Reliability and Validity of Feminist Identity Composite in Chinese Women.
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ABSTRACT:
SUBMITTER: Liu Y
PROVIDER: S-EPMC6932982 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:BACKGROUND:The purpose of the present study is to develop the Moral Identity Test (MIT) which measures the moral identity of primary school children. METHODS:The present study was designed as survey research and 516 primary school children were included in the sample. Data were analysed with corrected item-total correlation, exploratory factor analysis (EFA), internal consistency analysis, convergent validity analysis, and item response theory (IRT). RESULTS:As a result of the data analysis, it was found that the MIT consists of one construct with ten items and its internal consistency coefficient is .93. CONCLUSIONS:It was concluded that the MIT can generate reliable and valid results in measuring the moral identity of primary school children whose ages vary between 7 and 11 years.
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Project description:The study on developmental dyslexia (DD) has fairly matured in the past decades, even when there is a lack of a standardized and convenient instrument for dyslexia in the Chinese population. The purpose of this study was to assess the reliability and validity of the Dyslexia Checklist for Chinese Children (DCCC), which was administered to Chinese students in primary school. A total of 545 students from grades 2 through 6 were recruited in Wuhan to participate in this study. We used confirmatory factor analysis (CFA) to evaluate the structure validity of the DCCC. Concurrent validity was determined via correlations between the DCCC and the verbal comprehension index (VCI), and Chinese achievement. The reliability of the DCCC was assessed via test-retest reliability and internal consistency. The CFA suggested that the first order model with eight factors and 55 items fit the data well (RMSEA = 0.057, CFI = 0.930, and TLI = 0.925). The DCCC was negatively associated with VCI (r = -0.218) and Chinese achievement (r = -0.372). The test-retest reliability of the DCCC was 0.734, and the internal consistency of all subscales was above 0.752. The DCCC thus proved to have adequate validity and reliability to screen Chinese dyslexia among students in grades 2 through 6.
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