Measuring the Emotional and Behavioral Problems among Iranian Students: A Psychometric Study

Asanjarani, Faramarz; Arslan, Gökmen

doi:10.1080/10824669.2020.1854761

Cited by 13 publications

(10 citation statements)

References 38 publications

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“…Emerging any major pedagogical change requires many educational stakeholders to consider potential advantages and disadvantages associated with their design decision on transitioning from in-class learning to online and integrating web-based content delivery systems (e.g., Blackboard, Moodle, Canvas, Microsoft Teams, to name a few) to replace the sudden shift to online learning after the campuses closed within one month in higher institutes. In keeping with this, there is a growing body of literature that recognizes the importance of investigating how the campus closures and subsequent pivot to remote teaching and online teaching affected faculty members' and students' attitudes and beliefs on online teaching (Aghaei, Ghoorchaei, Rajabi, & Ayatollahi, 2022;Asanjarani & Arslan, 2021).…”

Section: Introductionmentioning

confidence: 99%

Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

AlAdwani¹,

AlFadley²

2022

JEL

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Covid-19 pandemic made a sudden shift of all ages to online learning and distance learning instructions. However, there is a paucity of research to address the possible impacts of the pedagogical shift integrated into new online platforms on learning, interaction, and assessment, especially in higher education settings from the vantage point of EFL students. Framed in a descriptive quantitative study, the main objective of this study includes two folds: a) to identify the possible effects of online learning via Microsoft TEAMS platform during the COVID-19 pandemic on assessment, interaction, and learning English as a foreign language from EFL students’ perception and b) to reveal the possible significant correlation between learning, interaction and online assessment via Microsoft TEAMs. Data were collected using a developed questionnaire consisting of 30 items focusing on three dimensions: interaction, learning, and assessment among 440 EFL students whose major was English at the College of Basic Education in Kuwait. At the significance level of 0.01, the results revealed the effect of online learning via Microsoft TEAMS during the COVID-19 pandemic on learning of English skills, students’ interaction and achievement assessment as perceived by the EFL students in the English Language Department in the CBE was rather high, moderate and moderate and moderate respectively. There is a strong/high statistically significant correlation between Interaction and Assessing (r = 0.538), interaction and Learning (r = 0.747). There is a statistically significant moderate correlation between Assessing and Learning (r = 0.467). This study is of some pedagogical and assessment ramifications for EFL contexts in the pandemic era.

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Section: Introductionmentioning

confidence: 99%

Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

AlAdwani¹,

AlFadley²

2022

JEL

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“…The reported internal consistency of these measures across studies was above the recommended acceptable threshold of 0.70 except for some subscales or time points in measures used in 16 studies (Poteat and Espelage Dorothy, 2007 ; Prelow Hazel et al, 2007 ; Sun et al, 2013 ; Lam Un et al, 2015 ; Bolland Kathleen et al, 2016 ; Espelage Dorothy et al, 2016 ; Gnambs and Hanfstingl, 2016 ; Rose Chad et al, 2016 ; Thumann Barbara et al, 2016 ; Cowden Richard et al, 2018 ; Tomek et al, 2018 ; Ingram Katherine et al, 2019 ; Asanjarani and Arslan, 2020 ; Cardeli et al, 2020 ; Espelage et al, 2020 ; Ellinger et al, 2022 ). In three studies (Acosta et al, 2019 ; Wagle et al, 2021 ; Booker et al, 2022 ), McDonald's Omega was reported for the PSSM and the SCS and was found to be good (0.81–0.96).…”

Section: Resultsmentioning

confidence: 99%

“…All these measures were used across different countries and generally appear to be reliable and valid (where reported) outside of their countries of origin except the PSSM in two studies (Lam Un et al, 2015 ; Cowden Richard et al, 2018 ), the SCS in two studies (Sun et al, 2013 ; Thumann Barbara et al, 2016 ), and the School Belongingness Scale in one study (Asanjarani and Arslan, 2020 ). These studies reported poor reliabilities (Cronbach's alpha <0.70) of these measures when used outside of their countries of origin ( Supplementary Material 2 ).…”

