title: Psychometric properties of the motors of COVID-19 vaccination acceptance scale in New Zealand: Insights from confirmatory factor analysis

authors: Adu, Peter

subjects: reliability

abstract: High vaccination coverage plays an essential role in curbing epidemics and pandemics, making it important to have a country-specific valid and standardised instruments for assessing vaccination attitudes. This study aimed to assess the psychometric properties of the Motors of COVID-19 Vaccination Acceptance Scale (MoVac-COVID19S) in New Zealand. A total of 413 participants completed an online survey in June and July 2022, which included the MoVac-COVID19S questions, demographic factors, and a single-item measure of COVID-19 vaccination willingness. Confirmatory Factor Analysis (CFA) was used to examine the factor structures of the scale. Results indicated that the one-factor structure of the 9-item version best fitted the data compared to the one and four factor structures of the 12-item version, which showed acceptable fit indices after model modifications. All estimated fit indices were acceptable: CFI, GFI, and TLI > 0.95, RMSEA and SRMR < 0.08. The full scales of the MoVac-COVID19S demonstrated excellent reliability for both the 12-item (α = 0.91; ω = 0.91) and the 9-item (α = 0.94; ω = 0.95) versions. The bifactor model indicated a strong general factor, explaining 60–90% of the Explained Common Variance (ECV) for most items, surpassing specific factors. The MoVac-COVID19S is a reliable and valid scale to measure COVID-19 vaccination attitudes. The 9-item version appeared as the best choice for a unidimensional assessment. Future vaccination programmes can benefit from an adapted version of the MoVac-COVID19S to assess public attitudes towards new vaccines. Further psychometric assessment, including Rasch analysis, is recommended to strengthen the reliability and validity of the MoVac-COVID19S.

text: Psychometric properties of the motors of COVID-19 vaccination acceptance scale in New Zealand: Insights from confirmatory factor analysis High vaccination coverage plays an essential role in curbing epidemics and pandemics, making it important to have a country-specific valid and standardised instruments for assessing vaccination attitudes. This study aimed to assess the psychometric properties of the Motors of COVID-19 Vaccination Acceptance Scale (MoVac-COVID19S) in New Zealand. A total of 413 participants completed an online survey in June and July 2022, which included the MoVac-COVID19S questions, demographic factors, and a single-item measure of COVID-19 vaccination willingness. Confirmatory Factor Analysis (CFA) was used to examine the factor structures of the scale. Results indicated that the one-factor structure of the 9-item version best fitted the data compared to the one and four factor structures of the 12-item version, which showed acceptable fit indices after model modifications. All estimated fit indices were acceptable: CFI, GFI, and TLI > 0.95, RMSEA and SRMR < 0.08. The full scales of the MoVac-COVID19S demonstrated excellent reliability for both the 12-item (α = 0.91; ω = 0.91) and the 9-item (α = 0.94; ω = 0.95) versions. The bifactor model indicated a strong general factor, explaining 60–90% of the Explained Common Variance (ECV) for most items, surpassing specific factors. The MoVac-COVID19S is a reliable and valid scale to measure COVID-19 vaccination attitudes. The 9-item version appeared as the best choice for a unidimensional assessment. Future vaccination programmes can benefit from an adapted version of the MoVac-COVID19S to assess public attitudes towards new vaccines. Further psychometric assessment, including Rasch analysis, is recommended to strengthen the reliability and validity of the MoVac-COVID19S.

year: 2024

title: An Investigation of Malaysian Secondary School Students’ Mental Models of Acid-Base Chemistry

