Development and Validation of Pediatric-Youth Hyperphagia Assessment for Prader-Willi Syndrome

2022 ◽  
pp. e2022014
Author(s):  
Sung Yoon Cho ◽  
Danbee Kang ◽  
Minji Im ◽  
Aram Yang ◽  
Min-Sun Kim ◽  
...  
Keyword(s):  
Prader Willi Syndrome ◽  
Development And Validation

scholarly journals Development and Validation of a Measurement System for Assessment of Energy Expenditure and Physical Activity in Prader-Willi Syndrome

1999 ◽  
Vol 7 (4) ◽  
pp. 387-394 ◽  
Author(s):  
Kong Y. Chen ◽  
Ming Sun ◽  
Merlin G. Butler ◽  
Travis Thompson ◽  
Michael G. Carlson
Keyword(s):  
Physical Activity ◽  
Energy Expenditure ◽  
Measurement System ◽  
Prader Willi Syndrome ◽  
Development And Validation

18: Measuring Quality-of-Life after Surgery: Development and Validation of the Convalescence and Recovery Evaluation (CARE)

2007 ◽  
Vol 177 (4S) ◽  
pp. 7-7
Author(s):  
Brent K. Hollenbeck ◽  
J. Stuart Wolf ◽  
Rodney L. Dunn ◽  
Martin G. Sanda ◽  
David P. Wood ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Development And Validation

Prader-willi syndrome: Genetics and behavior

1996 ◽  
Vol 71 (4) ◽  
pp. 187-212 ◽  
Author(s):  
Travis Thompson ◽  
Merlin Butler ◽  
William MacLean ◽  
Beth Joseph
Keyword(s):  
Prader Willi Syndrome ◽  
And Behavior

Fertility in Prader-Willi syndrome: a case report with Angelman syndrome in the offspring

2001 ◽  
Vol 90 (4) ◽  
pp. 455-459 ◽  
Author(s):  
A Schulze, H Mogensen, B Hamborg-Pete
Keyword(s):  
Case Report ◽  
Angelman Syndrome ◽  
Prader Willi Syndrome

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Development and Validation of a German Language Unit-Level Organizational Citizenship Behavior (OCB) Scale

2020 ◽  
Vol 36 (5) ◽  
pp. 852-863 ◽  
Author(s):  
George Gunnesch-Luca ◽  
Klaus Moser
Keyword(s):  
Factor Analysis ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Helping Behavior ◽  
Citizenship Behavior ◽  
German Language ◽  
Individual Level ◽  
Unit Level ◽  
Confirmatory Factor ◽  
Development And Validation

Abstract. The current paper presents the development and validation of a unit-level Organizational Citizenship Behavior (OCB) scale based on the Referent-Shift Consensus Model (RSCM). In Study 1, with 124 individuals measured twice, both an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) established and confirmed a five-factor solution (helping behavior, sportsmanship, loyalty, civic virtue, and conscientiousness). Test–retest reliabilities at a 2-month interval were high (between .59 and .79 for the subscales, .83 for the total scale). In Study 2, unit-level OCB was analyzed in a sample of 129 work teams. Both Interrater Reliability (IRR) measures and Interrater Agreement (IRA) values provided support for RSCM requirements. Finally, unit-level OCB was associated with group task interdependence and was more predictable (by job satisfaction and integrity of the supervisor) than individual-level OCB in previous research.

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