• Women's Health Nursing
• /
• v.17 no.5
• /
• pp.463-473
• /
• 2011

Purpose: Cervical cancer can be prevented by regular cervical screening. Embarrassment has been reported as one important barrier to cervical screening uptake. The absence of appropriate instrumentation, however, has limited our understanding of the links between embarrassment and health care outcomes. The purpose of this study was to evaluate psychometric attributes of the uterine cervical cancer screening embarrassment questionnaire. Methods: A convenience sample for field study was recruited from four gynecological clinics in Gyeongju, Korea. Within a cross-sectional descriptive design, 339 women who had cervical screening completed self-administered measures of embarrassment including a visual analogue, general medical embarrassment, dispositional embarrassment, and Pap smear related negative emotion. Results: Rasch analysis of items demonstrated the evidence of one-dimensional construct and good 7-point rating scales functioning. Factor analysis revealed that uterine cervical cancer screening embarrassment was comprised of two domains-bodily manifestations and perceiving an undesirable social face. Construct validity was demonstrated by a high subscale-to-subscale correlation. Convergent and discriminant validity was evidenced by significant correlations with a 100 mm VAS scale, general medical embarrassment, and Pap smear related negative emotion. Known-group validity was established by comparing women with high versus low trait embarrassment. Both two sub-scales and overall scale demonstrated good internal reliability. Conclusion: The Uterine uterine cervical cancer screening questionnaire is a reliable and valid instrument suited to assessing the manifestations of embarrassment during screening. The use of instrument can be extended to understand the client's embarrassment undergoing health examinations which require the exposure of their private parts.

• Journal of Science Education
• /
• v.42 no.3
• /
• pp.308-321
• /
• 2018

The purpose of the study is to develop a questionnaire that examines unskeptical attitudes in scientific inquiry context. The questionnaire items were developed through literature research, expert review, and statistical analyses for validity and the differences in scores were identified by gender and tracks. A total of 363 high school students participated in the study. To explore the validity evidence of items, the Rasch analysis and the reliability of internal consistency were performed, and the two-way ANOVA was performed to compare the scores of the unskeptical attitudes between gender and academic track. Self-reporting and Likert-scaling 23 items were developed to measure unskeptical attitudes in scientific inquiry context. The items were developed in the sub-domain of scientific inquiry: 'questioning and hypothesis generating,' 'experiment designing,' and 'explaining and interpreting.' Second, the validity and reliability of the unskeptical were identified in a rigorous method. The validity of items were identified by multi-dimensional partial score model analysis through the Rasch model, and all 23 items were found to be fit to model. Various reliability evidences were also found to be appropriate. It was found that there were no significant differences of unskeptical attitude score between the gender and academic track except one comparison. The developed questionnaire could be used to check an unskeptical attitude in the course of scientific inquiry and to compare the effects of scientific inquiry classes.

• Journal of The Korean Association For Science Education
• /
• v.34 no.2
• /
• pp.123-134
• /
• 2014

This study aims to develop and validate an instrument to measure students' attitude toward convergence. To do so, we have defined five constructs (i.e. knowledge about convergence, personal relevance, social relevance, interest and self-efficacy) of 'attitude toward convergence' based on literature review, developed items, and collected data from 233 11th grade science track students. The validity of these items have been evaluated by Messick's framework (1995) (i.e. content, substantive, structural aspects of validity), experts' review, Rasch analysis, and confirmatory factor analysis using structural equation modeling. Our results have confirmed the five constructs and 23 selected items have met the benchmark of item validity. Moreover, the theoretical model illustrating that the high level of attitude toward convergence increases the level of science motivation has also been supported by the data. The items developed in this study will be used to measure students' attitude toward convergence and to estimate the effect of learning program for convergence science.

