Psychometric Validation of the Persian Johns Hopkins Learning Environment Scale: A Cross-Sectional Validation Study Among Iranian Medical Students

Translation, cultural adaptation, and psychometric validation of the WHO-5 well-being index for Arabic-speaking university students

University life is a formative period characterized by increased autonomy, evolving social roles, and sustained academic demands, placing students at heightened risk of psychological distress. Reliable assessment of subjective well-being is essential for early identification, prevention, and the promotion of adaptive functioning. This study aimed to translate, culturally adapt, and evaluate the psychometric properties of the Arabic version of the World Health Organization-Five Well-Being Index (WHO-5) among university students in the United Arab Emirates (UAE). A cross-sectional psychometric validation study was conducted between February 2024 and March 2025 using an online survey of 568 university students in the UAE. The translation and cultural adaptation followed a standardized seven-step process, including forward translation, reconciliation, backward translation, comparison with the original instrument, pilot testing, and psychometric evaluation. Construct validity was assessed using confirmatory factor analysis with robust maximum likelihood estimation. Model fit was evaluated using McDonald's fit index (MFI), comparative fit index (CFI), incremental fit index (IFI), normed fit index (NFI), non-normed fit index (NNFI), and root mean square error of approximation (RMSEA). Convergent validity, internal consistency reliability, and measurement invariance across gender were also examined. The original one-factor model demonstrated suboptimal fit. After specifying two theoretically justifiable residual correlations between WHO_1 and WHO_4 and between WHO_2 and WHO_5, the modified one-factor model showed good fit under the robust solution (CFI = 0.993, NFI = 0.990, NNFI = 0.976, RMSEA = 0.068; 90% CI: 0.027 -0.113). Standardized factor loadings ranged from 0.508 to 0.805. Convergent validity was supported by an average variance extracted of 0.533, while internal consistency was demonstrated by a Cronbach's α of 0.833 and composite reliability of 0.848. Multi-group confirmatory factor analysis provided preliminary evidence of configural, metric, and scalar invariance across gender. However, the elevated absolute RMSEA values observed in the gender-specific and multi-group models indicate that these invariance findings should be interpreted with caution. The Arabic WHO-5 demonstrated satisfactory preliminary evidence of construct validity, convergent validity, internal consistency, and measurement invariance among university students in the UAE. These findings support its use as a brief measure of subjective well-being in this population. Nevertheless, the results represent an initial validation rather than definitive evidence for widespread research or clinical application. Future multicenter and longitudinal studies should evaluate test -retest reliability, relationships with established mental health measures, diagnostic performance, clinical utility, and measurement invariance across broader Arabic-speaking populations.

Validation of the Family Almost Perfect Scale in Turkish High School and University Students: A Cross-Cultural Psychometric Validation Study

Validity and Reliability of the Medical Artificial Intelligence Readiness Scale, Korean Version: A Methodological and Cross-Sectional Study.

The K-MAIRS can be a valid and reliable instrument for assessing artificial intelligence readiness among Korean nursing students and supports global initiatives to incorporate artificial intelligence competencies into nursing education using culturally tailored assessment tools.

Translation and Psychometric Validation of the Arabic Version of the Situational Motivation Scale (SIMS) in the Physical Education Context

Objectives. To translate and validate the Arabic version of the Situational Motivation Scale (SIMS) and evaluate its psychometric properties among Tunisian secondary school students in the physical education context. Materials and Methods. A total of 580 secondary school students (mean age = 17.48 ± 1.46 years) from different regions of Tunisia participated in the study. The original SIMS comprises 16 items assessing intrinsic motivation, identified regulation, external regulation, and amotivation. Students completed the Arabic version of the scale during physical education classes. Exploratory factor analysis (EFA) was performed on a randomly selected subsample of 290 participants, whereas confirmatory factor analysis (CFA) was conducted on an independent subsample of 290 participants. Internal consistency, test–retest reliability, construct validity, convergent validity, and composite reliability were evaluated. Results. One amotivation item demonstrated a factor loading below the 0.40 criterion and was removed, resulting in the SIMS-15. The revised scale demonstrated good internal consistency (Cronbach’s α = 0.846, McDonald’s ω = 0.788, Guttman’s λ2 = 0.883) and excellent temporal stability over a two-week interval (ICC = 0.950, 95% CI = 0.901–0.975; r = 0.905, 95% CI = 0.818–0.951, p < 0.001). CFA confirmed the four-factor structure of the SIMS-15 (χ²/df = 1.542, CFI = 0.99, GFI = 0.94, RMSEA = 0.04). Average variance extracted ranged from 0.708 to 0.864, whereas composite reliability ranged from 0.877 to 0.962, indicating satisfactory convergent validity and reliability. Conclusions. The Arabic SIMS-15 demonstrated satisfactory reliability and validity and can be recommended as a psychometrically sound instrument for assessing situational motivation among secondary school students in physical education. The adapted scale preserves the original four-factor structure while providing evidence of its suitability for use in Arabic-speaking educational settings.

