Confirmatory Factor Analysis of the Enriched Life Scale Among US Military Veterans

Validity and Reliability of the Empowered Veteran Index-Short Form (EVI-SF)

PURPOSE

Veteran empowerment may include connection, community impact, and personal growth. At least one valid and reliable tool has been developed to measure the aforementioned framework: the empowered veteran index (EVI). However, there is a need for a shorter measure to prevent survey fatigue.

MATERIALS AND METHODS

We recruited military veteran members of a nonprofit (n = 316), The Mission Continues, for participation in this cross-sectional online survey study. Participants completed the 35-item EVI. A short form of the EVI (EVI-SF) was developed through bifactor confirmatory factor analysis (CFA).

RESULTS

The 10-item EVI-SF model demonstrated satisfactory performance (χ2 p = 0.68, SRMR = 0.02, RMSEA = 0.01, CFI = 0.99, TLI = 0.99). All factor loadings in this model were ≥ 0.30, providing evidence for the validity of the interval structure. Internal consistency reliability was good for all three subscales (omegas >0.7).

DISCUSSION

Analysis of the EVI-SF showed that the instrument was valid and reliable. The EVI-SF contains 10 items with seven-point Likert scale response options. Use of the instrument may provide for the opportunity to measure empowerment of military veterans.

CONCLUSION

This study provides preliminary psychometric validation of the EVI-SF.

Development and psychometric evaluation of the mental readiness for military transition scale (MT-Ready)

BACKGROUND

The transition to civilian life following separation from military service is associated with increased risk of mental health disorders, suicide, and poor adjustment. No measure currently enables pre-separation screening to assess mental readiness for transition and identify personnel most at risk of poor outcomes. The Mental Readiness for Military Transition Scale (MT-Ready) was developed to identify psychosocial factors predictive of post-separation psychological adjustment and mental health.

METHODS

Phase I was a qualitative study including transitioned veterans (n = 60), partners of transitioned veterans (n = 20) and mental health clinicians (n = 20) which enabled development of candidate items that were subsequently piloted with a current serving Australian Defence Force (ADF) sample (n = 19). Phase II included evaluation of the factor structure, psychometric properties, and scale refinement of the initial pool of 50 items with a convenience sample of transitioning ADF personnel (n = 345). Analyses included exploratory factor analysis, evaluation of test-retest reliability, internal consistency, convergent, divergent, discriminant and predictive validity. Receiver Operating Characteristic Curve Analysis was also conducted to determine an optimal cut-off score.

RESULTS

Exploratory factor analysis resulted in a 15-item, three-factor solution that explained 62.2% of the variance: Future focus and optimism; Anger and perceived failure; Civilian connections and social support. Reliability and convergent, divergent, and discriminant validity was established. Receiver Operating Characteristic Curve Analysis determined a cut-off score of 55. MT-Ready scores significantly differentiated those reporting adjusting versus not adjusting to civilian life 3.7 months post-separation, and predicted post-separation outcomes including symptoms of Posttraumatic Stress Disorder, depression, anxiety, psychological adjustment and quality of life.

CONCLUSIONS

This evaluation provides promising evidence the MT-Ready is a valid, reliable measure of mental readiness for transition, with predictive capability and considerable potential to assist prevention of poor post-separation outcomes among military personnel.

Development of the Panic Response Scale and the Predicting Factors of Panic Response During the COVID-19 Pandemic

Introduction

During emergencies, individuals and communities often react in a variety of ways, including panic response. However, the study of panic response is limited due to narrow assessment tools that measure only one or two dimensions of human response (eg, physiology, cognition, emotion, and behavior). To address this limitation and to explore the risk and protective factors of panic response during the global spread of the Coronavirus Disease 2019 (COVID-19), the current study developed and evaluated the Panic Response Scale (PRS).

Methods

Four samples were recruited for the following purposes: interview analysis (n = 26); item analysis and exploratory factor analysis (n = 604); confirmatory factor analysis and reliability analysis (n = 603); and retest reliability, validity analysis, and regression analysis (n = 349).

Results

The PRS consists of 21 items with four subscales: Physical Discomfort, Anxious Fluster, Sensitive Depression, and Excessive Prevention. Each of these subscales demonstrated good internal consistency (rs > 0.73), test-retest reliability (rs > 0.77), criterion validity (r = 0.69, p < 0.01), and convergent validity (rs = 0.31-0.65, p < 0.01). Regression analysis revealed significant predicting effects of COVID-19 knowledge and neuroticism on panic response. Additionally, cognitive reappraisal moderated the association between neuroticism and panic response.

Discussion

Following a traumatic event, the PRS offers a potential tool for identifying individuals in need of mental health services. Moreover, during the COVID-19 pandemic, knowledge and neuroticism served as risk factors for heightened panic response, while cognitive reappraisal served as a protective factor for coping with panic response.

Promoting Students' Well-Being and Inclusion in Schools Through Digital Technologies: Perceptions of Students, Teachers, and School Leaders in Italy Expressed Through SELFIE Piloting Activities

Digital technology in its various forms is a significant component of our working environment and lifestyles. However, there is a broad difference between using digital technologies in everyday life and employing them in formal education. Digital technologies have largely untapped potential for improving education and fostering students' well-being and inclusion at school. To bring this to fruition, systemic and coordinated actions involving the whole school community are called for. To help schools exploit the full range of opportunities digital technologies offer for learning, the European Commission has designed and implemented a self-reflection tool called SELFIE (Self-reflection on Effective Learning by Fostering Innovation through Educational Technology). Based on the DigCompOrg conceptual framework, SELFIE encompasses key aspects for effectively integrating digital technologies in school policies and practices. The present study investigates how SELFIE can also support the school community to self-reflect about students' well-being and inclusion. In Italy, the SELFIE online questionnaire has been completed by 24,715 students, 5,690 teachers, and 1,507 school leaders, for a total of 31,912 users from 201 schools (at primary, lower secondary, and upper secondary levels) located in 10 different regions. The complementary data we have collected regarding student well-being and inclusion highlight significant differences in the perceptions on this issue reported by students, teachers, and school leaders. These findings have important implications for facilitating successful practices within the whole school community in order to promote students' well-being and inclusion using educational technologies, as well as for planning future actions following a systemic approach.