A study of the validity and reliability of the Distraction Scale: A psychometric evaluation |
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| Affiliation: | 1. Mississippi State University, United States;2. Faculty of Education, University of Macau, China;1. Department of Medicine, Holy Spirit University of Kaslik, Medical School, Kaslik, Lebanon;2. Department of Medicine, University Hospital Center Notre Dame de Secours, Byblos, Lebanon;3. Department of Medicine, Saint Georges University Hospital, Beirut, Lebanon;4. Department of Medicine, Saint Joseph University, Medical School, Beirut, Lebanon;1. Dep. of Electrical Engineering (TEE), Fluminense Federal University (UFF), 24210-240 Niterói, RJ, Brazil;2. Engineering Department, LIGHT S.E.S.A., Rio de Janeiro, RJ, Brazil;1. Daresbury Laboratory, Daresbury, Warrington, Cheshire WA4 4AD, UK;2. School of Chemistry, University of Nottingham, Nottingham NG7 2RD, UK;3. Laboratory of Quantum Chemistry, Irkutsk State University, 664003 Irkutsk, Russia;4. Favorsky’s Institute of Chemistry, SB RAS, 664033 Irkutsk, Russia;5. Department of Physics, King’s College, Strand, London WC2R 2LS, UK;6. Department of Physics and Astronomy, Uppsala University, Box 516, SE-751 20 Uppsala, Sweden;1. Dipartimento di Scienze Chimiche e Farmaceutiche, Università degli Studi di Trieste, Via L. Giorgieri, I-34127 Trieste, Italy;2. Consorzio Interuniversitario Nazionale per la Scienze e Tecnologia dei Materiali, INSTM, Unità di Trieste, Italy;3. CNR-IOM, Trieste, Italy;4. Daresbury Laboratory, Daresbury, Warrington, Cheshire WA4 4AD, UK;5. Department of Physics, King’s College, Strand, London WC2R 2LS, UK;6. Department of Physics and Astronomy, Uppsala University, Box 516, SE-751 20 Uppsala, Sweden |
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| Abstract: | The goal of the current study is to evaluate psychometric properties of the Distraction Scale based on 866 teachers. Our findings from confirmatory factor analyses (CFA) supported the existence of two separate, yet related subscales for the Distraction Scale: conventional distraction and tech-related distraction. Regarding the concurrent validity evidence of the Distraction Scale, results indicated that, in line with theoretical expectations, these two subscales were positively related to avoidance and performance goal orientations. Furthermore, these two subscales were negatively associated with mastery goal orientation, interest in learning and using information technology, expectancy belief, and value belief. |
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| Keywords: | Distraction Information technology Self-regulation Kindergarten teachers Homework |
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