![]() Regarding the reliability analysis, an optimal value was obtained (Cronbach’s Alpha: 0.868). The results of the EFA reveal that the items are represented in the factorial model, manifesting only one factor, which corresponds to the proposed theoretical model. The construct validity analysis was performed using the exploratory factor analysis (EFA) technique, verifying the pertinence of the data for this technique and analyzing the reliability of the instrument using Cronbach’s Alpha. To meet the objective, the instrument was applied to 505 executives of the public administration. The construction of the instrument was based on the four fundamental axes of the management cycle and what was expressed in the first principle of the Marrakech Declaration. This article presents the results of an instrumental study that deals with the analysis of construct validity and reliability of the instrument: managerial approach in the management for the results in the knowledge society, with the objective to obtain an optimum quality to provide valid and reliable evidence. This suggests that interventions aiming to prevent aggressive behaviors among adolescent students may be more effective if focused on repetitive negative thinking. (4) Conclusions: This study expands on previous research by showing that repetitive negative thinking, an impactful socio-cognitive factor for students' mental health, has a mediating (indirect) effect on the cross-sectional relationship between bullying victimization and aggression. PTQ mediated the association between bullying victimization and physical aggression, verbal aggression, hostility, and anger. (3) Results: The three-factor solution of the PTQ and the four-factor solution of the BPAQ-SF showed excellent model fit. (2) Methods: This cross-sectional study was conducted between January and May 2022 and included 379 Lebanese adolescent students (64.9% females, mean age 16.07 years). Guidance is offered to authors reporting, and readers evaluating, studies that present Cronbach’s alpha statistic as evidence of instrument quality.ġ) Background: The purpose of the present study was to validate the Perseverative Thinking Questionnaire (PTQ) and the Buss-Perry Aggression Questionnaire-Short Form (BPAQ-SF) and test whether repetitive negative thinking plays an indirect role in the relationship between bullying victimization and aggression among Lebanese adolescents. It is argued that a high value of alpha offers limited evidence of the reliability of a research instrument, and that indeed a very high value may actually be undesirable when developing a test of scientific knowledge or understanding. ![]() ![]() Alpha is also sometimes inappropriately used to claim an instrument is unidimensional. More seriously, illustrative examples from the science education literature demonstrate that alpha may be acceptable even when there are recognised problems with the scales concerned. Those authors who do offer readers qualitative descriptors interpreting alpha values adopt a diverse and seemingly arbitrary terminology. Authors often cite alpha values with little commentary to explain why they feel this statistic is relevant and seldom interpret the result for readers beyond citing an arbitrary threshold for an acceptable value. This article explores how this statistic is used in reporting science education research and what it represents. Cronbach’s alpha is regularly adopted in studies in science education: it was referred to in 69 different papers published in 4 leading science education journals in a single year (2015)-usually as a measure of reliability. Cronbach’s alpha is a statistic commonly quoted by authors to demonstrate that tests and scales that have been constructed or adopted for research projects are fit for purpose. ![]()
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