No description available.

There is an apparent lack of in-depth knowledge about the processes that may underlie the interaction between work and home life, and their relationships with employee health and well-being. Work and home has traditionally been considered as separate domains, but during the past decade of democracy, transformation developments (eg, Affirmative Action, Employment Equity) changed the nature of the labour market and economy. This facilitated the increase in the number of working single-parent, dual-earner families, and of women participating in the workforce, which in turned influenced the work-home interaction of employed individuals. Furthermore, various researchers regard burnout and engagement as important constructs to consider in the well-being of employees. The level of a person's wellbeing subsequently affects his/her functionality in both the work and home spheres. Thus, there is a need to identify ways which both the individual and the organisation can apply to increase personal well-being and the balance between work and home life. South Africa has 11 different national languages, and only 8,3% of the population actually speak English at home. Language differences should therefore be taken into account when administering questionnaires. Studies in South Africa generally report race, education, language, and understanding of English as the main factors which impact on construct and item comparability of psychometric tests. There is consequently an obvious need to translate research instruments before they are administered to individuals from different language groups. If language differences are not taken into account, invalid conclusions regarding the constructs under study could be made, with serious implications for culturally diverse settings such as in South Africa. The objectives of this research were to translate the Survey Work-Home Interaction Nijmegen (SWING), Maslach Burnout Inventory-General Survey (MBI-GS) and Utrecth Work Engagement Scale (UWES) into Afrikaans and Setswana, and to investigate the construct validity, construct equivalence and reliability of these instruments. Furthermore, differences between demographic groups regarding work-home interaction and well-being were investigated. Finally, a structural model was tested, which included job characteristics, negative and positive work-home interference (WHI) and well-being (burnout and engagement). A cross-sectional survey design was used. Random samples (N = 685) were taken from police stations in the North West province. Structural equation modelling (SEM) was used to determine the construct validity and equivalence of the measuring instruments and to test the structural model. The results indicated that work-home interaction can be described as a four-dimensional construct consisting of negative WHI, positive WHI, negative home-work interference (HWI), and positive HWI. This factor structure was equivalent across all three language groups and all the scales were reliable. A four-factor model was confirmed for burnout and included exhaustion, cognitive weariness, cynicism and professional efficacy. A one-factor model was found for engagement. Both translated instruments were found to be equivalent for the three language groups. Furthermore, a second order factor analysis revealed that the underlying structure of well-being consists of two negatively related and equivalent factors, namely burnout (exhaustion, cognitive weariness and cynicism) and an enlarged engagement construct (engagement and professional efficacy). Members reported more negative WHI than negative HWI, and more positive HWI than positive WHI. Statistically significant differences exist between demographic groups regarding work-home interaction based on language, gender, marital status. parental status and education. Statistically significant differences of wellness exist between demographic groups based on language and educational level. The results of the structural equation modelling revealed that job demands were directly and positively associated with negative WHI and burnout, while job resources were directly and positively associated with positive WHI and work engagement. This also indicates the partial mediating effect of WHI between job characteristics and wellness. In addition, a lack ofjob resources was associated with higher levels of burnout. Recommendations for future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Major changes that emphasise the importance of a balanced work and family life have occurred within organisations. Inability to manage this integration between the work and home domains can affect the performance of organisations and the wellbeing of their employees. In order to measure work-home interaction and wellbeing, it is important to use valid, equivalent and reliable instruments. However, there is a lack of empirical research when investigating work-home interaction, burnout and work engagement in the earthmoving equipment industry in South Africa. Furthermore, the earthmoving equipment industry is a multicultural environment and construct equivalence across subgroups therefore becomes important when measuring work-home interaction, burnout and work engagement across different cultural or language groups. It also seems relevant to consider differences in the work-home interaction and work wellness levels between important demographic groups in the earthmoving equipment industry. It appears as if burnout and engagement can be seen as part of the total wellness continuum; and that job characteristics may be related to burnout and engagement through negative and positive work-home interaction. However, little information was found that included these factors in a structural model for the earthmoving equipment industry. The objectives of this research were to test the psychometric properties of the Survey Work- Home Interaction - Nijmegen (SWING), the Maslach Burnout Inventory - General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES); to determine if various demographic groups differ with regard to work-home interaction and wellbeing; and to test a structural model that includes job characteristics, work-home interaction and wellbeing for employees in the earthmoving industry. A cross-sectional survey design was used. Random samples (n = 528) were taken from employees in the earthmoving equipment industry in Gauteng, the Limpopo Province, Mpumalanga, the Northern Cape, the Western Cape, the Eastern Cape, Kwa-Zulu Natal and the North West Province. Structural equation modelling confirmed a four-factor model of work-home interaction which measures negative work-home interference, positive work-home interference, negative homework interference and positive home-work interference. This factor structure was equivalent across language, ethnicity, gender, education, marital status and parental status. All four factors were reliable. The participants reported more negative WHI than negative HWI, and more positive HWI than positive WHI. It was found that statistically significant differences that are based on age, gender, language, ethnicity, a partner's contribution to household income and the different business units exist between the demographic groups. The results confirmed a four-factor structure of burnout (exhaustion, cognitive weariness, cynicism and professional efficacy) and a two-factor structure of work engagement (including vigour and dedication). These structures were equivalent across language and education groups, and all scales were reliable. SEM analyses supported a two-factor structure for the wellness construct, consisting of burnout (exhaustion, cognitive weariness and cynicism) and engagement (vigour, dedication and professional efficacy), which was equivalent for the language and education groups. Statistically significant differences that are based on age, gender, language and the different business units were found between the demographic groups. Structural equation modelling showed that job demands are associated with negative WHI and consequently with burnout, providing support for a full-mediation effect of negative WHI. Job resources were associated with negative WHI and consequently with burnout, providing support for partial mediation of negative WHI between job resources and burnout. Job resources were also associated with positive WHI and consequently with engagement, providing support for partial mediation of positive WHI between job resources and engagement. Recommendations for the organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

