The average American’s diet does not align with the Dietary Guidelines for Americans (DGA) provided by the U.S. Department of Agriculture and the U.S. Department of Health and Human Services (2020). The present study aimed to compare fruit and vegetable consumption among those who had and had not heard of the DGA, identify characteristics of DGA users, and identify barriers to DGA use. A nationwide survey of 943 Americans revealed that those who had heard of the DGA ate more fruits and vegetables than those who had not. Men, African Americans, and those who have more education had greater odds of using the DGA as a guide when preparing meals relative to their respective counterparts. Disinterest, effort, and time were among the most cited reasons for not using the DGA. Future research should examine how to increase DGA adherence among those unaware of or who do not use the DGA. Comparative analyses of fruit and vegetable consumption among those who were aware/unaware and use/do not use the DGA were completed using independent samples t tests. Fruit and vegetable consumption variables were log-transformed for analysis. Binary logistic regression was used to examine whether demographic features (race, gender, and age) predict DGA awareness and usage. Data were analyzed using SPSS version 28.1 and SAS/STAT® version 9.4 TS1M7 (2023 SAS Institute Inc).

PurposeChronic Respiratory Disease Questionnaire Self-Administered Standardized (CRQ-SAS) is a valid and reliable tool that evaluates the health-related quality of life among the adult population affected with chronic respiratory disorders (CRDs) and has been translated into many languages as per need. The main objective of this study was to translate the CRQ-SAS into the Urdu language and evaluate its psychometric properties.MethodologyIt was a two-staged study that consisted of translating the original version into Urdu language and then psychometric testing of the translated version. The reliability of the translated questionnaire was assessed by measuring its internal consistency, test-retest reliability, standard error of mean (SEM) & minimal detectable change (MDC). Validity was determined by evaluating its content for content validity, construct (convergent and discriminative) validity, and exploratory factor analysis. Data was analyzed using SPSS v 28 with an alpha level < 0.05 considered to be significant.ResultsCRQ-SAS U had an excellent internal consistency (Cronbach’s Alpha α = 0.89), test-retest reliability (ICC2,1) = 0.91 of all items, and low SEM = 0.11 and MDC = 0.65. S-CVI was 0.9, with statistically significant difference across the response of COPD patients and healthy subjects, and a high degree of correlation with St Georges Respiratory Questionnaire (r = 0.7–0.9) proving CRQ-SAS U content, discriminant and convergent valid respectively. Exploratory factor analysis identified two factors responsible for 80% of the variance.ConclusionCRQ-SAS U demonstrated optimal psychometric properties which renders it to be used in Urdu speaking populations with COPD.

Extraction Method: Confirmatory exploratory analysis.Rotation Method: Oblique promax with Kaiser Normalization.Factor analysis of the SAS-Malay version.

Changing clubs over the course of an athletic career may not always be easy, and this has raised questions about how these changes affect career development. However, few studies have focused on the process of adapting to a new club and the factors that lead to success or failure. To address this gap in the literature, we aimed to develop and provide the initial validation of a questionnaire designed to assess athletes’ social adaptability skills (SAS). To do so, we conducted four studies, from the initial development stage to the final validation stage. In the first phase, we generated questionnaire items with clear content and face validity. The second phase explored the factor structure and reliability of the Social Adaptability Skills Questionnaire (SASQ). This was carried out with 543 young athletes in talent development through exploratory factor analysis (EFA), which was validated with confirmatory factor analysis (CFA). The EFA yielded a 17-item, four-factor structure with good internal reliability (⍺ = 0.876). The CFA revealed that the model fit indices were acceptable (RMSEA = 0.06, CFI = 0.809, TLI = 0.844, and GFI = 0.926). In addition, Latent Class Analysis (LCA) was applied to determine the predictive validity of SASQ resulting into identification of three classes (low achievers, average achievers, and high achievers) with four discriminating dimensions (coach, teammates, family, and club). The SASQ appears to be a promising psychometric instrument of potential usefulness for education and program reviews in applied settings and a measurement tool in talent development research.

We recruited study participants from four abortion facilities located in three U.S. states. To be eligible, people had to be seeking an abortion at the time of recruitment, aged 15 years or older, and able to speak and read English or Spanish. Research staff introduced the study to patients while they were waiting for their appointment, handed interested patients a tablet device to complete and confirm their eligibility, and consented those eligible and interested to participate in the study. Participants self-administered an anonymous survey which they could choose to complete in either English or Spanish, with research staff available to assist as needed.

Changing clubs over the course of an athletic career may not always be easy, and this has raised questions about how these changes affect career development. However, few studies have focused on the process of adapting to a new club and the factors that lead to success or failure. To address this gap in the literature, we aimed to develop and provide the initial validation of a questionnaire designed to assess athletes’ social adaptability skills (SAS). To do so, we conducted four studies, from the initial development stage to the final validation stage. In the first phase, we generated questionnaire items with clear content and face validity. The second phase explored the factor structure and reliability of the Social Adaptability Skills Questionnaire (SASQ). This was carried out with 543 young athletes in talent development through exploratory factor analysis (EFA), which was validated with confirmatory factor analysis (CFA). The EFA yielded a 17-item, four-factor structure with good internal reliability (⍺ = 0.876). The CFA revealed that the model fit indices were acceptable (RMSEA = 0.06, CFI = 0.809, TLI = 0.844, and GFI = 0.926). In addition, Latent Class Analysis (LCA) was applied to determine the predictive validity of SASQ resulting into identification of three classes (low achievers, average achievers, and high achievers) with four discriminating dimensions (coach, teammates, family, and club). The SASQ appears to be a promising psychometric instrument of potential usefulness for education and program reviews in applied settings and a measurement tool in talent development research.

