits the data well. Overall, the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation. Implications for diminishing EFL learners' demotivation, lessening their aversive emotions and promoting their mental health are also discussed. [ABSTRACT FROM AUTHOR]

Aim: To develop and validate a culturally appropriate patient‐reported outcome measure for measuring dignity for older adults during acute hospitalization. Design: A three‐phased exploratory sequential mixed‐method design was used. Methods: Domains were identified and items were generated from findings of a recent qualitative study, two systematic reviews and grey literature. Content validity evaluation and pre‐testing were undertaken using standard instrument development techniques. Two‐hundred and seventy hospitalized older adults were surveyed to test construct and convergent validity, internal consistency reliability and test–retest reliability of the measure. Analysis was performed using Statistical Package for the Social Sciences, version 25. The STROBE checklist was used to document reporting of the study. Results: We established the 15‐item Hospitalized Older Adults' Dignity Scale (HOADS) that has a 5‐factor structure: shared decision‐making (3 items); healthcare professional‐patient communication (3 items); patient autonomy (4 items); patient privacy (2 items); respectful care (3 items). Excellent content validity, adequate construct and convergent validity, acceptable internal consistency reliability and good test–retest reliability were demonstrated. Conclusion: We established the HOADS is a valid and reliable scale to measure dignity for older adults during acute hospitalization. Future studies using confirmatory factor analysis are needed to corroborate the dimensionality of the factor structure and external validity of the scale. Routine use of the scale may inform the development of strategies to improve dignity‐related care in the future. Impact: The development and validation of the HOADS will provide nurses and other healthcare professionals with a feasible and reliable scale for measuring older adults' dignity during acute hospitalization. The HOADS advances the conceptual understanding of dignity in hospitalized older adults by including additional constructs that have not been captured in previous dignity‐related measures for older adults (i.e. shared decision‐making and respectful care). The factor structure of the HOADS, therefore, includes five domains of dignity and offers a new opportunity for nurses and other healthcare professionals to better understand the nuances of dignity for older adults during acute hospitalization. For example, the HOADS enables nurses to identify differences in levels of dignity based on contextual factors and to use this information to guide the implementation of strategies that promote dignified care. Patient or Public Contribution: Patients were involved in the generation of items for the scale. Their perspectives and the perspectives of experts were sought in determining the relevance of each item of the scale to patients' dignity. [ABSTRACT FROM AUTHOR]

Given the importance of wisdom in leadership and the crucial role that wise leaders play within organizations, this study aimed at developing a psychometrically valid scale measuring wise leadership. Data were collected from three independent samples from France and Morocco (N=626). Exploratory factor analysis, first- and second-order confirmatory factor analyses, and structural equation modeling established the convergent and discriminant validities of the new wise leadership scale. Review of the extant literature, expert judgment technique and quantitative analyses across four studies yielded a 16-item scale designed to measure wise leadership (Wise Leadership Questionnaire [WLQ]). The driving forces of this pattern of leaders’ values, cognitions and behaviors are intellectual shrewdness, spurring action, moral conduct, and virtuous humility. This new wise leadership measure will be valuable for researchers and practitioners in understanding the pattern of wise leaders.

Plain English summary Adults with Fabry disease experience severe challenges, which adversely impact their quality of life (QOL). As it is a rare disease, non-patients lack awareness of the severity of its symptoms and the resultant social difficulties of the patients. Most instruments that measure QOL are not specific enough to address issues related to Fabry disease. Therefore, in this study, a measurement instrument known as the Adult Fabry QOL (AFQOL) scale was designed and validated. The 39-item scale covers five domains that are congruent with the symptoms of adult Fabry disease. It differs from other QOL scales as it also assesses the impact of work and personal relationships on patients’ QOL and symptoms that progress in adulthood. This study has important implications for healthcare providers who treat adult patients with Fabry disease, enabling them to have a fuller picture of the unique needs of this population.