A replication of an original study of managerial assessment centers performed by Sackett and Dreher (1982) is presented. Their major finding, indicating that assessment centers lack key tenets of internal construct validity, was corroborated in this study of a hotel managers' assessment center. This hotel managers' assessment center is also found to be externally valid using criterion-related validity. The argument is posed that assessment centers, as standardized tests of complex behavioral traits, appear to be operating outside the bounds of normal test construction principles. Five key explanations for this paradox are offered to guide much needed future research in this area. Additionally, a description of commonly utilized assessment center activities is offered the reader.

The present study evaluated two hypotheses concerning the comparability of scores of the WISC and WISC-R through correlation of obtained scores on both scales. Forty subjects, representing 10 age levels, constituted the experimental sample. Each subject was administered the WISC, followed in 28 days by the WISC-R. Data analysis revealed significant (.05) correlations between scores on comparable WISC and WISC-R subtests except Arithmetic and Coding. The Verbal, Performance, and Full Scale IQ scores correlated .5468, .5773, and .6240 respectively (p < .01). Conclusions were drawn that caution should be taken in comparison and interpretation of scores on the two scales due to several low correlation coefficients obtained as well as numerous changes between the scales. Further study is recommended.

Este trabalho tem por objetivo coletar e analisar evidências relacionadas a um teste de classificação em Inglês, mediado por computador, aplicado em uma Faculdade de Tecnologia Pública que está localizada a 60 km da capital de São Paulo. Os dados obtidos foram coletados nos testes de classificação aplicados a alunos ingressantes dos cursos de Eventos, Logística (manhã e noite) e de Gestão da Tecnologia da Informação, no período compreendido entre o 2º semestre de 2010 ao 2º semestre de 2012. Outros dados complementares foram obtidos em dois questionários de apreciação da prova, um deles respondido por 141 (cento e quarenta e um) ingressantes no 1º semestre de 2012 e o outro por dois professores de inglês da instituição, que serviram de base para o estudo da validação do teste. O propósito da pesquisa foi o de avaliar a pertinência e qualidade dos itens que compõem cada nível dos testes de classificação, em comparação com o que está previsto como conteúdo programático de língua inglesa nos cursos, apresentado nas ementas das disciplinas Inglês I a VI. A pesquisa foi tratada como um estudo de caso, de caráter descritivo e exploratório, considerando para análise dados quantitativos e qualitativos, com o objetivo de verificar e discutir a validade de construto, de conteúdo e de face nos testes de classificação, consideradas como aspectos substanciais para o processo de sua validação. Os resultados da análise comparativa revelaram que o teste necessita de modificações, uma vez que o construto que permeia as ementas dos cursos não está nitidamente definido no teste, especialmente no que se refere à ausência do componente oral em alguns dos seus níveis. Entretanto, quanto à validade de conteúdo, observou-se que a maioria dos itens contempla o que está previsto nas ementas. Em relação à validade de face, os resultados apontarem que os examinandos e professores que participaram da pesquisa consideraram o teste adequado. A análise do desempenho dos examinandos e a avaliação dos itens do teste permitiram diagnosticar aspectos das práticas avaliativas da instituição e sua relevância para o processo ensino/aprendizagem de língua estrangeira. Nesse sentido, espera-se que este trabalho possa contribuir para futuras pesquisas sobre elaboração, processamento e validação de instrumentos avaliativos em língua estrangeira. / The objective of this study is to collect and analyze evidences related to an online English placement test which is being administered in a public technological college located 60 km from the capital of São Paulo. Data were collected on this test administered to freshmen students of Events, Logistics (morning and evening) and Management Information Technology courses in the period between the second half of 2010 to the second half of 2012. Other complementary data were obtained by two questionnaires, one of them