L'alpha de Cronbach est l'indice de consistance interne le plus répandu en sciences de l'éducation. Le but de cet article est d'évaluer la performance de six estimateurs de consistance interne à partir d'une étude de simulation. La simulation porte sur l'alpha de Cronbach, le lambda-2, le lambda-4 et le lambda-6 de Guttman, la plus grande limite inférieure et l'oméga. Quarante-cinq scénarios ont été définis par la taille de l'échantillon, le nombre d'items et la valeur des coefficients de saturation factorielle. Les résultats suggèrent que, dans le cas où l'instrument compte cinq items, l'estimateur à privilégier serait l'oméga. Dans les autres cas, ce serait la grande limite inférieure. L'alpha et le lambda-2 sont systématiquement les deux estimateurs qui sousestiment le plus la valeur de la consistance interne et devraient être évités. Le lambda-6 serait le meilleur estimateur offert par SPSS. Dans l'ensemble, cette étude offre un rationnel empirique pour un changement de pratique dans les recherches en éducation.
In this study, the authors examined the associations between parental divorce, quality of relationships with parents, and dyadic adjustment during transition of 114 couples to parenthood. Data were collected during the third trimester of pregnancy and at 9 months postpartum. As predicted, the authors found that women from divorced families reported more conflict, less support, and less depth in the relationships with their fathers. However, it was the extent to which their relationships with their mothers were characterized by support that predicted women's adjustment during their first pregnancy. Also as expected, for men, the link between parental divorce and both prenatal dyadic adjustment and residualized change scores of dyadic adjustment over time was mediated by the quality of their relationships with their fathers.
AimThis paper describes how the transformation of youth mental health services in the rural Francophone region of the Acadian Peninsula in New Brunswick, Canada, is meeting the five objectives of ACCESS Open Minds.MethodsImplementation of the ACCESS Open Minds framework of care in the Acadian Peninsula of New Brunswick began in 2016 at a well‐established volunteer centre and community‐based mental health organization. Through focus groups with youth aged 14 to 22 (n = 13), community mapping was used to describe the youth‐related mental health service transformation, followed by thematic analysis, validation by member checking and triangulation.ResultsPreliminary results show a generally successful implementation of the ACCESS Open Minds model, as evidenced by the transformation of mental health service provision, the enhancement of capacity in human resources and the participation of youth. Transformation was evidenced across the five objectives of mental healthcare of ACCESS Open Minds, albeit to variable extents. Several facilitating factors and challenges are identified based on youths' accounts.ConclusionsIt is possible to successfully implement the ACCESS Open Minds model among francophones living in a minority setting and despite the constraints of a rural area. Most key components of the framework were implemented with high program fidelity. The rural context presents unique challenges that require creative and effective use of resources, while offering opportunities that arise from a culture of resourcefulness and collaboration.
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