This study intended to develop and validate the Telework Pet Scale (TPS). This measure aims to evaluate relevant aspects of the e-working experience related to the human-animal bond. We conducted four studies. First, we conducted a study to develop the scale, then we conducted another one to explore its factorial structure (N = 359). A third study served to analyze its internal validity and reliability (N = 290). A fourth study analyzed the criterion validity of the TPS, by exploring its correlations with measures of health, affect, satisfaction, and performance (N = 320 teleworkers). The findings revealed that the 8-item scale accounted for a unique factor and that it is a reliable measure. Moreover, the results also showed that the scale was significantly related to measures of health, affect, satisfaction, and performance. The cross-sectional nature of the four studies is a limitation. The TPS completes a gap in the research by providing a measure that may support organizations to evaluate and support teleworkers' needs and their subsequent satisfaction while teleworking. This research gives a step forward in the knowledge about telework and pet owners perceived experience of it. • The Telework Pet Scale (TPS) shows strong psychometric properties across different samples. • The TPS shows positive relations with performance, job satisfaction, health, and positive affect. • The TPS shows negative relations with negative affect. [ABSTRACT FROM AUTHOR]

The examination of cultural differences between French and American organizations allowed us to better understand people's political engagement in the French organizational context. This paper examines the political engagement construct within the French organizational context and reports a research that aimed at validating the French Political Engagement Inventory (FPEI). Two studies examined the consistency of the factorial structure and the construct validity of the FPEI across three French samples. These procedures resulted in coming up with 18 items measuring French political engagement through four dimensions: Interpersonal influence skill, engagement in formal structure knowledge, engagement in continuous training, and engagement in strategic (informal) relationships knowledge. Results showed that the political engagement construct was: (a) positively related to self-monitoring, coalition, upward appeal, assertiveness, rationality, exchange influence tactics; (b) negatively related to trait anxiety; and (c) unrelated to ingratiation influence tactic. This research helped better understand how actors strategically engage in their organizations when they attempt to serve self-interests at work. Implications for the research of French political engagement are discussed. [ABSTRACT FROM AUTHOR]

The psychometric properties of two shortened and rescaled versions of widely used measures of job insecurity were evaluated. Using survey data from 292 US working adults and relying on classical test theory, confirmatory factor analysis, and item response theory analyses, results indicated that these new versions had high reliability and similar psychometric properties compared with the original versions. Empirical evidence further established favorable convergent and discriminant validity, based on the revised scales' relationships with relevant covariates. The revised versions also showed substantially improved precision of measurement over a broader range of cognitive and affective job insecurity levels (i.e. they provide greater information for a wider range of participants experiencing varying levels of insecurity). These results indicate the briefer rescaled versions should be preferred over the original scales. [ABSTRACT FROM AUTHOR]

Purpose: The emergence of new digital technologies in the 21st century has propelled individuals to use technology in their daily lives. Individuals now require a specific set of skills, competencies and knowledge to use these devices efficiently, intelligently yet with responsibility. The purpose of this research was to design, develop and validate a digital literacy scale (DLS) using the exploratory factor analysis (EFA). Design/methodology/approach: A quantitative research methodology was used for this study, whereby a unipolar 5 point Likert scale self-report questionnaire was designed to measure the digital skills of the participants. Digital literacy was divided into an exhaustive and broad list of six modules-media literacy, information literacy, communication literacy, technology literacy, visual literacy and computer literacy. The questionnaire was administered to a sample of the 2,755 Year 12 and Year 13 students of randomly selected 33 secondary school students in Fiji. Sample adequacy of the sample was tested using the Kaiser-Meyer-Olkin test. Findings: The EFA results prove the existence of the six modules of digital literacy that are being utilized in this research to design the DLS. The factor loadings or the correlation coefficients range from 0.3 to 0.8; therefore, all the 60 items were kept to design the DLS. The Cronbach Alpha value of 0.90 confirmed the internal consistency and reliability of the newly designed DLS. Research limitations/implications: The research limitation of the study was the sample size. A broader sample would have made the results better. Research implications are; there is no scale in the south Pacific to measure digital literacy. The newly designed and developed scale is the first one that can be used to measure the digital literacy of the south Pacific populace and bridge the gap of the digital divide. Practical implications: The developed and validated scale can be used to measure the digital literacy of individuals both in the south Pacific and beyond. The scale covers important aspects of the much needed 21st century skills. Once digital literacy is measured, relevant stakeholders can develop instruments to improve the digital literacy of individuals. Social implications: The DLS can prove to be an important tool for society. In the 21st century people are required to have digital literacy to survive and thrive. Thus this tool can be used to measure digital literacy and further improve the digital literacy of the people. Originality/value: The framework has been adopted from the work of Covello (2010) however, the definitions of digital literacy and other literacies are modified to meet the requirements of the 21st century. The tool is unique in its nature in the south Pacific and beyond. Looking at the digital literacy tools in literature, this tool covers all the aspects of digital literacy in the 21st century. Peer review: The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-10-2021-0532. [ABSTRACT FROM AUTHOR]