answered by 141 freshmen in the first half of 2012 and the other answered by two English teachers of the college, which formed the basis for the study of the validation of the test. The purpose of the research was to assess the relevance and quality of the test items that make up each level of the placement test in comparison to what is foreseen as syllabus for English language courses I through VI. The research was treated as a case study, with a descriptive and explanatory character considering quantitative and qualitative data analysis in order to verify and discuss the construct validity, content validity and face validity of the online placement test considered as substantial aspects for process validation. The results of the comparative analysis revealed that the online placement test requires modifications, since the construct that permeates the syllabus of the courses is not clearly defined in the test, particularly there is an oral missing evaluation in some levels. However, as to content validity, it was observed that most of the items that are part of the test include what is referred to on the syllabus. Regarding face validity the results suggest that most of the examinees and teachers who participated in the survey considered the test appropriate. The performance analysis and evaluation of the examinees and the way the test was constructed helped diagnosing aspects of evaluation practices in the institution and its relevance to the teaching / learning of a foreign language. We intend through this study to contribute to the current research on development, implementation and validation of evaluation instruments in a foreign language.

Bakgrund: Väl undersökta psykometriska egenskaper krävs för att använda ett instrument. Instrumentet Reasoning 4 Change (R4C) begreppsvaliditet behöver stärkas. Den kan undersökas genom att jämföra det kliniska resonemanget hos extrema grupper vilka kan vara fysioterapeutstudenter med beteendemedicinsk inriktning i olika skeden av utbildningen. Utifrån den social kognitiva teorin kan fysioterapeutstudenterna ses som en viktig omgivningsfaktor för att hjälpa patienter utföra en beteendeförändring. Syfte: Att utvärdera begreppsvalididet för bedömningsinstrumentet R4C genom att jämföra det kliniska resonemanget med fokus på patienters aktivitetsrelaterade beteende och beteendeförändring hos fysioterapeutsstudenter i termin ett och termin sex mätt med instrumentet. Metod: En beskrivande och jämförande tvärsnittsstudie som utgår från data insamlad ifrån flera tillfällen. Totalt deltog 89 termin ett studenter och 47 termin sex studenter. Parametriskt oberoende t-test användes för att analysera resultatet. Resultat: Termin sex studenterna hade signifikant högre resultat på sju av åtta variabler mätt med R4C jämfört med termin ett studenterna, vilket innebar att hypotesen nästan fullständigt bekräftades. Slutsats: Begreppsvaliditeten kan anses som god för den undersökta populationen. För att generalisering till alla fysioterapeutstudenter ska kunna ske behövs vidare forskning. / Background: Evaluation of psychometric properties are necessary to use an instrument. The Reasoning 4 Change (R4C) instrument’s construct validity needs to be strengthened. It can be done by comparing the clinical reasoning by extreme groups which can be physiotherapy students with a behavioral approach in different stages of the education. From the social cognitive theory's perspective, the students can be an important environmental factor to help clients’ perform a behavioral-change. Aim: To evaluate construct validity for the R4C instrument by comparing the clinical reasoning with focus on clients’ activity-related behaviour and behaviour change by physiotherapy students in the first and sixth semester measured with the instrument. Method: A describing and comparing cross-sectional study with data collected from several occasions. A total of 89 first semester students and 47 sixth semester students participated in the study. Parametric independent t-test was used to analyse the results. Result: Students in the sixth semester had significant higher results on seven out of eight variables measured with R4C compared with students in the first semester, that indicate that the hypothesis almost is confirmed. Conclusion: The construct validity can be considered good for the evaluated population. To be able to generalize to all physiotherapy students more studies would be necessary.

