ME-Work: Development and Validation of a Modular Meaning in Work Inventory
Ontology highlight
ABSTRACT:
SUBMITTER: Schnell T
PROVIDER: S-EPMC7793865 | biostudies-literature | 2020 Jan
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:Although work fatigue represents an important construct in several substantive areas, prior conceptual definitions and measures have been inadequate in a number of ways. The goals of the present study were to develop a conceptual definition and outline the desirable characteristics of a work fatigue measure, briefly examine several prior measures of work fatigue-related constructs, and develop and evaluate a new measure of work fatigue. The Three-Dimensional Work Fatigue Inventory (3D-WFI) provides separate and commensurate assessments of physical, mental, and emotional work fatigue. Results from a pilot study (n = 207) and a broader evaluative study of U.S. wage and salary workers (n = 2,477) suggest that the 3D-WFI is psychometrically sound and evinces a meaningful pattern of relations with variables that comprise the nomological network of work fatigue. As with all new measures, additional research is required to evaluate fully the utility of the 3D-WFI in research on work fatigue.
| S-EPMC4505929 | biostudies-literature
Project description:Deficits in gratification delay are associated with a broad range of public health problems, such as obesity, risky sexual behavior, and substance abuse. However, 6 decades of research on the construct has progressed less quickly than might be hoped, largely because of measurement issues. Although past research has implicated 5 domains of delay behavior, involving food, physical pleasures, social interactions, money, and achievement, no published measure to date has tapped all 5 components of the content domain. Existing measures have been criticized for limitations related to efficiency, reliability, and construct validity. Using an innovative Internet-mediated approach to survey construction, we developed the 35-item 5-factor Delaying Gratification Inventory (DGI). Evidence from 4 studies and a large, diverse sample of respondents (N = 10,741) provided support for the psychometric properties of the measure. Specifically, scores on the DGI demonstrated strong internal consistency and test-retest reliability for the 35-item composite, each of the 5 domains, and a 10-item short form. The 5-factor structure fit the data well and had good measurement invariance across subgroups. Construct validity was supported by correlations with scores on closely related self-control measures, behavioral ratings, Big Five personality trait measures, and measures of adjustment and psychopathology, including those on the Minnesota Multiphasic Personality Inventory-2-Restructured Form. DGI scores also showed incremental validity in accounting for well-being and health-related variables. The present investigation holds implications for improving public health, accelerating future research on gratification delay, and facilitating survey construction research more generally by demonstrating the suitability of an Internet-mediated strategy.
| S-EPMC3135702 | biostudies-literature
Project description:We present the Homeostasis Concept Inventory (HCI), a 20-item multiple-choice instrument that assesses how well undergraduates understand this critical physiological concept. We used an iterative process to develop a set of questions based on elements in the Homeostasis Concept Framework. This process involved faculty experts and undergraduate students from associate's colleges, primarily undergraduate institutions, regional and research-intensive universities, and professional schools. Statistical results provided strong evidence for the validity and reliability of the HCI. We found that graduate students performed better than undergraduates, biology majors performed better than nonmajors, and students performed better after receiving instruction about homeostasis. We used differential item analysis to assess whether students from different genders, races/ethnicities, and English language status performed differently on individual items of the HCI. We found no evidence of differential item functioning, suggesting that the items do not incorporate cultural or gender biases that would impact students' performance on the test. Instructors can use the HCI to guide their teaching and student learning of homeostasis, a core concept of physiology.
| S-EPMC5459253 | biostudies-literature
Project description:Noetic comes from the Greek word noēsis, meaning inner wisdom or direct knowing. Noetic experiences often transcend the perception of our five senses and are ubiquitous worldwide, although no instrument exists to evaluate noetic characteristics both within and between individuals. We developed the Noetic Signature Inventory (NSI) through an iterative qualitative and statistical process as a tool to subjectively assess noetic characteristics. Study 1 developed and evaluated a 175-item NSI using 521 self-selected research participants, resulting in a 46-item NSI with an 11-factor model solution. Study 2 examined the 11-factor solution, construct validity, and test-retest reliability, resulting in a 44-item NSI with a 12-factor model solution. Study 3 confirmed the final 44-item NSI in a diverse population. The 12-factors were: (1) Inner Knowing, (2) Embodied Sensations, (3) Visualizing to Access or Affect, (4) Inner Knowing Through Touch, (5) Healing, (6) Knowing the Future, (7) Physical Sensations from Other People, (8) Knowing Yourself, (9) Knowing Other's Minds, (10) Apparent Communication with Non-physical Beings, (11) Knowing Through Dreams, and (12) Inner Voice. The NSI demonstrated internal consistency, convergent and divergent content validity, and test-retest reliability. The NSI can be used for the future studies to evaluate intra- and inter-individual variation of noetic experiences.