As a result of the COVID-19 pandemic, more and more organizations have implemented remote working, resulting in a partial overlap between home and work environments. This study aimed to develop a tool named Perceived Remote Workplace Environment Quality Indicators (PRWEQIs) to study the impact of the remote work environment on worker well-being. A preliminary 20-item version was developed. In Study 1, an Exploratory Factor Analysis (EFA) was conducted on a sample of remote students (N = 521); the results were confirmed in Study 2 through a Confirmatory Factor Analysis (CFA) on a sample of remote workers (N = 463). The final 15-item PRWEQIs include five indicators, Acoustic comfort, Visual comfort, Quality of the furnishings, Safety, and Space usability, and a second-order factor referring to General perceived comfort. The scale constitutes an initial instrument for assessing the perception of the physical-spatial qualities of the remote working environment. [ABSTRACT FROM AUTHOR]

Given the importance of wisdom in leadership and the crucial role that wise leaders play within organizations, this study aimed at developing a psychometrically valid scale measuring wise leadership. Data were collected from three independent samples from France and Morocco (N=626). Exploratory factor analysis, first- and second-order confirmatory factor analyses, and structural equation modeling established the convergent and discriminant validities of the new wise leadership scale. Review of the extant literature, expert judgment technique and quantitative analyses across four studies yielded a 16-item scale designed to measure wise leadership (Wise Leadership Questionnaire [WLQ]). The driving forces of this pattern of leaders' values, cognitions and behaviors are intellectual shrewdness, spurring action, moral conduct, and virtuous humility. This new wise leadership measure will be valuable for researchers and practitioners in understanding the pattern of wise leaders. [ABSTRACT FROM AUTHOR]

Teacher beliefs are a pivotal psychological quality for sustainable teacher development. Previous studies have mainly focused on the beliefs of English-as-a-second/foreign-language (ESL/EFL) teachers, while little attention has been paid to those of Chinese-as-an-additional-language (CAL) teachers. Particularly, there is a paucity of effort made to develop and validate instrument for measuring pre-service CAL teacher beliefs. Therefore, to further quantify the beliefs of CAL teachers is increasingly called for as an essential means to help teachers sensitize their beliefs system and promote teacher development as a sustainable goal. To be specific, the present study aims to construct a scale for gauging beliefs of pre-service CAL teachers. It firstly conceptualizes the dimensions of pre-service CAL teacher beliefs by means of semantic analysis with ROST CM6, and then cross-validates the reliability and validity of the scale with psychometric methods. Two independent samples composed of 221 and 222 pre-service CAL teachers participated in a questionnaire survey. The two samples were utilized for later Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), respectively. The two data sets have satisfactory psychometric results, all confirming that the scale subsumes three factors: Beliefs about Chinese Language Teaching (BCLT), Beliefs about Chinese Language (BCL), and Beliefs about Chinese Language Learners (BCLL). The scale validated in the present study contributes to research on pre-service CAL teacher beliefs, and provides implications for sustainable pre-service CAL teacher training. [ABSTRACT FROM AUTHOR]

While prescriptions based on anecdotal data and theoretical accounts of career sustainability abound, empirical research has been hampered by the lack of a scale to measure career sustainability. Thus, the primary purpose of this study is to develop and validate a new measure of career sustainability. In Study 1, we relied on Chin, Li, Jiao, Addo, and Jawahar's framework to develop a measure of career sustainability. We then conducted two studies to provide preliminary construct validity evidence. In Study 2, we show that scores on Career Sustainability Scale are related to career plateaus and career satisfaction in predictable ways. In Study 3, we show that career sustainability is positively related to psychological well-being, and this relationship is stronger for gig workers who are freelancers than for conventional workers. We discuss implications for research and practice and hope that our new measure facilitates empirical research on career sustainability. [ABSTRACT FROM AUTHOR]

