Publication Details
COLLINS OPOKU ANTWI
- NUGS-Shanghai
- Management Science And Engineering (Phd)
- University Of Shanghai For Science And Technology (usst)
Does the nature of airport terminal service activities matter? Processing and non-processing service quality, passenger affective image and satisfacti 24 Aug 2020
2020, Journal of Air Transport Management
Airport Self-Service Technologies, Passenger Self-Concept, and Behavior: An Attributional View 15 Mar 2021
2021 Sustainability
Do airport staff helpfulness and communication generate behavioral loyalty in transfer passengers? A conditional mediation analysis 13 Apr 2020
Journal of Retailing and Consumer Services
Career adapt-abilities scale in Ghana: Psychometric properties and associations with individual-level ambidexterity and employees’ service performan 13 Apr 2020
Current Psychology
Validating the Auckland Individualism–Collectivism Scale (AICS): Testing Factor Structure and Measurement Invariance in Hong Kong and Ghanaian Sampl 13 Apr 2020
Psychological Studies
Unemployment trends and labour market entry in Ghana: job search methods perspective 13 Apr 2020
Labor History
Finding something good in the bad: the curvilinear emotional demand-conflict teacher–child relationship link 13 Apr 2020
Early Child Development and Care
Teacher burnout in pre-schools: A cross-cultural factorial validity, measurement invariance and latent mean comparison of the Maslach Burnout Inventor 13 Apr 2020
Children and Youth Services Review
Are customers still with us? The influence of optimum stimulation level and IT-specific traits on mobile banking discontinuous usage intentions 13 Apr 2020
Journal of Retailing and Consumer Services
Job demand stressors and employees’ creativity: a within-person approach to dealing with hindrance and challenge stressors at the airport environmen 13 Apr 2020
Service Industry Journal
Psychological Studies
13 Apr 2020 | 11:47
The present study verified the hypothesised two-factor structure of the student–teacher relationship scale, short form on Ghanaian sample, using confirmatory factor analysis, multi-group confirmatory factor analysis and structured latent means analysis. On preschool sample (N = 2583; Mage = 4.29, SD = 1.34) from 10 regions, the scale’s measurement invariance is tested across age, gender, and school types. The confirmatory factor analysis supported the two-factor structure: closeness and conflict. The proposed two-factor model is found to be valid and reliable in the Ghanaian preschool context. Partial strong factorial equivalence across age, gender, and school types was identified in the findings. Significant differences in teacher–child relationship quality were found between boys and girls, and school types. The results provide implications for early childhood education stakeholders in Ghana. Also, it adds to the evidence of cross-cultural applicability of the student–teacher relationship scale—short form.