• Journal of Science Education
• /
• v.41 no.2
• /
• pp.179-194
• /
• 2017

The purpose of this study is to construct two equivalent science relevance recognition test tool after confirming the reliability and validity of the CARS(Changes in Attitude of Relevance to Science) questionnaire to determine the applicability of the items to Korean students and to compare gender and school differences. For this study, 59 items of the CARS scientific relevance test were translated and assigned to 787 middle and high school students (analyed the answer of 300 middle school students and 431 high school students). In order to determine the fit of the CARS question to Korean students and to overcome the limitation of the number of questions, we used the item-linking method of the Rasch model. By analyzing the results of the research, we constructed two equivalent scientific relevance recognition questionnaires of CARS-A and CARS-B with 25 items. The Pearson correlation coefficient of the Rasch scores of the two equivalent test was 0.78. The two types of scientific relevance recognition test tools generated through this study can be used to confirm students' attitude of scientific relevance to daily life, or to confirm the change after a certain class or grade. Through this study, we will discuss the implications of students' perceptions of science associations in science education, and the development and application of tools.

• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.2
• /
• pp.125-144
• /
• 2018

The purpose of this study is to analyze the astronomical thinking level of elementary, middle, and high school students using ordered multiple choice items. For this purpose, we constructed a questionnaire comprising three items about spatial thinking and system thinking. This survey was conducted and applied to 1,066 students in the 5th grade, 8th grade, and 11th grade in 12 schools located in Gangwon Province. The collected student response data were analyzed by applying inferential statistics of classical test theory and Rasch model. The results of the analysis were as follows; First, in the level of spatial thinking, students were able to grasp the spatial location and orientation of the celestial body, but were not able to convert the celestial motion of two-dimensional plane into three-dimensional plane, and it was revealed that there is no statistically significant difference in the spatial thinking of students among grade levels. Second, in the level of system thinking, students were able to identify the components and relationship between components of the celestial motion system, but could not identify the patterns of the system, and it was revealed that there was statistically significant difference among the system thinking of students in different grade levels, unlike in spatial thinking. Third, the astronomical thinking expressed in certain context (content) was very similar regardless of grade level, Through this, we could confirm the context-dependency or content-dependency of the astronomical thinking of students. It is expected that the results of this study can be used as basic data for exploring ways to enhance astronomical thinking level in school science classes.

• Journal of Industrial Convergence
• /
• v.22 no.4
• /
• pp.21-29
• /
• 2024

This study analyzed the difficulty of scoring in different match situations in relation to which competitor scored first. The study analyzed the data from the 2022 Guadalajara World Taekwondo Championships. The analysis was performed for two separate weight classes: lightweight and heavyweight. Four game content variables were used: whether the athlete scored first, attack type, attack area, and game situation. Descriptive statistics, the Rasch model, and discrimination function questions were applied for data processing. SPSS and Winsteps were used for the statistical analysis, and the statistical significance level was set at 0.05. Consequently, in the lightweight class, the scoring frequency of the first scorer was high for all the game variables. In the heavyweight class, the scoring frequency for the first scorer was high for the attack type and attack area. By contrast, those who did not score first were more frequently found to be in a loss situation. By analyzing the scoring difficulties in different match situations based on whether the competitor scored first, the athletes who scored first in attack type most easily scored first. In losing situations, the athletes who scored first in attack area scored most easily, whereas those who did not score first scored most easily in body and match situations. For the heavyweight class, those who scored first in terms of attack type, counter-attack, and attack area scored the most easily while winning in body and match situations.

• Therapeutic Science for Rehabilitation
• /
• v.11 no.3
• /
• pp.65-80
• /
• 2022

