Multiple-group factor analysis of the Wechsler Intelligence Scale for Children

Author(s):  
Nerella V. Ramanaiah ◽  
James P. O'Donnell ◽  
Fred Ribich
2021 ◽  
pp. 088626052098781
Author(s):  
Kathryn M. Yount ◽  
Yuk Fai Cheong ◽  
Stephanie Miedema ◽  
Ruchira T. Naved

Assessing progress toward Sustainable Development Goal (SDG) 5, to achieve gender equality and to empower women, requires monitoring trends in intimate partner violence (IPV). Current measures of IPV may miss women’s experiences of economic coercion, or interference with the acquisition, use, and maintenance of financial resources. This sequential, mixed-methods study developed and validated a scale for economic coercion in married women in rural Bangladesh, where women’s expanding economic opportunities may elevate the risks of economic coercion and other IPV. Forty items capturing lifetime and prior-year economic coercion were adapted from formative qualitative research and prior scales and administered to a probability sample of 930 married women 16–49 years. An economic coercion scale (ECS) was validated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) with primary data from random-split samples ( N1 = 310; N2 = 620). Item response theory (IRT) methods gauged the measurement precision of items and scales over the range of the economic-coercion latent trait. Multiple-group factor analysis assessed measurement invariance of the economic-coercion construct. Two-thirds (62.26%) of women reported any lifetime economic coercion. EFA suggested a 36-item, two-factor model capturing barriers to acquire and to use or maintain economic resources. CFA, multiple group factor analysis, and multidimensional IRT methods confirmed that this model provided a reasonable fit to the data. IRT analysis showed that each dimension provided most precision over the higher range of the economic coercion trait. The Economic Coercion Scale 36 (ECS-36) should be validated elsewhere and over time. It may be added to violence-specific surveys and evaluations of violence-prevention and economic-empowerment programs that have a primary interest measuring economic coercion. Short-form versions of the ECS may be developed for multipurpose surveys and program monitoring.


1983 ◽  
Vol 37 (4) ◽  
pp. 326 ◽  
Author(s):  
Stephan Arndt

1980 ◽  
Vol 15 (2) ◽  
pp. 165-180 ◽  
Author(s):  
James E. Everett ◽  
Leland V. Entrekin

2014 ◽  
Vol 21 (4) ◽  
pp. 495-508 ◽  
Author(s):  
Tihomir Asparouhov ◽  
Bengt Muthén

1985 ◽  
Vol 10 (2) ◽  
pp. 133-142 ◽  
Author(s):  
Bengt Muthén ◽  
James Lehman

This article shows the applicability of new methodology for multiple-group factor analysis of dichotomous variables. Situations are considered where the same set of test items has been administered to more than one group of examinees. The new methodology is contrasted with the IRT approach to item bias analysis. An example is given in which females and males have taken a certain biology test.


SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110207
Author(s):  
Kerem Coskun ◽  
Ozlem Ulu Kalin ◽  
Arcan Aydemir

The present study sought to develop a scale to measure the values adoption of primary school children and explore whether emotional intelligence of primary school children is associated with values which are taught through curricular activities. First, the Value Adoption Scale (VAS) was developed in Study 1 by conducting exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and correlation was examined in Study 2. Data were collected using the Ten Years Emotional Intelligence Scale (TYEIS) and the Value Scale consisting of eight items. Data were analyzed with Pearson correlation coefficient and regression analysis. Results of data analysis indicated that there was a moderate correlation between emotional intelligence and values, but regression analysis revealed that emotional intelligence had weak predictive power for values adoption. It was concluded that teaching values through curricular activities is not useful to foster emotional intelligence among primary school children. Results of the research are discussed and addressed along with the relevant literature.


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