Exploratory factor analysis (EFA) using the iterated principal factor method, factor loadings, means and standard deviations (SD) (n = 774).

Agreement of repeated measurements, test-retest reliability, internal consistency and item total correlation values for CRQ-SAS U (n = 62 Patients).

Exploratory factor analysis of the Smartphone Addiction Scale—Chinese Short Version (SAS-CSV) (n = 279).

Descriptive data, distribution of responses and floor and ceiling effect (n = 62).

Testing CRQ-SAS U construct validity and discriminative validity.

Demographic and health profile of COPD and healthy subjects.

In this study, we aimed to determine the impact of U.S. government stimulus payments on family health during the COVID-19 pandemic. We hypothesized that receiving stimulus checks is associated with better family health and the effect of stimulus check receipt differs by income level. Additionally, we hypothesized that spending on immediate needs and paying off loans is associated with worse family health, and the effects of this spending differ by income level. Participants included 456 registered Amazon Mechanical Turk (mTurk) users, stratified by income, marital status, and parental status. We used the Family Health Scale – Long Form to measure family health constructs: social-emotional health, healthy lifestyle, health resources, and social support. For all statistical analyses, we used SAS Studio 3.8. We performed an exploratory factor analysis to determine six spending profiles: loans, savings, housing, household supplies, durable goods, and medical costs. After adjustment, our multiple linear regression model found that mean family health and social-emotional health scores were higher among individuals who received all three checks, but this did not differ by income category. Mean family health and social-emotional health were lower among individuals who spent more significant portions of their stimulus checks on housing, household supplies, and medical costs. Spending greater portions of checks on medical costs was associated with lower scores among every family health construct except family healthy lifestyle. Among mid-to-high-income participants, family health scores were significantly lower, with more spending on housing, household supplies, durable goods, and medical costs, with similar results in the subscale scores. The reduction of family health scores with spending on medical costs and durable goods were more pronounced among the mid-to-high-income group than the low-income group. Stimulus payments may be a promising family policy method for improving overall family health; however, more research should address the differences between income groups and government assistance.

Changing clubs over the course of an athletic career may not always be easy, and this has raised questions about how these changes affect career development. However, few studies have focused on the process of adapting to a new club and the factors that lead to success or failure. To address this gap in the literature, we aimed to develop and provide the initial validation of a questionnaire designed to assess athletes’ social adaptability skills (SAS). To do so, we conducted four studies, from the initial development stage to the final validation stage. In the first phase, we generated questionnaire items with clear content and face validity. The second phase explored the factor structure and reliability of the Social Adaptability Skills Questionnaire (SASQ). This was carried out with 543 young athletes in talent development through exploratory factor analysis (EFA), which was validated with confirmatory factor analysis (CFA). The EFA yielded a 17-item, four-factor structure with good internal reliability (⍺ = 0.876). The CFA revealed that the model fit indices were acceptable (RMSEA = 0.06, CFI = 0.809, TLI = 0.844, and GFI = 0.926). In addition, Latent Class Analysis (LCA) was applied to determine the predictive validity of SASQ resulting into identification of three classes (low achievers, average achievers, and high achievers) with four discriminating dimensions (coach, teammates, family, and club). The SASQ appears to be a promising psychometric instrument of potential usefulness for education and program reviews in applied settings and a measurement tool in talent development research.

Changing clubs over the course of an athletic career may not always be easy, and this has raised questions about how these changes affect career development. However, few studies have focused on the process of adapting to a new club and the factors that lead to success or failure. To address this gap in the literature, we aimed to develop and provide the initial validation of a questionnaire designed to assess athletes’ social adaptability skills (SAS). To do so, we conducted four studies, from the initial development stage to the final validation stage. In the first phase, we generated questionnaire items with clear content and face validity. The second phase explored the factor structure and reliability of the Social Adaptability Skills Questionnaire (SASQ). This was carried out with 543 young athletes in talent development through exploratory factor analysis (EFA), which was validated with confirmatory factor analysis (CFA). The EFA yielded a 17-item, four-factor structure with good internal reliability (⍺ = 0.876). The CFA revealed that the model fit indices were acceptable (RMSEA = 0.06, CFI = 0.809, TLI = 0.844, and GFI = 0.926). In addition, Latent Class Analysis (LCA) was applied to determine the predictive validity of SASQ resulting into identification of three classes (low achievers, average achievers, and high achievers) with four discriminating dimensions (coach, teammates, family, and club). The SASQ appears to be a promising psychometric instrument of potential usefulness for education and program reviews in applied settings and a measurement tool in talent development research.