Past research suggests the ability to adapt to technological change by learning new technologies is a core feature of technological competence and consequential for inequality. Yet there exists no definition or measure of what people do to learn technologies that are new to them and empirically link this to inequality. To address this gap, I conducted studies involving over 2,000 adolescents to develop and validate a measure of what I call "digital adaptability," the use of five habits that help individuals learn technologies that are new to them. The studies included observation and cognitive interviews to describe adaptability and develop an initial item pool, a pilot to narrow items using structural equation modeling, a full test with 897 eighth-grade students in Chicago with analysis of convergent and discriminant validity, and a replication study with 1,285 high school students near Boston. Finally, using Chicago and Boston area data, I find adaptability correlates with students' educational plans and career aspirations in science, technology, engineering, and mathematics —linking digital adaptability to students' futures. Overall, the digital adaptability measure provides a critical theoretical and empirical tool for digital inequality research, practice, and policy. [ABSTRACT FROM AUTHOR]

This study aimed to revise the Initial Version of the Teacher Buoyancy Scale (TBS) to the Dual Component TBS by incorporating contextual resources. 434 teachers completed Dual Component TBS and Job Stress scale. Factor analyses suggested a 5-factor solution of the Dual Component TBS, separating personal and contextual resources. SEM results revealed the mediating role of teacher buoyancy between personal and contextual resources as predictors, and job stress as outcome, providing some support for its criterion validity. The role of collegial support as a contextual resource in teacher buoyancy and the meaningfulness of teacher buoyancy in understanding stress are discussed. (100 words). • Dual Component Teacher Buoyancy Scale (TBS) has two new contextual components. • New components are: support from family and friends , support from the work context. • CFA suggests teacher buoyancy is described by five factors. • Teacher buoyancy mediates the relationships of personal and contextual resources with job stress. [ABSTRACT FROM AUTHOR]

Academic self-efficacy beliefs influence students' academic and career choices, as well as motivational factors and learning strategies promoting effective academic success. Nevertheless, few studies have focused on the academic self-efficacy of university students in comparison to students at other levels. Furthermore, extant measures present several limitations. The first aim of this study was to develop a reliable and valid scale assessing university students' self-efficacy beliefs in managing academic tasks. The second aim was to investigate differences in academic self-efficacy due to gender, years of enrollment, and student status. The study involved 831 students (age M = 21.09 years; SD = 1.34 years; 66.3% women) enrolled in undergraduate programs. Indicators of academic experiences and performance (i.e., number of exams passed and average exam rating) were collected. A new scale measuring students' academic self-efficacy beliefs was administered. Results from a preliminary Exploratory Factor Analysis were consistently supported by findings from a Confirmatory Factor Analysis. Multigroup CFA supported the presence of measurement invariance. Analyses revealed that the new scale has eight factors: "Planning Academic Activities," "Learning Strategies," "Information Retrieval," "Working in Groups," "Management of Relationships with Teachers," "Managing Lessons," "Stress Management," and "Thesis Work." Self-efficacy dimensions showed significant relations with academic experiences and students' performance indicators, as well as differences due to gender, years of enrollment, and student status. Findings are discussed in terms of practical implications for the implementation of intervention programs aimed at fostering self-efficacy beliefs and academic success. [ABSTRACT FROM AUTHOR]

Assessment of pronunciation has long been established as an integral component of speaking assessment, usually combined with other dimensions such as fluency, lexico-grammatical resources and topic development to generate an overall score for the speaking section in major English tests. Few studies have focused on assessment of pronunciation per se, which plays a critical role in pedagogical context such as pre-service teacher training. This study attempts to develop a diagnostic rating scale of pronunciation for the purpose of pronunciation instruction in a pedagogical practice and provide supporting evidence for the construct validity of the scale by many-facet Rasch analysis. Results from statistical analysis suggest overall satisfactory construct validity of the scale. The statistical findings are further corroborated by focus group interviews with raters and examinees. This study has implications for second language pronunciation instruction, assessment and self-learning, as well as the development and validation of diagnostic rating scale of other aspects of organizational competence.

