title: Validating the depression anxiety stress scales (DASS-21) across Germany, Ghana, India, and New Zealand using Rasch methodology

authors: Adu, P

subjects: Anxiety

abstract: Psychological distress is widespread globally, affects both mental and physical health, and has been significantly exacerbated by the COVID-19 pandemic. Reliable and valid instruments to assess psychological distress are needed so that interventions to address this condition can be directed and evaluated. We evaluated the psychometric statistics of the Depression Anxiety Stress Scales (DASS-21) using the Rasch method and a population survey sample dataset from four nations. To meet the requirements of the Rasch model, we randomly selected 500 participants (at least 110 from each country) from a total sample of 1822 individuals from Germany (n = 475), Ghana (n = 523), India (n = 411), and New Zealand (n = 413). Minor testlet modifications were necessary to achieve a satisfactory model fit for the depression (χ2 (30) = 40.32, p = 0.099), anxiety (χ2 (32) = 31.22, p = 0.510), and stress (χ2 (20) = 29.64, p = 0.076) subscales, and the full-scale (χ2 (18) = 23.93, p = 0.16). The scales were strictly unidimensional with acceptable reliability reflected by Person Separation Index (PSI) values of 0.86 for depression, 0.74 for anxiety, 0.82 for stress, and 0.87 for the total scale. The scales’ items showed invariance across the countries and sociodemographic factors. The scales also demonstrated convergent, structural, and external validities. The study supported the reliability and validity of the DASS-21 for assessing psychological distress in four countries. Rasch model algorithms developed in this study enable conversion of the ordinal DASS-21 scale and its subscale scores to interval-level scores, which increases the precision of measurement. Future studies should apply Rasch methodology to the DASS-21 in various cultural contexts, incorporating subgroup analyses.

text: Validating the depression anxiety stress scales (DASS-21) across Germany, Ghana, India, and New Zealand using Rasch methodology Psychological distress is widespread globally, affects both mental and physical health, and has been significantly exacerbated by the COVID-19 pandemic. Reliable and valid instruments to assess psychological distress are needed so that interventions to address this condition can be directed and evaluated. We evaluated the psychometric statistics of the Depression Anxiety Stress Scales (DASS-21) using the Rasch method and a population survey sample dataset from four nations. To meet the requirements of the Rasch model, we randomly selected 500 participants (at least 110 from each country) from a total sample of 1822 individuals from Germany (n = 475), Ghana (n = 523), India (n = 411), and New Zealand (n = 413). Minor testlet modifications were necessary to achieve a satisfactory model fit for the depression (χ2 (30) = 40.32, p = 0.099), anxiety (χ2 (32) = 31.22, p = 0.510), and stress (χ2 (20) = 29.64, p = 0.076) subscales, and the full-scale (χ2 (18) = 23.93, p = 0.16). The scales were strictly unidimensional with acceptable reliability reflected by Person Separation Index (PSI) values of 0.86 for depression, 0.74 for anxiety, 0.82 for stress, and 0.87 for the total scale. The scales’ items showed invariance across the countries and sociodemographic factors. The scales also demonstrated convergent, structural, and external validities. The study supported the reliability and validity of the DASS-21 for assessing psychological distress in four countries. Rasch model algorithms developed in this study enable conversion of the ordinal DASS-21 scale and its subscale scores to interval-level scores, which increases the precision of measurement. Future studies should apply Rasch methodology to the DASS-21 in various cultural contexts, incorporating subgroup analyses.

year: 2025

title: Personalising Learning: Exploring the principles and processes of the IEP for young, gifted readers

authors: Mazza-Davies, Laurie Lynn

subjects: personalising learning

abstract: This small-scale qualitative, action research study sought to establish the efficacy of using the Individualised Education Programme (IEP) as an assistive tool towards the differentiation of reading programmes for young, gifted and talented readers. Despite a growing awareness about the importance of curriculum differentiation for all students, research indicates how little some classroom teachers do to meet the needs of gifted readers.  The literature reviewed reveals how the prolonged mismatching of instructional reading programmes to the academic and emotional maturity of the gifted reader may well result in underachievement, and a diminished opportunity to learn how to react to challenge.

In November 2006, the New Zealand Ministry of Education launched its personalising learning initiative, which promotes the active participation of students in their education by creating their own learning pathways.  Students are encouraged to articulate their learning needs and preferences, and set goals in collaboration with their parents and family/whanau and teachers.  With its underlying principles based on collaboration and communication, together with its seemingly flexible structure, this study utilised the IEP as a personalising learning framework for young gifted and talented readers, and as a differentiation tool for their teachers. 