| S-EPMC9240696 | biostudies-literature
Project description:If we are to teach effectively, tools are needed to measure student learning. A widely used method for quickly measuring student understanding of core concepts in a discipline is the concept inventory (CI). Using the American Society for Microbiology Curriculum Guidelines (ASMCG) for microbiology, faculty from 11 academic institutions created and validated a new microbiology concept inventory (MCI). The MCI was developed in three phases. In phase one, learning outcomes and fundamental statements from the ASMCG were used to create T/F questions coupled with open responses. In phase two, the 743 responses to MCI 1.0 were examined to find the most common misconceptions, which were used to create distractors for multiple-choice questions. MCI 2.0 was then administered to 1,043 students. The responses of these students were used to create MCI 3.0, a 23-question CI that measures students' understanding of all 27 fundamental statements. MCI 3.0 was found to be reliable, with a Cronbach's alpha score of 0.705 and Ferguson's delta of 0.97. Test item analysis demonstrated good validity and discriminatory power as judged by item difficulty, item discrimination, and point-biserial correlation coefficient. Comparison of pre- and posttest scores showed that microbiology students at 10 institutions showed an increase in understanding of concepts after instruction, except for questions probing metabolism (average normalized learning gain was 0.15). The MCI will enable quantitative analysis of student learning gains in understanding microbiology, help to identify misconceptions, and point toward areas where efforts should be made to develop teaching approaches to overcome them.
| S-EPMC5976036 | biostudies-literature
Project description:BackgroundBullying increases risk of social anxiety and can produce symptoms of posttraumatic stress disorder (PTSD). According to cognitive models, these are maintained by unhelpful beliefs, which are therefore assessed and targeted in cognitive therapy. This paper describes psychometric validation of a new measure of beliefs related to bullying experiences.MethodsIn an online survey of 1879 young people before starting university or college in the UK, 1279 reported a history of bullying (N = 1279), and 854 rated their agreement with beliefs about self and others related to bullying experiences and completed symptom measures of social anxiety and PTSD related to bullying. An empirical structure for a Bullied Cognitions Inventory was established using exploratory and confirmatory factor analyses and assessed using model fit statistics and tests of reliability and validity.ResultsFifteen items clustered into four themes: "degraded in the eyes of others", "negative interpretations of reactions to bullying", "recognisable as a bullying victim" and "social defeat". The measure has acceptable reliability and validity and, accounting for existing cognitive measures, explained additional variance in symptoms of PTSD but not social anxiety.ConclusionsThe Bullied Cognitions Inventory (BCI) is a valid and reliable tool for measuring cognitions related to bullying. It may be useful in therapy for identifying and monitoring unhelpful cognitions in those who were bullied.Supplementary informationThe online version contains supplementary material available at 10.1007/s10608-023-10412-6.
| S-EPMC10620262 | biostudies-literature
Project description:ObjectiveThis study aims to develop and validate the Posttraumatic Cognitive Appraisal Inventory (PTCAI) for accidental trauma survivors.MethodBased on interviews and expert feedback, the initial item pool was generated for the Negative Cognitive Appraisal Inventory of Loss and Feeling Threatened, and the Positive Cognitive Appraisal Inventory of Positively Face, Self-Sense, and Relationships. Then, we recruited two groups of accidental trauma survivors to examine the reliability and validity of the PTCAI. Item analysis and exploratory factor analysis (EFA) were conducted on Sample 1. Confirmatory factor analysis (CFA), Pearson correlation analysis, and internal consistency reliability analysis were applied to Sample 2. After 2 weeks, 20 survivors completed the PTCAI again to test temporal stability.ResultsFollowing item analysis, the PTCAI was reduced to 27 items. The results of the EFA demonstrated that the five-factor, 27-item solution of the PTCAI was appropriate, which accounted for 63.931% of the total variation. The CFA indicated that the five-factor second-order model offered an excellent fit to the data. Loss and Feeling threatened were equally important in the study participants' negative cognitive appraisal of accidental traumas. Self-sence was the most important positive cognitive appraisal of accidental traumas by the study participants. Positively Face and Relationships were somewhat behind. Additionally, the PTCAI demonstrated high concurrent validity and reliability (test-retest and internal consistency).ConclusionThe PTCAI appears to be a reliable and valid instrument for assessing cognitive appraisals of accidental trauma survivors.
