TY - JOUR
T1 - Evaluating the wording effect and psychometric properties of the kid-kindl
T2 - Using the multitrait-multimethod approach
AU - Lin, Chung Ying
AU - Luh, Wei Ming
AU - Cheng, Chung Ping
AU - Yang, Ai Lun
AU - Ma, Hui Ing
PY - 2014
Y1 - 2014
N2 - Quality of life (QoL) instruments for children provide an important health index for school healthcare professionals to understand students' overall health status. We investigated the psychometric properties of the Chinese version of the widely used Kid-KINDL and reported on the wording effect of its positively and negatively worded items. A convenience sample of 8- to 12-year-old students (n = 443) completed the Kid-KINDL; 89 of them completed it again 7-14 days later. The internal consistency was satisfactory in the total score (α = .87) and two subscales (α = .704 [emotional] and .853 [self-esteem]), but unsatisfactory for the other subscales (α = .578 [physical], .533 [friend], .520 [family], and .560 [school]). Test-retest reliability was acceptable in all the subscales and the total score (ICC ≥ .6). A multitrait-multimethod design using several confirmatory factor analysis models confirmed the construct validity of the Kid-KINDL when the wording effect was taken into account (GFI = .912-.934, TLI = .889-.930, CFI = 0.910-.947, IFI = 0.912-0.948, RMSEA = 0.045-0.057, SRMR = .045-.056). We conclude that the Kid-KINDL is a reliable and valid tool for teachers to use to evaluate students' QoL if the total score is used.
AB - Quality of life (QoL) instruments for children provide an important health index for school healthcare professionals to understand students' overall health status. We investigated the psychometric properties of the Chinese version of the widely used Kid-KINDL and reported on the wording effect of its positively and negatively worded items. A convenience sample of 8- to 12-year-old students (n = 443) completed the Kid-KINDL; 89 of them completed it again 7-14 days later. The internal consistency was satisfactory in the total score (α = .87) and two subscales (α = .704 [emotional] and .853 [self-esteem]), but unsatisfactory for the other subscales (α = .578 [physical], .533 [friend], .520 [family], and .560 [school]). Test-retest reliability was acceptable in all the subscales and the total score (ICC ≥ .6). A multitrait-multimethod design using several confirmatory factor analysis models confirmed the construct validity of the Kid-KINDL when the wording effect was taken into account (GFI = .912-.934, TLI = .889-.930, CFI = 0.910-.947, IFI = 0.912-0.948, RMSEA = 0.045-0.057, SRMR = .045-.056). We conclude that the Kid-KINDL is a reliable and valid tool for teachers to use to evaluate students' QoL if the total score is used.
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U2 - 10.1027/1015-5759/a000175
DO - 10.1027/1015-5759/a000175
M3 - Article
AN - SCOPUS:84898482876
SN - 1015-5759
VL - 30
SP - 100
EP - 109
JO - European Journal of Psychological Assessment
JF - European Journal of Psychological Assessment
IS - 2
ER -