Academic self-efficacy beliefs influence students’ academic and career choices, as well as motivational factors and learning strategies promoting effective academic success. Nevertheless, few studies have focused on the academic self-efficacy of university students in comparison to students at other levels. Furthermore, extant measures present several limitations. The first aim of this study was to develop a reliable and valid scale assessing university students’ self-efficacy beliefs in managing academic tasks. The second aim was to investigate differences in academic self-efficacy due to gender, years of enrollment, and student status. The study involved 831 students (age M = 21.09 years; SD = 1.34 years; 66.3% women) enrolled in undergraduate programs. Indicators of academic experiences and performance (i.e., number of exams passed and average exam rating) were collected. A new scale measuring students’ academic self-efficacy beliefs was administered. Results from a preliminary Exploratory Factor Analysis were consistently supported by findings from a Confirmatory Factor Analysis. Multigroup CFA supported the presence of measurement invariance. Analyses revealed that the new scale has eight factors: “Planning Academic Activities,” “Learning Strategies,” “Information Retrieval,” “Working in Groups,” “Management of Relationships with Teachers,” “Managing Lessons,” “Stress Management,” and “Thesis Work.” Self-efficacy dimensions showed significant relations with academic experiences and students’ performance indicators, as well as differences due to gender, years of enrollment, and student status. Findings are discussed in terms of practical implications for the implementation of intervention programs aimed at fostering self-efficacy beliefs and academic success.

Introduction: Violence in psychiatric settings has negative consequences on patients, staff, and the institution alike. Efforts to prevent violence cannot currently be assessed due to a lack of suitable indicators. The Violence Prevention Climate Scale (VPC-14) is a validated tool that can be filled out by both staff and patients to assess the violence prevention climate in mental health care units. Objective: This study aimed to conduct the translation and adaptation of the VPC-14 to a French Canadian context, and to assess its psychometric properties in general and forensic psychiatric settings. Methods: This study followed a transcultural approach for validating measuring instruments. Psychometric properties were assessed in 308 patients and staff from 4 mental health and forensic hospitals in Quebec (Canada). Content validity was assessed using a bilingual participant approach. Internal validity was examined through exploratory factor analysis and internal consistency for each care setting using Cronbach’s alpha coefficient analysis. Results: The Échelle modifiée du climat de prévention de la violence [Modified Violence Prevention Climate Scale] (VPC-M-FR) consists of 23 items with a 3-factor structure: 1) staff action, 2) patient action, and 3) the therapeutic environment. Cronbach’s alphas ranging from 0.69 to 0.89 were obtained for the internal consistency of the scale. Discussion and conclusion: The VPC-M-FR has satisfactory psychometric properties for measuring the violence prevention climate in mental health and forensic settings. By measuring the violence prevention climate from the standpoint of patients and staff, targeted preventive measures can be implemented to improve safety for all.

Most work on activity-based working centers on the physical environment and digital technologies enabling flexible working. While important, we believe the key components for implementing activity-based working are employee and manager behaviors. To measure the degree of enactment of activity-based work, based on workshops with experienced practitioners as well as previous literature, we have developed and validated a behavior-focused measure of activity-based working behaviors. In our initial sample (Sample 1, N = 234), three subscales were identified: task – environment crafting, workday planning, and social needs prioritization. In the replication sample (Sample 2, N = 434), this model also showed adequate fit. Moreover, task – environment crafting was related to general health and lower stress in sample 1 (multi-organization sample), but not in the single-organization sample (sample 2). Workday planning was associated with higher concentration in both samples and in the second sample with general health and work engagement; the latter was also related to social needs prioritization. [ABSTRACT FROM AUTHOR]

Most work on activity-based working centers on the physical environment and digital technologies enabling flexible working. While important, we believe the key components for implementing activity-based working are employee and manager behaviors. To measure the degree of enactment of activity-based work, based on workshops with experienced practitioners as well as previous literature, we have developed and validated a behavior-focused measure of activity-based working behaviors. In our initial sample (Sample 1, N = 234), three subscales were identified: task – environment crafting, workday planning, and social needs prioritization. In the replication sample (Sample 2, N = 434), this model also showed adequate fit. Moreover, task – environment crafting was related to general health and lower stress in sample 1 (multi-organization sample), but not in the single-organization sample (sample 2). Workday planning was associated with higher concentration in both samples and in the second sample with general health and work engagement; the latter was also related to social needs prioritization.

