Multigroup Confirmatory Component and Factor Analyses of the Italian Version of the Aggression Questionnaire1

2003 ◽  
Vol 19 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Andrea Fossati ◽  
Cesare Maffei ◽  
Elena Acquarini ◽  
Antonella Di Ceglie
Keyword(s):  
High School Students ◽  
Factor Structure ◽  
Factor Analyses ◽  
Italian Version ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Two Samples ◽  
Confirmatory Factor ◽  
Scale Scores ◽  
Aggression Questionnaire

Summary Multisample confirmatory factor analyses were carried out in samples of Italian university and high school students in order to assess the replicability of the factor structure in the Italian version of the Aggression Questionnaire by Buss and Perry. Item-level multiple-group component analysis confirmed Buss and Perry's 4-factor structure of the Aggression Questionnaire items in both samples. The results of multisample maximum likelihood confirmatory factor analysis of scale scores supported the hypothesis of single aggression latent dimension underlying the four Aggression Questionnaire scales, the structure of which was invariant across the two samples.

Confirmatory Factor Analyses of the Difficulties in Emotion Regulation Scale (DERS) in a Turkish Adolescent Sample

2015 ◽  
Vol 31 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Dilek Sarıtaş-Atalar ◽  
Tülin Gençöz ◽  
Ayça Özen
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Concurrent Validity ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Difficulties In Emotion Regulation ◽  
Confirmatory Factor ◽  
Adolescent Sample ◽  
Age Appropriate

The aim of the present study was to explore the psychometric properties of the Difficulties in Emotion Regulation Scale (DERS) among Turkish adolescents. A total of 595 high school students (300 females and 295 males) whose ages ranged between 14 and 17 years participated in the study, and were administered the DERS, the Positive and Negative Affect Schedule (PANAS), and the Childhood Depression Inventory (CDI). Confirmatory factor analyses supported the six-factor structure of the DERS among adolescents. In addition, results indicated sound internal consistency as well as concurrent validity. It is concluded that the DERS is a valid age-appropriate measure for investigating emotion regulation difficulties in adolescents.

scholarly journals The Adolescent Self-Regulatory Inventory (ASRI) Adaptation to Portuguese Context

2014 ◽  
Vol 24 (58) ◽  
pp. 155-164 ◽  
Author(s):  
Paulo César Dias ◽  
José António Garcia del Castillo ◽  
Kristin L. Moilanen
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Control Measure ◽  
Self Regulation ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
New Approach ◽  
Two Samples ◽  
Confirmatory Factor

In this study we present the results of the adaptation of the Adolescent Self-Regulatory Inventory (ASRI) to Portugal. The measure was used with two samples of high school students to which ASRI was administered with Self-Regulation Scale as control measure. In the first study the measures were administered to 823 adolescents and the construct validity analysis was assessed with exploratory factor analysis. The results allow us to find an adequate structure with proper psychometric properties, in their construct and content validity, and reliability. A second study involved 435 adolescents, being tested three models using confirmatory factor analyses. The final version of the ASRI-2 presents an acceptable fit of the data in construct and concurrent validity, given its moderate or high correlation with academic success and substance use. The implications of this new approach to the self-regulation study are discussed and directions to further studies are suggested.

Sport Motivation Orientations: Beware of Jingle-Jangle Fallacies

1994 ◽  
Vol 16 (4) ◽  
pp. 365-380 ◽  
Author(s):  
Herbert W. Marsh
Keyword(s):  
High School ◽  
High School Students ◽  
Task Orientation ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Sport Motivation ◽  
Confirmatory Factor ◽  
Validity Studies ◽  
Highly Correlated

