• Child Health Nursing Research
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• v.13 no.3
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• pp.308-317
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• 2007

Purpose: The purpose of this study was to develop a MOL instrument for school-age children in grades 4 through 6. Method: The research design was a methodological study. A four-phase design involved. 1) Interview data generated from professors, nurses, and elementary school students (n=8). 2) Content validation by expert panel (n=14) 3) Initial items corrected by elementary school students (n=20) 4) Instrument validation by survey (n=574). Finally, 24 items were chosen as a meaning of life scale for late school-age children. Results: The Cronbach's alpha coefficient of 24 items was .893 indicated a high internal consistency of the instrument, 2) Through factor analysis, 5 factors were extracted. These factors were labeled as 'relational experience', 'positive attitude', 'satisfaction/ hope', 'pursuit of goal', and experience of family love. These factors explained 52.311% of the total variance. Conclusion: The MOL scale for late school-age children can be used in nursing programs to improve the meaning of life. Studies on difference in meaning of life for late school-age children are needed for reverification.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.433-451
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• 2019

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, 'Green Mileage', and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale's correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.443-460
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• 2017

The aim of this study was to develop and validate a mathematics teaching efficacy scale for South Korean Elementary Teachers. The sample was consisted of 300 elementary teachers in South Korea. A total of 13 items were developed and examined for internal consistence. The results of this study showed that the proposed scale was appropriate to represent mathematics teaching efficacy of elementary teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.649-666
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• 2015

The purpose of this study was to develop and validate a teaching mathematics anxiety scale for elementary teachers in South Korea. The sample consisted of 150 elementary teachers in 22 elementary schools in Seoul. A total of 21 items were developed and examined for the internal consistence. The results showed that the proposed scale was appropriate to represent the teaching mathematics anxiety of elementary teachers.

• Journal of Engineering Education Research
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• v.25 no.4
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• pp.21-34
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• 2022

This study is conducted with the aim of identify the factors constituting learning competencies for engineering college students, and developing and validating the scale to measure them. To this end, literature and prior research were reviewed and focus group interview was conducted with high-achieving learners of K University in the capital region of Korea. According to previous research, 3 learning competency groups, 12 learning competencies and 41 sub-competencies were derived. Delphi survey was carried out twice, 28 sub-competencies were derived among the 41 sub-competencies through this process. 166 initial items were developed through literature review and FGI. Then, 130 items were confirmed by verifying content validity in the second Delphi survey. Based on this, pilot test were performed with 110 students in K university, and an interview was conducted with 50 students who participated in the pilot test. Reflecting the pilot test results, 1 sub-competency and 22 items were deleted. After the confirmed pilot test results, the main test were performed with all current students in K University. According to the main test result, the validity of the scale and the model fit was verified for the response data of 823 students, and the scale consisting of a total of 105 items was confirmed. The final learning competencies scale included three competency groups and 10 learning competencies. The scale developed in this study can be used as an independent scale for each competency group as needed. It is expected that this scale can be contributed to support the development their learning competencies for academic success of engineering college students, who are future learners.

• The Research Journal of the Costume Culture
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• v.32 no.2
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• pp.181-198
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• 2024

Fashion stress is a pertinent aspect of modern consumer culture that has been underexplored in academic research. This study developed a conceptual framework of fashion stress and a multidimensional scale to measure consumers' fashion stress. The qualitative study included literature reviews on consumption stress, shopping stress, and consumer behavior, as well as focus group interviews to gain insight into various dimensions of fashion stress. NVivo 12.0 was used to analyze the qualitative data and identify core categories following the grounded theory methodology. The quantitative study involved a preliminary and a primary surveys to verify the validity and reliability of the fashion stress scale. A total of 220 questionnaires were used for data analysis. The results show that fashion stress consists of eight factors: care, shopping, fit, brand, financial, closet, style, and disposal. Choice difficulty plays a significant role in all factors of fashion stress. Moreover, shopping stress had a negative impact on impulse buying, while other factors such as fit, brand, closet, and disposal stress had a positive impact on impulse buying. Thus, fashion stress is a potential antecedent of impulsive consumer behavior. The results also confirm the validity and reliability of the scale. The fashion stress scale developed in this study offers researchers a valuable tool for assessing and understanding consumer experiences.