Psychometric Evaluation of the Turkish Version of the Clinical Practicum Transition Shock Scale (CPT-Shock) for Nursing Students

Aim: This study aimed to investigate the validity and reliability of the Turkish adaptation of the Clinical Practicum Transition Shock Scale (CPT-Shock) for nursing students. Material and Methods: This methodological study was conducted with undergraduate nursing students between January 20 and February 20, 2025. Data were collected online through a Descriptive Information Form and the 19-item CPT-Shock. Linguistic equivalence was achieved by the translation–back translation process, and content validity was evaluated using the Davis technique and Content Validity Index (CVI). Construct validity was tested with the Kaiser–Meyer–Olkin (KMO) value, Bartlett’s test of sphericity, and Confirmatory Factor Analysis (CFA). Reliability was analyzed through Cronbach’s alpha coefficient, split-half reliability, and item–total correlations. Data analysis was performed using SPSS 23.0 and AMOS 23.0. Results: The participants’ mean age was 21.81 ± 1.20 years, and 88.9% were female. The CVI value was 1.00. The data were suitable for factor analysis (KMO = 0.834; Bartlett’s χ² = 1970.949, p < 0.001). CFA confirmed the original six-factor structure (CMIN/DF = 2.103; RMSEA = 0.060; GFI = 0.902; SRMR = 0.072). The scale showed high internal consistency (Cronbach’s α = 0.852) and high split-half reliability (Spearman–Brown = 0.913; Guttman = 0.911). Conclusions: The Turkish version of the CPT-Shock is a valid and reliable tool for measuring transition shock among nursing students. Implication for nursing practice: The scale may support early identification of students’ adaptation needs and guide improvements in clinical education practices.

Translation, cultural adaptation, and psychometric evaluation of the NASA-TLX questionnaire among various occupational groups of Persian speakers.

Mental workload is a critical determinant of employee performance, safety, and well-being. The NASA Task Load Index (NASA-TLX) is one of the most widely used instruments for assessing perceived mental workload; however, a validated Persian version for occupational settings has been lacking. This study aimed to translate, culturally adapt, and evaluate the psychometric properties of the NASA-TLX in a Persian-speaking occupational population. The original NASA-TLX was translated and culturally adapted following established guidelines. Content validity was evaluated using the Content Validity Index (CVI) and modified Kappa coefficients. Structural validity was assessed using exploratory factor analysis, and known-groups validity was examined by comparing three occupational groups. Internal consistency and test-retest reliability were evaluated using Cronbach's alpha and intraclass correlation coefficients (ICCs). Agreement between the weighted and unweighted scoring methods was assessed using Pearson's correlation and Bland-Altman analysis. A total of 605 participants completed the Persian NASA-TLX. Content validity was excellent (I-CVI range: 0.88-1.00; S-CVI/Ave: 0.92; modified Kappa: 0.87-1.00). Exploratory factor analysis supported a unidimensional structure, explaining 73.1% of the total variance. Known-groups analysis demonstrated significant differences in perceived workload across occupational groups. Internal consistency was excellent (α = 0.922), and test-retest reliability was high (ICC = 0.841-0.913). Bland-Altman analysis demonstrated acceptable agreement while identifying a systematic difference between the two scoring methods. The Persian NASA-TLX provides a valid and reliable instrument for assessing perceived mental workload in Persian-speaking occupational settings. The findings support its use for ergonomic assessment, occupational research, and cross-cultural workload comparisons. The unweighted scoring method may be suitable for routine field applications, whereas the weighted method remains preferable when a more detailed workload profile is required.