The aim of this paper is to present some praxiological reflections and doubts concerning the nature and reliability of political forecasting in present times.

Many positive behaviours of youth are related to their values. In the field of education value assessment is central. However value expression is often very ambiguous. Therefore in an attempt to measure values with more universal, global, and cross cultural perspectives, Nazam, Husain and Khan (2015) developed a spiritual values scale. The initial validation of the scale was based on item content analysis, item reliability, internal consistency, and exploration of the factorial structure of spiritual values. But values are subjected to change due to many factors. Therefore revalidation of the scale remains an important research consideration. The present study extends the initial validation of the scale by using structure equation modelling to revalidate the dimensionality and reliability of the spiritual values scale. The sample consisted of 300 adolescents. The results suggested that out of 27 items 4 items to measure spiritual values are ineffective. The scale with 23 items still remains a reliable and valid psychological tool to assess the spiritual values of adolescents.

The scientific study theoretically and empirically verifies the new construct of moral intelligence. Following its theoretical analysis, it offers the first findings from verification of psychometric properties of the tool for measuring moral intelligence, the Moral Competence Inventory (MCI) by D. Lennick and F. Kiel. Factor analysis of the Slovak version of the MCI proved the existence of 15 factors with acceptable variability, which, however, is not in agreement with 10 factors determined by the authors. Also, its insufficient reliability (in terms of internal consistency and stability of results in time (test-retest reliability estimate)) indicates that the current form of the MCI should be subjected to further scientific-research verification.

The Emotional Contagion Scale (ECS) developed by Dr. Elaine Hatfield, is a self-report measure used to investigate the individual’s susceptibility to catch another person’s emotions and experience the same. The catching of emotions could be conscious or unconscious. The study aims to validate the Emotional Contagion scale on the Indian subcontinent population for future use and application. The original American scale consisted of 15 items to be responded to by selecting the suitable option from given five, was given to an Indian sample of 498 individuals. To check the validity, Confirmatory Factor Analysis (CFA) was performed. Gender differences were assessed and it was observed that men were high on catching and experiencing the emotions of others as compared to women. The Indian sample on ECS shows moderate to high reliability and high content validity. It thus concludes that the Emotional Contagion scale is valid for future use on the Indian Population.

Reliability as a Constitutional Requirement of the Quality of Public Administration

The article analyzes reliability as a constitutional requirement of the quality of public administration in Poland. Integrity is traditionally framed within the control criteria. The second element is the regulation concerning the civil service. The third perspective is determined by the principle of reliability and efficiency of public institutions. The main purpose of the article is to determine the content of the concept of reliability used in the Constitution in these three contexts, as well as what are the differences in meaning from the perspective of the requirements for public administration, derived both from the constitutional provisions themselves, as well as from other normative acts and court decisions. In addition, the purpose of the analysis is also to determine the meaning of the constitutional concept of reliability in the Polish legal system.

As the importance of reflective teaching is increasingly acknowledged, the need for its assessment is seen more essential. This study designed and validated a scale measuring reflective teaching in an EFL context. In doing so, a test comprising of 24 scenarios in a multiple-choice format was developed and administered to 120 Iranian EFL teacher participants. The scale’s reliability was obtained to be 0.75 using Cronbach’s alpha. In order to determine the construct validity of the tentative test, it was subjected to a series of factor analysis. The findings showed that the newly designed test could be used to measure reflective teaching. Some implications were suggested in the context of language teaching.

This study aims to analyse the validity and reliability of instruments to assess students’ perceptions of the lecture approach in the form of Culturally Responsive Teaching (CRT). The quantitative method with a survey research design was carried out using purposive sampling of all sixth-semester students from various cross-cultural and regional areas in Indonesia. The overall total of research subjects was 238. The non-test instrument consisted of 23 items grouped into three components. Content validity was carried out by focus group discussions involving experts in learning strategies, psychology, education, and culture. Construct validity was formed in three components, each with a p-value in the fit category. Moreover, the reliability was calculated using Cronbach’s Alpha scoring 0.946 for all items.