Este trabalho tem por objetivo coletar e analisar evidências relacionadas a um teste de classificação em Inglês, mediado por computador, aplicado em uma Faculdade de Tecnologia Pública que está localizada a 60 km da capital de São Paulo. Os dados obtidos foram coletados nos testes de classificação aplicados a alunos ingressantes dos cursos de Eventos, Logística (manhã e noite) e de Gestão da Tecnologia da Informação, no período compreendido entre o 2º semestre de 2010 ao 2º semestre de 2012. Outros dados complementares foram obtidos em dois questionários de apreciação da prova, um deles respondido por 141 (cento e quarenta e um) ingressantes no 1º semestre de 2012 e o outro por dois professores de inglês da instituição, que serviram de base para o estudo da validação do teste. O propósito da pesquisa foi o de avaliar a pertinência e qualidade dos itens que compõem cada nível dos testes de classificação, em comparação com o que está previsto como conteúdo programático de língua inglesa nos cursos, apresentado nas ementas das disciplinas Inglês I a VI. A pesquisa foi tratada como um estudo de caso, de caráter descritivo e exploratório, considerando para análise dados quantitativos e qualitativos, com o objetivo de verificar e discutir a validade de construto, de conteúdo e de face nos testes de classificação, consideradas como aspectos substanciais para o processo de sua validação. Os resultados da análise comparativa revelaram que o teste necessita de modificações, uma vez que o construto que permeia as ementas dos cursos não está nitidamente definido no teste, especialmente no que se refere à ausência do componente oral em alguns dos seus níveis. Entretanto, quanto à validade de conteúdo, observou-se que a maioria dos itens contempla o que está previsto nas ementas. Em relação à validade de face, os resultados apontarem que os examinandos e professores que participaram da pesquisa consideraram o teste adequado. A análise do desempenho dos examinandos e a avaliação dos itens do teste permitiram diagnosticar aspectos das práticas avaliativas da instituição e sua relevância para o processo ensino/aprendizagem de língua estrangeira. Nesse sentido, espera-se que este trabalho possa contribuir para futuras pesquisas sobre elaboração, processamento e validação de instrumentos avaliativos em língua estrangeira. / The objective of this study is to collect and analyze evidences related to an online English placement test which is being administered in a public technological college located 60 km from the capital of São Paulo. Data were collected on this test administered to freshmen students of Events, Logistics (morning and evening) and Management Information Technology courses in the period between the second half of 2010 to the second half of 2012. Other complementary data were obtained by two questionnaires, one of them answered by 141 freshmen in the first half of 2012 and the other answered by two English teachers of the college, which formed the basis for the study of the validation of the test. The purpose of the research was to assess the relevance and quality of the test items that make up each level of the placement test in comparison to what is foreseen as syllabus for English language courses I through VI. The research was treated as a case study, with a descriptive and explanatory character considering quantitative and qualitative data analysis in order to verify and discuss the construct validity, content validity and face validity of the online placement test considered as substantial aspects for process validation. The results of the comparative analysis revealed that the online placement test requires modifications, since the construct that permeates the syllabus of the courses is not clearly defined in the test, particularly there is an oral missing evaluation in some levels. However, as to content validity, it was observed that most of the items that are part of the test include what is referred to on the syllabus. Regarding face validity the results suggest that most of the examinees and teachers who participated in the survey considered the test appropriate. The performance analysis and evaluation of the examinees and the way the test was constructed helped diagnosing aspects of evaluation practices in the institution and its relevance to the teaching / learning of a foreign language. We intend through this study to contribute to the current research on development, implementation and validation of evaluation instruments in a foreign language.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008

<p>This study is located within the theoretical framework of construct validation theory. Data for this Secondary Data Analysis study was drawn from the &ldquo / Impact of Hope and Exposure to Community Violence on children&rsquo / s perception of Well-being&rdquo / study. The primary study employed stratified interval criterion sampling to select 565 grade 9 learners, aged 14-18 from six public schools. The dataset for the current study comprised all participants (N=565) of the broader study. As the initial step in validation of the KIDSCREEN-52 within South Africa, the current study examined the factor structure of the KIDSCREEN-52 within this context by means of exploratory factor analysis using principal component analysis with oblimin rotations. It also assessed the internal consistency reliability of each of the scales using Cronbach&rsquo / s alpha. Exploratory factor analysis revealed the same 10 factors as identified by previous European studies with some deviation in the last two factors, which warrants further examination. Internal consistency of the measure was shown to be acceptable, with Cronbach&rsquo / s alpha values ranging from 0.76 to 0.81 for the 10 scales.</p>