Objective : This study examined the psychometric properties of the 12-item Coping Orientation to Problems Experienced Scale (COPE) using Rasch analysis. COPE is one of the instruments used to measure stress-coping skills. Methods : The study participants were 480 community-dwelling older adults. We tested the instrument's unidimensionality assumption using principal component analysis (PCA). Item fit was examined using infit-and-outfit mean-square (MnSq) and standardized fit statistics (ZSTD). The precision and item difficulty hierarchies of the instrument were examined. The item-difficulty hierarchy was investigated to identify the easy and difficult items. We tested differential item functioning (DIF) for sex and age groups. Results : PCA revealed that the instrument met the unidimensionality assumption (eigenvalue = 1.78). Among the 12 items, item 2 was removed because of misfit (Infit MnSq = 1.33, Infit ZSTD = 5.05, Outfit MnSq = 1.56, Outfit ZSTD = 7.15). The remaining 11 items demonstrated a conceptual item-difficulty hierarchy. The person strata value was 3.10, which is equivalent to a reliability index value of 0.81. There was no DIF for the sex and age groups (DIF contrast <0.27). Conclusion : The findings indicated that the revised COPE-11 has adequate item-level psychometric properties and can accurately measure stress coping skills.

• Journal of the Korean Chemical Society
• /
• v.63 no.5
• /
• pp.376-386
• /
• 2019

The purpose of this study was to explore the learning progression of logical thinking in acid and base chemical reactions and to evaluate its validity. For this purpose, we collected 387 participants in 9 schools of elementary, middle and high schools nationwide. The questionnaire developed in this study was composed of nine items. The questionnaire presented the acid and base reactants and products, and the students pictured their thoughts on how these substances change, and answered the reasons of their thoughts. Situation contexts of the questionnaire were divided into two groups: one kind of solute dissolved in a solvent, and two kinds of solute dissolved in a solvent. In this study, six levels of learning progression were assumed by combining material conservation logic, combination logic, proportion logic, and particle number conservation logic. By analyzing the data, Infit and Outfit values of Person reliability, Item reliability, MNSQ and ZSTD were obtained from the Rasch model. As a result of the analysis of data, it was found that lower levels of learning progression prevailed up to the younger grade students till $8^{th}$ grade. The higher levels of learning progression(Level 2~Level 5) prevailed up to the older grade students. However, higher levels of learning progression dropped sharply in Grade 12. The 5 level of learning progression was very low in all grades, and $9^{th}$ grade had highest percentage of students belonging to the 5 level. Interpretation of these unusual results suggests a future research related to explanation differences of textbooks.

• Journal of Science Education
• /
• v.44 no.1
• /
• pp.74-83
• /
• 2020

The purpose of this study is to investigate motivation to learn physics in order to understand engineering college students' physics learning. Therefore, in this study, 374 engineering students at the university located in Seoul were studied using the Physics Motivation Questionnaire (PMQ), which was a Science Motivation Questionnaire II modified into the context of learning physics. The PMQ is composed of five factors: intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. It involves 25 Likert scale items. Through exploratory factor analysis, PMQ confirms that the five factors are structurally valid in measuring the motivation of engineering students to learn physics. In addition, item fit (MNSQ) was also confirmed using a Rasch model analysis. The results show that grade motivation has the highest mean with 4.2, followed by job motivation mean with 3.76. The mean of intrinsic motivation was 3.42, the self-efficacy was 3.38, and self-determination was 3.32. The results of this study confirm that the physics learning motivation of engineering college students is characterized showing high external motivation related to job and grade. Therefore, we should try to develop the teaching strategy to increase intrinsic motivation by developing mastery goal orientation of physics learning for engineering students.

• Communications of Mathematical Education
• /
• v.25 no.1
• /
• pp.245-259
• /
• 2011

In this study, the instrument of mathematical creative problem solving ability test were considered the differences between Korean and American sixth grade students in mathematical creativity ability and mathematical thinking ability. The instrument consists of 9 items. The participants for the study were 212 Korean and 148 American students. SPSS were carried out to verify the validities and reliability. Reliabilities(Cronbach ${\alpha}$) in mathematical creativity ability is 0.9047 and in mathematical thinking ability is 0.9299 which were satisfied internal validity evaluation on the test items. Internal validity were analyzed by BIGSTEPS based on Rasch's 1-parameter item response model. The results of this study can serve as a foundation for understanding the Korean and American students differences in mathematical creativity ability and mathematical thinking ability. Especially we get the some informations on mathematical creativity ability for American's fifth grade to seventh grade students.