Over a five month period, the researcher worked alongside three Year Two/Three teachers from an urban, decile five primary school as they each identified one gifted reader from their classes, and together with the student and the student's parents, set about planning and implementing an IEP, using strategies and approaches suggested by the literature as the most apposite for gifted readers.  Data was gathered through in-class observations, participants' journals, focus group meetings, IEP meetings, and semi-structured interviews.  

This study reveals the use of the IEP holds great promise as a differentiation tool towards the personalisation of learning programmes for young, gifted readers.  Each student attended his or her own IEP meetings, indicated their learning preferences and needs, helped to set his or her own learning goals, and assessed their own achievement using the IEP goal indicators.  Significantly, for the teachers involved in this project, the IEPs proved not only useful as qualitatively differentiated planning frameworks for the students in the study, but many of the goals and strategies used proved pertinent for all children, in particular, for the 'top' reading groups.  In this regard, IEPs proved to be 'work-smarter' tools for the teachers involved, serving as planning blueprints for the most able readers in their classes, thereby creating inclusive rather than exclusive conditions for the gifted readers.  Furthermore, the insights gained by the teachers involved into the needs of their gifted readers ultimately challenged their personal teaching philosophies, and resulted in changes to their teaching practices for their gifted students.

text: Personalising Learning: Exploring the principles and processes of the IEP for young, gifted readers This small-scale qualitative, action research study sought to establish the efficacy of using the Individualised Education Programme (IEP) as an assistive tool towards the differentiation of reading programmes for young, gifted and talented readers. Despite a growing awareness about the importance of curriculum differentiation for all students, research indicates how little some classroom teachers do to meet the needs of gifted readers.  The literature reviewed reveals how the prolonged mismatching of instructional reading programmes to the academic and emotional maturity of the gifted reader may well result in underachievement, and a diminished opportunity to learn how to react to challenge.

In November 2006, the New Zealand Ministry of Education launched its personalising learning initiative, which promotes the active participation of students in their education by creating their own learning pathways.  Students are encouraged to articulate their learning needs and preferences, and set goals in collaboration with their parents and family/whanau and teachers.  With its underlying principles based on collaboration and communication, together with its seemingly flexible structure, this study utilised the IEP as a personalising learning framework for young gifted and talented readers, and as a differentiation tool for their teachers. 

Over a five month period, the researcher worked alongside three Year Two/Three teachers from an urban, decile five primary school as they each identified one gifted reader from their classes, and together with the student and the student's parents, set about planning and implementing an IEP, using strategies and approaches suggested by the literature as the most apposite for gifted readers.  Data was gathered through in-class observations, participants' journals, focus group meetings, IEP meetings, and semi-structured interviews.  

This study reveals the use of the IEP holds great promise as a differentiation tool towards the personalisation of learning programmes for young, gifted readers.  Each student attended his or her own IEP meetings, indicated their learning preferences and needs, helped to set his or her own learning goals, and assessed their own achievement using the IEP goal indicators.  Significantly, for the teachers involved in this project, the IEPs proved not only useful as qualitatively differentiated planning frameworks for the students in the study, but many of the goals and strategies used proved pertinent for all children, in particular, for the 'top' reading groups.  In this regard, IEPs proved to be 'work-smarter' tools for the teachers involved, serving as planning blueprints for the most able readers in their classes, thereby creating inclusive rather than exclusive conditions for the gifted readers.  Furthermore, the insights gained by the teachers involved into the needs of their gifted readers ultimately challenged their personal teaching philosophies, and resulted in changes to their teaching practices for their gifted students.