The similarity of the constructs measured by the Perceptions of Success Questionnaire (POS; Roberts, 1993) and the Sports Orientation Questionnaire (SOQ; Gill, 1993) were evaluated using (a) confirmatory factor analyses of responses by 395 high school students (217 males, 178 females, ages 12 to 18) to items adapted from the two instruments and (b) relations to external criteria. Although the POS Mastery and SOQ Goal scales were highly related and reflected task orientation, the SOQ Competitiveness scale was more highly correlated with the POS Mastery and SOQ Goal scales than with the POS Competitiveness scale. Apparently, competitiveness assessed by the SOQ reflects a task orientation, whereas the POS Competitiveness scale reflects primarily an ego orientation. Sport psychologists need to beware of jingle (scales with the same label reflect the same construct) and jangle (scales with different labels measure different construct) fallacies, and pursue construct validity studies more vigorously to test the interpretations of measures.

scholarly journals An Italian adaptation of the Child-Adolescent Perfectionism Scale: Testing measurement invariance across grade levels and exploring associations with academic achievement

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255814
Author(s):  
Michele Vecchione ◽  
Mariacarolina Vacca
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Measurement Invariance ◽  
Italian Version ◽  
School Students ◽  
Dual Nature ◽  
Grade Levels ◽  
Confirmatory Factor ◽  
Scale Scores

This study aims to examine the properties of an Italian version of the Child-Adolescent Perfectionism Scale (CAPS), one of the most widely used instrument for the assessment of self-oriented (SOP) and socially-prescribed (SPP) perfectionism in young people. The study was conducted on two large samples of middle (n = 379, Mage = 11.31) and high school (n = 451, Mage = 15.21) students. Confirmatory factor analysis supported the expected three-factor structure, comprising SOP-Striving, SOP-Critical, and SPP. Multigroup analyses provided evidence of configural, metric, and (partial) scalar measurement invariance across grade levels. Structural invariance (i.e., the invariance of factor variances and covariances) was also established. The scale scores exhibited a differentiated pattern of relations with personality traits and academic achievement, as measured by school grades: SOP-Critical and SPP were positively related to neuroticism and have adverse effects on grades of middle and high school students, respectively. SOP-Striving, by contrast, was positively related to conscientiousness and predicted higher grades. The SOP-Striving-achievement relation was consistent across grade levels and held even after controlling for individual differences in conscientiousness and neuroticism. In sum, results from this study establish sound psychometric properties for an Italian version of the CAPS, providing support for the dual nature of self-oriented perfectionism among adolescents of different ages.

Factor Structure of the Australian Sex-Role Scale

1983 ◽  
Vol 53 (2) ◽  
pp. 499-505 ◽  
Author(s):  
Sung-Mook Hong ◽  
Karren Kavanagh ◽  
Vivienne Tippett
Keyword(s):  
High School Students ◽  
Factor Structure ◽  
Social Desirability ◽  
Principal Axis ◽  
Sex Role ◽  
Factor Analyses ◽  
School Students ◽  
The Social ◽  
Scale Scores ◽  
Principal Axis Factor

The two forms of the Australian Sex-role Scale developed by Antill, Cunningham, Russell, and Thompson (1981) were administered to 164 male and 131 female Australian high school students. Principal axis factor analyses yielded six factors on Form A and six on Form B. These factors did not reflect the six sub-scales. Moreover, the differing factor structure did not support the original authors' claim that the two forms are parallel lists. Further analyses using mean scale scores, scale intercorrelations and coefficients alpha showed some agreements and disagreements with previous studies on the scale's characteristics. Evidence for the factorial complexity of the scale, and suggestions for further refinement, particularly with the social desirability and masculine negative scales, were presented.

Homework Emotion Regulation Scale: Confirming the Factor Structure With High School Students

2016 ◽  
Vol 35 (4) ◽  
pp. 437-441 ◽  
Author(s):  
Jianzhong Xu ◽  
Xitao Fan ◽  
Jianxia Du
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Cognitive Reappraisal ◽  
Emotion Management ◽  
Math Performance ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Tenth Graders ◽  
Confirmatory Factor