authors: Cyril, Nelson

abstract: There are many studies in chemistry investigating students’ difficulties in understanding chemical bonding, particle nature of matter and others, but relatively few on acid-base chemistry. One approach for reducing students’ learning difficulties uses model-based science teaching, which involves models and mental models.
This thesis study investigates students’ mental models in acid-base chemistry concepts to give insights into Malaysian secondary students’ thinking in acid-base chemistry. In addition, teachers’ mental models and the curricular models were also examined in order to explore the degree of alignment between the three models. At Forms 2, 4, and 6 levels of Malaysian schooling eight secondary school students and two teachers were interviewed at each level in an effort to examine their mental models using the Interview-About-Concepts and Interview- About-Instances data gathering methods. In addition, Forms 2, 4 and 6 curricular models (i.e., curriculum documents) were examined to obtain insights into the curricular models.
The area under investigation for this thesis study involves six selected acid-base chemistry concepts and their links to four acid-base models. The six selected acid-base chemistry concepts are Macroscopic Properties, Neutralisation, Acid-Strength, Acid-Base Equilibrium, Buffers, and Acid-Base Electron Pair Bonding while the four acid-base models are the Phenomenological, Arrhenius, Brønsted-Lowry, and Lewis models.
To determine the nature of students’ mental models, attributes of these models were identified and gathered from students’ expressed models, that is their responses to probe questions about the selected acid-base concepts and compared with the attributes of each scientific acid-base models. This comparison provided evidence of students’ use/non-use of the attributes of the appropriate acid-base models to explain six selected acid-base chemistry concepts. Next, a mental model framework was developed and used to classify students’ attributes into Stage 1, Stage 2, and Stage 3 mental models. The Stage 1 mental model was developed based on the Macroscopic Properties acid-base chemistry concept to indicate students’ use or non–use of the Phenomenological model. The Stage 2 mental model was developed to determine students’ use or non-use of the Arrhenius model to explain the Neutralisation and Acid-Strength concepts. The Stage 3 mental model comprising the Acid-Base Equilibrium, Buffers, and Acid-Base Electron Pair Bonding concepts were investigated to identify students’ use or non-use of the Brønsted-Lowry and the Lewis model.
Also, under investigation was a comparison of students’ mental models with teachers’ mental models and the curricular model. At Form 6 schooling level the students’ mental models demonstrated complete dissonance with the teachers’ mental models and the curricular models. The causes for this dissonance may be the lack of specificity in the Malaysian curriculum, students’ limited cognitive ability in terms of age-approriate concepts, and insufficient teachers’ pedagogical knowledge. 
From the findings of this thesis study, it is recommended that the Lewis acid-base model, be omitted from the Form 6 Malaysian curriculum because students’ were not able to understand Acid-Base Electron Pair Bonding chemistry concept. Also, for other acid-base chemistry concepts, Malaysian teachers are encouraged to use student-centred teaching methods utilizing acid-base models to help improve their students’ understanding.

text: An Investigation of Malaysian Secondary School Students’ Mental Models of Acid-Base Chemistry There are many studies in chemistry investigating students’ difficulties in understanding chemical bonding, particle nature of matter and others, but relatively few on acid-base chemistry. One approach for reducing students’ learning difficulties uses model-based science teaching, which involves models and mental models.
This thesis study investigates students’ mental models in acid-base chemistry concepts to give insights into Malaysian secondary students’ thinking in acid-base chemistry. In addition, teachers’ mental models and the curricular models were also examined in order to explore the degree of alignment between the three models. At Forms 2, 4, and 6 levels of Malaysian schooling eight secondary school students and two teachers were interviewed at each level in an effort to examine their mental models using the Interview-About-Concepts and Interview- About-Instances data gathering methods. In addition, Forms 2, 4 and 6 curricular models (i.e., curriculum documents) were examined to obtain insights into the curricular models.
The area under investigation for this thesis study involves six selected acid-base chemistry concepts and their links to four acid-base models. The six selected acid-base chemistry concepts are Macroscopic Properties, Neutralisation, Acid-Strength, Acid-Base Equilibrium, Buffers, and Acid-Base Electron Pair Bonding while the four acid-base models are the Phenomenological, Arrhenius, Brønsted-Lowry, and Lewis models.
To determine the nature of students’ mental models, attributes of these models were identified and gathered from students’ expressed models, that is their responses to probe questions about the selected acid-base concepts and compared with the attributes of each scientific acid-base models. This comparison provided evidence of students’ use/non-use of the attributes of the appropriate acid-base models to explain six selected acid-base chemistry concepts. Next, a mental model framework was developed and used to classify students’ attributes into Stage 1, Stage 2, and Stage 3 mental models. The Stage 1 mental model was developed based on the Macroscopic Properties acid-base chemistry concept to indicate students’ use or non–use of the Phenomenological model. The Stage 2 mental model was developed to determine students’ use or non-use of the Arrhenius model to explain the Neutralisation and Acid-Strength concepts. The Stage 3 mental model comprising the Acid-Base Equilibrium, Buffers, and Acid-Base Electron Pair Bonding concepts were investigated to identify students’ use or non-use of the Brønsted-Lowry and the Lewis model.
Also, under investigation was a comparison of students’ mental models with teachers’ mental models and the curricular model. At Form 6 schooling level the students’ mental models demonstrated complete dissonance with the teachers’ mental models and the curricular models. The causes for this dissonance may be the lack of specificity in the Malaysian curriculum, students’ limited cognitive ability in terms of age-approriate concepts, and insufficient teachers’ pedagogical knowledge. 
From the findings of this thesis study, it is recommended that the Lewis acid-base model, be omitted from the Form 6 Malaysian curriculum because students’ were not able to understand Acid-Base Electron Pair Bonding chemistry concept. Also, for other acid-base chemistry concepts, Malaysian teachers are encouraged to use student-centred teaching methods utilizing acid-base models to help improve their students’ understanding.