year: 2008

title: Virtual hākari:  Sharing Māori culinary traditions in online communities

authors: Muru-Lanning, Charlotte

subjects: Kai Māori

abstract: For Māori, kai is a vital expression of identity, community, place and whakapapa. Traditionally, knowledge about kai is transmitted through customary community groupings and culturally embedded practices. However, with the rise of digital platforms, new spaces have emerged for Māori to gather and to share kai in virtual forms. 
This thesis observes how two Facebook groups – Kai Maori and KAI Basket NZ – operate as contemporary spaces for the transmission of Māori culinary knowledge and cultural identity. Kai Māori is considered alongside global studies of culinary traditions and understood through the notion of kai as whakapapa. The thesis addresses two core research questions: 1) How do Facebook groups contribute to an evolving concept of kai Māori? and 2) What kinds of relationships define these online kai communities? 
Guided by Māori data sovereignty (MDSov) principles, I observed interactions on both Facebook pages in two phases – one involving selective data collection over a twelve-month period from January to December 2024 the other involving systematic data collection over a four-week period from 10 December 2024 to 10 January 2025. The observation periods yielded 115 and 1293 posts respectively. A covert digital approach of ‘lurking’ was adopted as seeking prior consent may have affected the quality of the data and disrupted group dynamics. Lurking, as a method, sits uneasily alongside MDSov principles, particularly the principle of manaakitanga, requiring free, prior and informed consent. To address this I safeguarded the confidentiality of community members by seeking consent before reproducing content, removing group members’ names and excluding sensitive information. To analyse posts I used Ethnographic Content Analysis which allowed me to conduct a reflexive, iterative analysis of the posts in a way that was sensitive to the context in which the content was created.
These digital observations show that these groups serve as platforms for the transmission and innovation of kai Māori, encompassing edible components as well as the values enmeshed within these culinary traditions. Despite the mediated nature of these exchanges – where food is virtually consumed rather than physically shared, separate from traditional notions of community – these groups nurture meaningful connections among members, including those physically distant from their whenua. Through recipes, photos, stories, and commentary, the members of Kai Maori and KAI Basket NZ cultivate community identity and belonging via common cultural understandings, sharing of knowledge, a general spirit of sociality – and, importantly, a mutual love of kai.
I conceptualise these online spaces as virtual hākari, where the act of sharing virtual kai becomes an affirmation of identity and a form of cultural resistance. While online sharing may risk distancing kai practices and knowledge from traditional sites of transmission, the data suggests that these platforms may serve as conduits that encourage deeper cultural engagement offline. This thesis highlights the centrality of food in Māori cultural survival, sovereignty and resistance. In these digital spaces, kai Māori is not only celebrated but continually reimagined – reinforcing that to prepare, share and celebrate kai as Māori is to actively participate in the continuity of cultural identity.

text: Virtual hākari:  Sharing Māori culinary traditions in online communities For Māori, kai is a vital expression of identity, community, place and whakapapa. Traditionally, knowledge about kai is transmitted through customary community groupings and culturally embedded practices. However, with the rise of digital platforms, new spaces have emerged for Māori to gather and to share kai in virtual forms. 
This thesis observes how two Facebook groups – Kai Maori and KAI Basket NZ – operate as contemporary spaces for the transmission of Māori culinary knowledge and cultural identity. Kai Māori is considered alongside global studies of culinary traditions and understood through the notion of kai as whakapapa. The thesis addresses two core research questions: 1) How do Facebook groups contribute to an evolving concept of kai Māori? and 2) What kinds of relationships define these online kai communities? 
Guided by Māori data sovereignty (MDSov) principles, I observed interactions on both Facebook pages in two phases – one involving selective data collection over a twelve-month period from January to December 2024 the other involving systematic data collection over a four-week period from 10 December 2024 to 10 January 2025. The observation periods yielded 115 and 1293 posts respectively. A covert digital approach of ‘lurking’ was adopted as seeking prior consent may have affected the quality of the data and disrupted group dynamics. Lurking, as a method, sits uneasily alongside MDSov principles, particularly the principle of manaakitanga, requiring free, prior and informed consent. To address this I safeguarded the confidentiality of community members by seeking consent before reproducing content, removing group members’ names and excluding sensitive information. To analyse posts I used Ethnographic Content Analysis which allowed me to conduct a reflexive, iterative analysis of the posts in a way that was sensitive to the context in which the content was created.
These digital observations show that these groups serve as platforms for the transmission and innovation of kai Māori, encompassing edible components as well as the values enmeshed within these culinary traditions. Despite the mediated nature of these exchanges – where food is virtually consumed rather than physically shared, separate from traditional notions of community – these groups nurture meaningful connections among members, including those physically distant from their whenua. Through recipes, photos, stories, and commentary, the members of Kai Maori and KAI Basket NZ cultivate community identity and belonging via common cultural understandings, sharing of knowledge, a general spirit of sociality – and, importantly, a mutual love of kai.
I conceptualise these online spaces as virtual hākari, where the act of sharing virtual kai becomes an affirmation of identity and a form of cultural resistance. While online sharing may risk distancing kai practices and knowledge from traditional sites of transmission, the data suggests that these platforms may serve as conduits that encourage deeper cultural engagement offline. This thesis highlights the centrality of food in Māori cultural survival, sovereignty and resistance. In these digital spaces, kai Māori is not only celebrated but continually reimagined – reinforcing that to prepare, share and celebrate kai as Māori is to actively participate in the continuity of cultural identity.

year: 2025