• Journal of Korean Society on Water Environment
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• v.31 no.5
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• pp.507-522
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• 2015

In this study, some of the model verification results of STREAM (Spatio-Temporal River-basin Ecohydrology Analysis Model), a newly-developed hybrid watershed model, are presented for the runoff processes of nonpoint source pollution. For verification study of STREAM, the model was applied to a test watershed and a sensitivity analysis was also carried out for selected parameters. STREAM was applied to the Mankyung River Watershed to review the applicability of the model in the course of model calibration and validation against the stream flow discharge, suspended sediment discharge and some water quality items (TOC, TN, TP) measured at the watershed outlet. The model setup, simulation and data I/O modules worked as designed and both of the calibration and validation results showed good agreement between the simulated and the measured data sets: NSE over 0.7 and $R^2$ greater than 0.8. The simulation results also include the spatial distribution of runoff processes and watershed mass balance at the watershed scale. Additionally, the irrigation process of the model was examined in detail at reservoirs and paddy fields.

• The Korean Journal of Rehabilitation Nursing
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• v.15 no.2
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• pp.117-125
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• 2012

Purpose: The purpose of this study was to develop and validate of a knowledge scale for lymphedema in patients with breast cancer. Methods: 34 preliminary items were made according to literature review, then verified content validity, construct validity, and reliability of the scale. 28 items among them were confirmed through content analysis by 4 experts. After a preliminary test, a survey for 156 breast cancer patients was performed for confirming construct validity and reliability. The data were analyzed using factor analysis, independent t-test, and KR-20. Results: This scale had 28 items consisting of 2 categories: prevention and self-care of lymphedema. Construct validity was confirmed by known-group technique because there were some categories consisted of just one or two items, and some mismatches between categories and items in factor analysis. Women who were educated about lymphedema scored significantly higher than women who had not (t=-3.92, p<.001). Reliability was appropriate (KR-20=.81). A percentage of correct answers was 74.6%, but it was from 31.8% to 96.1%. Conclusion: The study shows that this scale is reliable and valid to measure the knowledge of lymphedema. This scale can be effective to assess and educate the patients with breast cancer.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.5
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• pp.627-642
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• 2012

The purpose of this study was to develop and validate a teacher's praise dispositions scale(TPDS). On the basis of a literature review of praise, we developed 19 Likert-type items to measure praise dispositions of elementary and secondary school teachers. The developed scale was examined with 342 teachers. With an exploratory factor analysis we extracted 3 sub-factors of the scale consisted of 16 items; frequency, intention, and standard of praise. Cronbach's ${\alpha}$ coefficients of sub-scales were from .60 to .85 and split-half reliabilities were from .60 to .84. A confirmatory factor analysis was conducted to assess the suitability of three components model. It was found that some correlation coefficients, not all of them, between gratitude disposition and praise disposition were statistically significant. It suggested that teachers'praise disposition scale is related to gratitude disposition but is not the same scale. In conclusion, TPDS could be used to measure praise dispositions of teachers. However, for further validity and reliability, repeated research is necessary.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.129-143
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• 2019

Objective: The purpose of the present study is to develop a teacher efficacy scale of early childhood teachers and explore the validity and reliability of it. Methods: As the first step of this research, 17 teacher efficacy factors were extracted from previous studies on related areas and a survey from directors, teachers, and professors. The preliminary 83 items applicable to the chosen factors were developed and revised through content validity test from seven early childhood professionals, pilot test, item correction, main survey, and exploratory and confirmatory factor analyses. Four hundred seventy one teachers working in a kindergarten or day care center participated in this study. Results: The teacher efficacy scale for early childhood teachers was finalized with 3 factors and 23 items. The teacher efficacy scale was composed of 16 items in teaching competence, 4 items in interpersonal relationship, and 3 items in a sense of calling. Conclusion/Implications: In this study, the valid and reliable teacher efficacy scale was developed. This scale might be a useful tool to develop the further studies in the topics of teacher efficacy and teacher education by analyzing the relationship between efficacy of early childhood teachers and other variables.