Development of the School Mental Health Self-Efficacy Teacher Survey Using Rasch Analysis

Brann, Kristy L.; Boone, William J.; Splett, Joni W.; Clemons, Courtney; Bidwell, Sarah L.

doi:10.1177/0734282920947504

Cited by 20 publications

(19 citation statements)

References 34 publications

(65 reference statements)

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“…By doing so, the Rasch model produces sample-free item calibrations or item-free person measures that are essential for the fundamental measurement (Bond et al, 2020). Due to its theoretical advantages in dealing with ordinal data collected through Likert-type instruments, Rasch analysis has been widely applied in empirical studies to scrutinize the quality of instruments (e.g., Antipkina & Ludlow, 2020; Brann et al, 2021; Yan, 2018, 2020). Multiple indicators were used to examine scale quality, including response category functioning, item fit statistics (i.e., Infit MNSQ and Outfit MNSQ), and differential item functioning (DIF) across gender, educational level (primary vs. secondary), and region (Hong Kong vs. Italy).…”

Section: Methodsmentioning

confidence: 99%

Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale

Yan

Pastore

2022

Journal of Psychoeducational Assessment

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A significant challenge in studying formative assessment is the lack of suitable instruments for assessing teachers’ formative assessment practices. This paper reports the development of the Teacher Formative Assessment Practice Scale (TFAPS) and its psychometric properties based on two samples of primary and secondary school teachers: one from Hong Kong ( N = 449) and the other from Italy ( N = 309). Exploratory factor analysis identified two distinct factors, including teacher-directed formative assessment (TdFA, six items) and student-directed formative assessment (SdFA, four items). The confirmatory factor analysis supported this two-factor structure. Rasch analysis provided further psychometric evidence regarding scale dimensionality and item quality. This study suggests that TFAPS is an appropriate instrument for assessing teachers’ formative assessment practices, but the cultural influence on teachers’ formative assessment practices should be noted in the applications of the instrument.

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Section: Methodsmentioning

confidence: 99%

Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale

Yan

Pastore

2022

Journal of Psychoeducational Assessment

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“…The School Mental Health Self-Efficacy Teacher Survey (SMH-SETS) [ 44 ] will be completed by classroom teachers. The SMH-SETS is a psychometrically sound 15 item measure that utilises a 6-point Likert scale that addresses teacher’s confidence in their ability to successfully support students’ mental health with excellent internal consistency (Cronbach’s alpha = .91), item reliability and validity [ 55 ].…”

Section: Primary and Secondary Outcomes And Measuresmentioning

confidence: 99%

Section: Primary and Secondary Outcomes And Measuresmentioning

confidence: 99%

“…We based the sample size calculation on the primary study objective of detecting the impact of the MHWC model on classroom teachers’ self-reported confidence to support student mental health and wellbeing which is assessed by the School Mental Health Self-Efficacy Teacher Survey (SMH-SETS [ 55 ]). We assumed a mean SMH-SETS score of 67.7 (standard deviation = 9.5) in the BAU arm based on unpublished data provided by the measure authors [ 56 ]. Participation of 12 teachers per school with the intra-cluster (intra-school) correlation coefficient (ICC) set to 0.1 (expected ICC is unknown); the sample of 32 schools (16 intervention schools and 16 BAU schools) provides 80% power at the (2-sided) 5% level of significance to detect a mean difference between the trial arms of 3.9 on the teacher-reported SMH-SETs score.…”

Section: Primary and Secondary Outcomes And Measuresmentioning

confidence: 99%

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Mental health and wellbeing coordinators in primary schools to support student mental health: protocol for a quasi-experimental cluster study