Section: Resultsmentioning

confidence: 99%

Adolescent Connectedness: A Scoping Review of Available Measures and Their Psychometric Properties

et al. 2022

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IntroductionAdolescent connectedness, a key component of positive youth development, is associated with various positive health outcomes. Several measures have been developed to assess this construct. However, no study has summarized data on the existing measures of adolescent connectedness. We conducted this scoping review to fill this gap. We specifically aimed to: (i) identify the existing measures of adolescent connectedness, (ii) determine the most frequently used measures among the identified measures, and (iii) summarize the psychometric properties of these measures with a keen interest in highlighting their cross-cultural utility and validity.MethodsWe searched CINAHL, Embase, PsycInfo, PubMed, and Web of Science databases for relevant articles published since database inception to 7th February 2021. Our search structure contained the key words “Adolescents”, “Connectedness”, and “Measures”. We also searched Open Gray for potentially relevant gray literature.ResultsWe identified 335 measures from 960 eligible studies assessing various domains of adolescent connectedness, including school, family, community, peer, ethnic, racial, cultural, religious/spiritual, and self-connectedness. Most of the included studies (72.1%) were from North America and Europe. Most of the measures (n = 132, 39.4%) were measures of school connectedness among adolescents. Of the identified measures, 60 of them met our criteria of frequently used measures (i.e., the top five most used measures per domain of connectedness). These frequently used measures were used across 481 of the included studies with 400 of them reporting their psychometric properties. The reported reliability of these measures was adequate (Cronbach's alpha ≥ 0.70) in 89.8% of these studies. These measures also appeared to be valid in terms of their face, content, construct, criterion, convergent, discriminant, concurrent, predictive, measurement invariance, and cross-cultural validity.ConclusionsThere exists a wide array of measures of adolescent connectedness. Sixty of these measures have been frequently used across studies and appear to be reliable and/or valid. However, this evidence is mostly from North America and Europe. This is a reflection of the limitation of this review where only studies published in English were considered. It might also reflect the paucity of research in other regions of the world. More research is needed for clearer insights.

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“…28,29 Therefore, monitoring psychiatric symptoms based on valid scales and questionnaires is essential to the diagnosis of psychiatric health problems in adolescents' lives, prevention of problems and difficulties in the future, and help individuals have a better lifestyle. 1,30,31,11 The main aim of the present survey was to explore the frequency of psychiatric disorders in Iranian students during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

“…Adolescence and childhood are the main stages of life because of the significant changes such as cognitive, physical, sexual, emotional, and social changes. 1,2 Some big changes can bring mental health issues, such as anxiety and anticipation, for children, adolescents, and their families. 2,3,4 Mental health conditions (eg, developmental disabilities, anxiety, childhood epilepsy, and depression) are the main determinants of health and major causes of disability and illness among children and adolescents.…”

Section: Introductionmentioning

confidence: 99%

Behavioral and Psychiatric Health Problems in Iranian Children and Adolescents During the COVID-19 Pandemic: A Cross-Sectional Study

Talebi,

Kiani,

Sany

et al. 2023

Journal of Indian Association for Child and Adolescent Mental H

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The COVID-19 pandemic caused the long-term quarantine of most children and adolescents. Behavioral and psychiatric health issues with child protection need to be evaluated in disasters. The present study aimed to examine the behavioral and psychiatric status of children and adolescents during the pandemic to address the effects of the pandemic and isolation on children’s and adolescents’ behavioral and psychiatric health. The present cross-sectional study was carried out on 322 students aged 10–18 attending public high and elementary schools in Esfahan, Iran. The parents completed the Child Symptom Inventory-4 (CSI-4). Findings showed that 58% of students met the criteria for all psychiatric symptoms except for autism and Asperger’s disorder, and 5% suffered from more than one comorbid category of psychiatric disorders. The most common psychiatric disorders in boys and girls were ADHD (18.5%), ODD (15%), ADHD-C (13.5%), GAD (12.8%), ADHD:HI (11.5), and MDD (10.8%). Since most participants suffered from at least one comorbid category of psychiatric disorders, developing a psychological crisis intervention is essential to protect children and adolescents from such disasters and minimize their mental health outcomes.

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Measuring the Emotional and Behavioral Problems among Iranian Students: A Psychometric Study

Cited by 13 publications

References 38 publications

Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

Adolescent Connectedness: A Scoping Review of Available Measures and Their Psychometric Properties

Behavioral and Psychiatric Health Problems in Iranian Children and Adolescents During the COVID-19 Pandemic: A Cross-Sectional Study

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