| S-EPMC10771330 | biostudies-literature
Project description:Objectives/hypothesisVoice disorders have been shown to impair workplace productivity primarily by reduced efficiency while at work (presenteeism) versus increased days missed (absenteeism). Work productivity measures such as the Work Productivity and Activity Impairment (WPAI) Questionnaire or the World Health Organization Health - Work Performance Questionnaire (HPQ) can be customized to a specific disease but do not fully capture impaired work productivity associated with voice disorders. The purpose of this study was to develop a novel questionnaire to evaluate work productivity in patients with voice disorders.Study designDescriptive.MethodsAt a tertiary medical center, patients with gainful employment and with chronic voice disorders were given the WPAI, HPQ, and 20 voice-related statements (VRS-20). Cognitive interviews were conducted and recorded with all patients.ResultsTen patients (7 females, 3 males) completed the questionnaires and subsequent cognitive interviews. One patient had spasmodic dysphonia, 6 had benign vocal fold lesions, and 3 had vocal fold motion disorders. The median VHI-10 was 18 (9-40). Themes that emerged during interviews include: avoiding oral communication/telephone, use of voice associated with strain/fatigue, frustration and stress at work, and workplace integrity. Conclusions: In cognitive interviews, participants felt the VRS-20 captured the impact of their voice disorder at work better than the WPAI and HPQ. Participants also felt some statements were more important than others.Level of evidence5.
| S-EPMC5510272 | biostudies-literature
Project description:BackgroundOutcome measurement is important for monitoring patients' progress. The study aimed to develop an outcome inventory (OI) for clinical use in routine practice in psychiatric services and to examine the psychometric properties of the newly developed OI.Methods48 items measuring anxiety, depression, interpersonal difficulties, and somatization were collected. Factor analysis was used to reduce the number of items. The final OI consisting of 21 items was then examined for psychometric properties among 1302 participants, 880 were nonclinical and 422 clinical patients. Tests included confirmatory factor analysis, internal consistency, test-retest reliability, convergent and discriminant validity, and diagnostic ability for major depression. Responsiveness was compared between baseline and 3-month follow-up.ResultsConfirmatory factor analysis revealed the OI-21 demonstrated the designated four components. Cronbach's alpha was good to excellent for all subjects with good test-retest reliability, concurrent validity, convergent and discriminant validity. It demonstrated area under the ROC curve of 0.89 indicating good diagnostic performance. Sensitivity to change after 3 months was observed in both types of treatment. However, interpersonal difficulties were sensitive to change in those receiving additional psychotherapy.ConclusionOI-21 demonstrated its validity, reliability, and sensitivity to change. It constitutes a promising tool for outcome assessment in nonclinical populations and among psychiatric patients.
| S-EPMC9193908 | biostudies-literature
Project description:Identifying misconceptions in student learning is a valuable practice for evaluating student learning gains and directing educational interventions. By accurately identifying students' knowledge and misconceptions about microbiology concepts, instructors can design effective classroom practices centered on student understanding. Following the development of ASM's Curriculum Guidelines in 2012, we developed a concept inventory, the Microbiology for Health Sciences Concept Inventory (MHSCI), that measures learning gains and identifies student misconceptions in health sciences microbiology classrooms. The 23-question MHSCI was delivered to a wide variety of students at multiple institution types. Psychometric analysis identified that the MHSCI instrument is both discriminatory and reliable in measuring student learning gains. The MHSCI results correlated with course outcomes, showing the value of using the instrument alongside course level assessments to measure student learning. The MHSCI is a reliable and efficient way to measure student learning in microbiology and can be used both as a faculty development tool and an effective student assessment tool.
| S-EPMC5976039 | biostudies-literature