Darling¹,

Dawson²,

Quach³

et al. 2021

BMC Public Health

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Background Half of mental health disorders begin before the age of 14, highlighting the importance of prevention and early-intervention in childhood. Schools have been identified globally by policymakers as a platform to support good child mental health; however, the majority of the research is focused on secondary schools, with primary schools receiving very little attention by comparison. The limited available evidence on mental health initiatives in primary schools is hindered by a lack of rigorous evaluation. This quasi-experimental cluster study aims to examine the implementation and effectiveness of a Mental Health and Wellbeing Co-ordinator role designed to build mental health capacity within primary schools. Methods This is a primary (ages 5–12) school-based cluster quasi-experimental study in Victoria, Australia. Before baseline data collection, 16 schools selected by the state education department will be allocated to intervention, and another 16 matched schools will continue as ‘Business as Usual’. In intervention schools, a mental health and well-being coordinator will be recruited and trained, and three additional school staff will also be selected to receive components of the mental health training. Surveys will be completed by consenting staff (at 2-, 5-, 10- and 17-months post allocation) and by consenting parents/carers (at 3-, 10- and 17-months post allocation) in both intervention and business as usual schools. The primary objective is to assess the change in teacher’s confidence to support student mental health and wellbeing using the School Mental Health Self-Efficacy Teacher Survey. Secondary objectives are to assess the indirect impact on systemic factors (level of support, prioritisation of child mental health), parent and teachers’ mental health literacy (stigma, knowledge), care access (school engagement with community-based services), and student mental health outcomes. Implementation outcomes (feasibility, acceptability, and fidelity) and costs will also be evaluated. Discussion The current study will examine the implementation and effectiveness of having a trained Mental Health and Wellbeing Coordinator within primary schools. If the intervention increases teachers’ confidence to support student mental health and wellbeing and builds the capacity of primary schools it will improve student mental health provision and inform large-scale mental health service reform. Trial registration The trial was retrospectively registered in the Australian New Zealand Clinical Trials Registry (ANZCTR) on July 6, 2021. The registration number is ACTRN12621000873820.

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“…The Wright map (figure 1) presents that the SRAVZ items are plotted on a vertical line representing the logit scale of the instrument. Items plotted at the base of the Wright map are items that are easier to agree with than items plotted toward the top of the Wright Map (Brann et al, 2020). The Wright map showed that the most difficult item was S3 (logit: 1.51), which came from the lecture planning construct.…”

Section: Based On Tablementioning

confidence: 99%

Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

Yuhanna

Muhdhar

Gofur

et al. 2021

JPII

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Instruments that are valid, reliable, and have high consistency are needed to measure studentsâ€™ self-reflection. The Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) was developed to explore studentsâ€™ self-reflection and abilities in the vertebrate zoology course. It is essential to test the instrumentâ€™s validity before measuring studentsâ€™ abilities so that data bias does not occur. This study aims to determine the validity, whether the items are fit or misfit, and the difficulty level of SRAVZ items. SRAVZ is developed by ADDIE (Analysis, Design, Development, Implementation, Evaluation). The SRAVZ consists of 24 items tested on 135 students who have taken the vertebrate zoology course. Analysis of the Rasch model using Winstep version 4.5.2. The Rasch model shows the item reliability value at 0.97. The Cronbach alpha value at 0.94 with PTMEA Corr shows a positive value, unidimensional 48.1%. The separation index of 5.6 means that the level of grouping the items is very good. The mean square infit for SRAVZ was 0.59-1.96, and the mean square outfit value is 0.59-2.16. Data analysis shows that 24 SRAVZ items have 22 fit items and two misfit items (S3 and S5). Item numbers S3 and S5 must be excluded from the SRAVZ construction. Total items used to measure studentsâ€™ self-reflection in the vertebrate zoology course were 22 items. The most difficult item is S3, and the easiest item is S6. Thus, the data indicate that the valid and reliable SRAVZ is in the good, effective, and high level of consistency category

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Development of the School Mental Health Self-Efficacy Teacher Survey Using Rasch Analysis

Cited by 20 publications

References 34 publications

Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale

Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale

Mental health and wellbeing coordinators in primary schools to support student mental health: protocol for a quasi-experimental cluster study

Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

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