Changing clubs over the course of an athletic career may not always be easy, and this has raised questions about how these changes affect career development. However, few studies have focused on the process of adapting to a new club and the factors that lead to success or failure. To address this gap in the literature, we aimed to develop and provide the initial validation of a questionnaire designed to assess athletes’ social adaptability skills (SAS). To do so, we conducted four studies, from the initial development stage to the final validation stage. In the first phase, we generated questionnaire items with clear content and face validity. The second phase explored the factor structure and reliability of the Social Adaptability Skills Questionnaire (SASQ). This was carried out with 543 young athletes in talent development through exploratory factor analysis (EFA), which was validated with confirmatory factor analysis (CFA). The EFA yielded a 17-item, four-factor structure with good internal reliability (⍺ = 0.876). The CFA revealed that the model fit indices were acceptable (RMSEA = 0.06, CFI = 0.809, TLI = 0.844, and GFI = 0.926). In addition, Latent Class Analysis (LCA) was applied to determine the predictive validity of SASQ resulting into identification of three classes (low achievers, average achievers, and high achievers) with four discriminating dimensions (coach, teammates, family, and club). The SASQ appears to be a promising psychometric instrument of potential usefulness for education and program reviews in applied settings and a measurement tool in talent development research.

Changing clubs over the course of an athletic career may not always be easy, and this has raised questions about how these changes affect career development. However, few studies have focused on the process of adapting to a new club and the factors that lead to success or failure. To address this gap in the literature, we aimed to develop and provide the initial validation of a questionnaire designed to assess athletes’ social adaptability skills (SAS). To do so, we conducted four studies, from the initial development stage to the final validation stage. In the first phase, we generated questionnaire items with clear content and face validity. The second phase explored the factor structure and reliability of the Social Adaptability Skills Questionnaire (SASQ). This was carried out with 543 young athletes in talent development through exploratory factor analysis (EFA), which was validated with confirmatory factor analysis (CFA). The EFA yielded a 17-item, four-factor structure with good internal reliability (⍺ = 0.876). The CFA revealed that the model fit indices were acceptable (RMSEA = 0.06, CFI = 0.809, TLI = 0.844, and GFI = 0.926). In addition, Latent Class Analysis (LCA) was applied to determine the predictive validity of SASQ resulting into identification of three classes (low achievers, average achievers, and high achievers) with four discriminating dimensions (coach, teammates, family, and club). The SASQ appears to be a promising psychometric instrument of potential usefulness for education and program reviews in applied settings and a measurement tool in talent development research.

Changing clubs over the course of an athletic career may not always be easy, and this has raised questions about how these changes affect career development. However, few studies have focused on the process of adapting to a new club and the factors that lead to success or failure. To address this gap in the literature, we aimed to develop and provide the initial validation of a questionnaire designed to assess athletes’ social adaptability skills (SAS). To do so, we conducted four studies, from the initial development stage to the final validation stage. In the first phase, we generated questionnaire items with clear content and face validity. The second phase explored the factor structure and reliability of the Social Adaptability Skills Questionnaire (SASQ). This was carried out with 543 young athletes in talent development through exploratory factor analysis (EFA), which was validated with confirmatory factor analysis (CFA). The EFA yielded a 17-item, four-factor structure with good internal reliability (⍺ = 0.876). The CFA revealed that the model fit indices were acceptable (RMSEA = 0.06, CFI = 0.809, TLI = 0.844, and GFI = 0.926). In addition, Latent Class Analysis (LCA) was applied to determine the predictive validity of SASQ resulting into identification of three classes (low achievers, average achievers, and high achievers) with four discriminating dimensions (coach, teammates, family, and club). The SASQ appears to be a promising psychometric instrument of potential usefulness for education and program reviews in applied settings and a measurement tool in talent development research.

Grouping of the 22 items into four factors with rotated factor loads.

Changing clubs over the course of an athletic career may not always be easy, and this has raised questions about how these changes affect career development. However, few studies have focused on the process of adapting to a new club and the factors that lead to success or failure. To address this gap in the literature, we aimed to develop and provide the initial validation of a questionnaire designed to assess athletes’ social adaptability skills (SAS). To do so, we conducted four studies, from the initial development stage to the final validation stage. In the first phase, we generated questionnaire items with clear content and face validity. The second phase explored the factor structure and reliability of the Social Adaptability Skills Questionnaire (SASQ). This was carried out with 543 young athletes in talent development through exploratory factor analysis (EFA), which was validated with confirmatory factor analysis (CFA). The EFA yielded a 17-item, four-factor structure with good internal reliability (⍺ = 0.876). The CFA revealed that the model fit indices were acceptable (RMSEA = 0.06, CFI = 0.809, TLI = 0.844, and GFI = 0.926). In addition, Latent Class Analysis (LCA) was applied to determine the predictive validity of SASQ resulting into identification of three classes (low achievers, average achievers, and high achievers) with four discriminating dimensions (coach, teammates, family, and club). The SASQ appears to be a promising psychometric instrument of potential usefulness for education and program reviews in applied settings and a measurement tool in talent development research.