In two studies, a psychological measure that predicts the likelihood of a male partner to physically abuse a female intimate partner-the Likelihood to Physically Abuse (LPA) scale-was developed. The LPA scale's internal reliability and validity were tested in Study I (N = 183). In Study II, 299 men were administered the LPA scale online along with validated measures related to intimate partner violence (IPV) perpetration to further test the internal reliability of the LPA scale and test its construct and external validity. Overall, the results from both studies showed excellent internal reliability (α ≥ 90) and support for the LPA scale's validity with all but one measure showing moderate (r ≥ .30) to strong correlational relationships (r ≥ .50). [ABSTRACT FROM AUTHOR]

Tertiary-level interpreter training and education have developed rapidly in China, and over 200 undergraduate and over 200 postgraduate T&I programs have been launched over the past decade. Despite the rapid development, there has been no standardized framework allowing for the reliable and valid measurement of interpreting competence in China. Against this background, the China Standards of English (CSE), which are the Chinese counterpart to the Common European Framework of Reference (CEFR), were unveiled in 2018 after 4 years of government-funded research and validation. One vital component of the CSE is the descriptor-referenced interpreting competence scales. This article provides a systematic account of the design, development, and validation of the interpreting competence scales in China. Within the CSE, the construct of interpreting competence was defined according to an interactionist approach. It not only encompasses cognitive abilities, interpreting strategies, and subject-matter knowledge but also considers performance in typical communicative settings. Based on the construct definition, a corpus of relevant descriptors was built from three main sources, including: (a) interpreting training syllabuses, curricular frameworks, rating scales, and professional codes of conduct; (b) previous literature on interpreting performance assessment, competence development, and interpreter training and education; and (c) exemplar-generation data on assessing interpreting competence and typical interpreting activities, which were collected from interpreting professionals, trainers, and trainees. The corpus contains 9,208 descriptors of interpreting competence. A mixed-method survey was then conducted to analyze, scale, and validate the descriptors among 30,682 students, 5,787 teachers, and 139 interpreting professionals from 28 provinces, municipalities, and regions in China. The finalized set included 369 descriptors that reference interpreting competence. The CSE—Interpreting Competence Scales with theoretically and empirically based descriptors represent a major effort in research on interpreting competence and its assessment, and they have significant potential to be applied widely in interpreting training, research, and assessment.

Businesses with focus on customers through the use of Customer Relationship Management (CRM) perform better and win customer loyalty. Therefore, it is relevant to study the relationship between customers and airline companies, given that the aviation industry is highly competitive and relatively commoditized. Thus the aim of this study was to develop and validate a scale to measure customer’s perception of relationship with airline companies. The scale was composed of four primary factors (customer loyalty, purchase experience, flight experience, and service) and a second order factor (customer relationship), all with good psychometric indices. The development and validation of a scale in an industry little explored by the CRM literature was the main contribution of this research, as it may be used as a diagnostic tool for airline companies to scale up their relationship with strategic customers and achieve more effective results.

Pupils' attitudes towards technology have been widely discussed for over three decades, but the equally important topic of teachers' attitudes towards technology has not gained similar attention. To address this gap, the technology teachers' attitude towards technology (TTATT) scale was developed and validated by pilot testing with 140 Chinese high school general technology teachers. The theoretical framework of the TTATT scale was based on the tripartite model of teachers' attitude towards science, resulting in 23 test items. The results of reliability analysis demonstrated the TTATT scale is reliable with this sample of Chinese technology teachers, and the results of exploratory factor analysis and confirmatory factor analysis indicated that the seven-dimension TTATT scale is consistent with hypothetical theoretical constructs. The seven dimensions are: relevance, difficulty, gender beliefs, enjoyment, anxiety, self-efficacy, and context dependency. The findings demonstrated that the TTATT scale is based on a sound conceptual foundation, and has good construct and factorial validity. The study advances the definition of attitude towards technology and provides a good template for developing a new attitude scale in different discipline contexts. [ABSTRACT FROM AUTHOR]