year: 2015

title: Ko wai tō ingoa? The transformative potential of Māori names

authors: Seed-Pihama, Joeliee Elizabeth

subjects: Māori names

abstract: Ingoa tangata (personal names) are an expression of te reo Māori, Māori identity, and tino rangatiratanga (self-determination). Nevertheless, our names are still mispronounced, marginalised and demeaned by individuals and institutions, such as schools, the health system, politics and media. This thesis argues that the gift of a Māori name and the assertion of that name over one’s lifetime is simultaneously a political act of resistance and an act of normalisation – an act of just being Māori. In particular, the thesis reveals how whānau naming practices endure and are important for whānau identity and belonging.

A Kaupapa Māori theoretical approach is used to highlight the mana of our ingoa tangata within te ao Māori (the Māori world). I analyse the experiences of six generations of one whānau and the ways in which they have resisted, reclaimed and regenerated our ingoa tangata and associated practices. Kaupapa Māori theory provides a much-needed theoretical framework that privileges te reo Māori and mātauranga Māori throughout this research. This theory also supports Māori researchers to critique and disrupt Western power dynamics within research as well as maintaining the political imperative of decolonisation and resurgence agendas within the research of Indigenous communities.

This thesis foregrounds Pūrākau as a research method to tell the kōrero ingoa (naming stories) of six generations of one whānau, totalling twenty-six different stories. I explore the possibilities of pūrākau as a method and ako (to teach/ learn) as a powerful component in the building and sharing of stories, as writing tools for the (re)presentation of that material and in expressing the researcher’s positionality. Pūrākau as method also enables the utilisation of our cosmogonies as important sources of mātauranga Māori and therefore as crucial to an analysis of our naming motivations and notions of belonging. Furthermore, I critically analyse the disruptions and interruptions to ingoa tangata caused by institutions of colonialism such as religion, law and education. This research argues for the transformative potential of our ingoa tangata and their associated kōrero ingoa in terms of enhancing identity, embedding whakapapa kōrero and keeping Māori values alive within whānau, and beyond.

text: Ko wai tō ingoa? The transformative potential of Māori names Ingoa tangata (personal names) are an expression of te reo Māori, Māori identity, and tino rangatiratanga (self-determination). Nevertheless, our names are still mispronounced, marginalised and demeaned by individuals and institutions, such as schools, the health system, politics and media. This thesis argues that the gift of a Māori name and the assertion of that name over one’s lifetime is simultaneously a political act of resistance and an act of normalisation – an act of just being Māori. In particular, the thesis reveals how whānau naming practices endure and are important for whānau identity and belonging.

A Kaupapa Māori theoretical approach is used to highlight the mana of our ingoa tangata within te ao Māori (the Māori world). I analyse the experiences of six generations of one whānau and the ways in which they have resisted, reclaimed and regenerated our ingoa tangata and associated practices. Kaupapa Māori theory provides a much-needed theoretical framework that privileges te reo Māori and mātauranga Māori throughout this research. This theory also supports Māori researchers to critique and disrupt Western power dynamics within research as well as maintaining the political imperative of decolonisation and resurgence agendas within the research of Indigenous communities.

This thesis foregrounds Pūrākau as a research method to tell the kōrero ingoa (naming stories) of six generations of one whānau, totalling twenty-six different stories. I explore the possibilities of pūrākau as a method and ako (to teach/ learn) as a powerful component in the building and sharing of stories, as writing tools for the (re)presentation of that material and in expressing the researcher’s positionality. Pūrākau as method also enables the utilisation of our cosmogonies as important sources of mātauranga Māori and therefore as crucial to an analysis of our naming motivations and notions of belonging. Furthermore, I critically analyse the disruptions and interruptions to ingoa tangata caused by institutions of colonialism such as religion, law and education. This research argues for the transformative potential of our ingoa tangata and their associated kōrero ingoa in terms of enhancing identity, embedding whakapapa kōrero and keeping Māori values alive within whānau, and beyond.

year: 2017