الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 105
demonstrating equivalent intercepts across groups. Finally, tests for strict invariance indicated nine
of the ten scalar-invariant items had equivalent residual variances across groups.
(11) Hassanein, E. E. A., Johnson, E. S., Alshaboul, Y. M., Ibrahim, S. R. & Megreya, A. M.
(2022) Examining factors that predict Arabic word reading in first and second graders. Reading &
Writing Quarterly, 38:1, 51-66, DOI: 10.1080/10573569.2021.1907637
( اﻟﺴﯿﺪ اﻟﺸﺒﺮاوي ﺣﺴﺎﻧﯿﻦ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ ھﺬا اﻟﺒﺤﺚ ﯾﺮﺟﻰ ﺗﺼﻔﺢ اﻟﺠﺰء اﻟﺨﺎص ﺑﺎﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ )د
(12) Davis, R. C., Arce, M. A., Tobin, K. E., Palumbo, I. M., Chmielewski, M., Megreya, A. M.,
& Latzman, R. D. (2022). Testing measurement invariance of the Positive and Negative Affect
Schedule (PANAS) in American and Arab students. International Journal of Mental Health &
Addiction. 20, 874–887 https://doi.org/10.1007/s11469-020-00411-z
Affect describes any feelings, emotions, or moods that a person experiences and is generally
divided into two broad dimensions—positive affect and negative affect. The most widely used
measure of affect, the Positive and Negative Affect Schedule (PANAS), has recently been
translated to Arabic (see Appendix), yet the psychometric equivalence of this adapted measure is
not fully understood. Using a series of multigroup confirmatory factor analyses, the current study
examined measurement invariance of the English and adapted Arabic versions of the PANAS
among 979 American and 1470 Arab university students. Although the two-factor structure of the
20-item PANAS was observed in both groups (configural variance), results did not support full
invariance of factor loadings (metric invariance). A partial metric invariance model, however,
revealed invariant loadings for all positive affect items and all but four negative affect items;
dissimilar factor loadings emerged between groups for irritable, nervous, scared, and jittery.
Evidence did not support scalar invariance of the 16 metric-invariant items, with only ten items
demonstrating equivalent intercepts across groups. Finally, tests for strict invariance indicated nine
of the ten scalar-invariant items had equivalent residual variances across groups.
(13) Megreya, A. M., Szűcs, D. & Moustafa, A. A. (2021). The Abbreviated Science Anxiety
Scale: Psychometric properties, gender differences and associations with test anxiety, general
anxiety
and
science
achievement.
PLoS
ONE
16(2):
e0245200.
https://doi.org/10.1371/journal.pone.0245200
Science anxiety refers to students’ negative emotions about learning science. Across two studies,
we investigated the psychometric properties of the newly developed Abbreviated Science Anxiety
Scale (ASAS), which was adapted from the modified Abbreviated Math Anxiety Scale (m-AMAS)
(Carey E., 2017). Using a sample of students in grades 7 to 10 (N = 710), Study 1 reported a twofactor structure of the ASAS (learning science anxiety and science evaluation anxiety) and negative
associations between the ASAS factors and science achievement. Study 2 replicated this two-factor
model in students in grades 11 and 12 (N = 362) and found that students in the “Arts” track were
more anxious about science than those in “Sciences” track. Both studies consistently reported
positive inter-correlations between the ASAS factors, with good internal reliabilities and modest
meaningful associations with test anxiety and general anxiety, suggesting that science anxiety
might be a distinct construct. Further, female students had higher science anxiety (especially
science evaluation anxiety) than male students, even when test anxiety and general anxiety were
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