The current investigation studied psychometric properties of the Homework Emotion Regulation Scale (HERS) for math homework, with 915 tenth graders from China. Confirmatory factor analyses (CFAs) supported the presence of two separate yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. The latent factor means for both subscales were shown to be invariant across gender. Furthermore, both subscales were positively related to homework purposes and behaviors (effort and completion) in the theoretically expected directions. Meanwhile, math performance was positively related to emotion management, but not cognitive reappraisal.

scholarly journals A hierarchical (multicomponent) model of in-group identification: adaptation of a measure to the Brazilian context

2019 ◽  
Vol 32 (1) ◽  
Author(s):  
Luana Elayne Cunha de Souza ◽  
Tiago Jessé Souza de Lima ◽  
Luciana Maria Maia ◽  
Ana Beatriz Gomes Fontenele ◽  
Samuel Lincoln Bezerra Lins
Keyword(s):  
Psychometric Properties ◽  
Factor Structure ◽  
Group Identification ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Multiple Dimensions ◽  
Two Samples ◽  
Confirmatory Factor ◽  
The University ◽  
Multicomponent Model

Abstract The aim of this study is to adapt the multidimensional in-group identification scale (MGIS) to the Brazilian context by gathering evidence of its psychometric properties. A total of 663 people from two samples participated in the study. In sample 1, we measured the identification of Brazilians with the region of the country where they live. In sample 2, we measured the identification of students with the university which they attend. Confirmatory factor analyses were performed on both samples to compare the models previously proposed by the original authors of the measure. The obtained results confirmed the validity of the hierarchical and multidimensional factor structure proposed by the original authors. The scale proposed here can be used to measure multiple dimensions of in-group identification in Brazil.

scholarly journals The Development of an Integrated Scale of Technology Use in Physics

2021 ◽  
Vol 29 ◽  
Author(s):  
Fikret Korur ◽  
Sevda Yerdelen-Damar ◽  
Havva Sağlam
Keyword(s):  
High School Students ◽  
Technology Use ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Physics Courses ◽  
Confirmatory Factor ◽  
Technological Tools ◽  
Positive Effect ◽  
Reliable Scale

In this study, the Integrated Scale of Technology Use in Physics (ISTUP) was developed to determine students’ frequency of technology use, their perceptions about the effects of technology use on physics interest and achievement, and their preferences of technological tools and applications in learning physics. The scale was administered two different times to 670 high school students in total who took physics courses. Exploratory and confirmatory factor analyses were conducted to validate the scale. The results of the study suggest that the ISTUP is a valid and reliable scale. Students’ frequency of technology use in learning physics corresponded to ‘sometimes’. Students perceived that technology use had slightly positive effect on their interest and achievement. Findings regarding the interrelations between students’ preference for technological tools and applications were also discussed.

scholarly journals Assessing High School Student’s STEM Career Interests Using a Social Cognitive Framework

2019 ◽  
Vol 9 (2) ◽  
pp. 151 ◽  
Author(s):  
Wei-Cheng Mau ◽  
Shr-Jya Chen ◽  
Chi-Chau Lin
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Social Cognitive ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Measurement Models ◽  
Confirmatory Factor ◽  
Stem Career

This study investigated the psychometric properties of the Chinese version of the STEM Career Interest Survey (STEM-CCIS) with data from 590 high-school students in Taiwan. Measurement models based on Social-Cognitive Career Theory (SCCT) and STEM discipline-specific dimensions (Science, Technology, Engineering, Mathematics) were examined using confirmatory factor analyses. Findings from confirmatory factor analyses indicated that STEM-CCIS possesses adequate reliability and factorial validity, replicating the sound psychometric properties of the original English version of the STEM-CIS. Implications for the use of the STEM-CCIS are discussed.

scholarly journals Analysis of the psychometric properties of the Revised UCLA Loneliness Scale in the Polish adolescent sample

2018 ◽  
Author(s):  
Maria Magdalena Kwiatkowska ◽  
Radosław Rogoza ◽  
Katarzyna Kwiatkowska
Keyword(s):  
High School Students ◽  
Psychometric Properties ◽  
External Validity ◽  
Self Esteem ◽  
Factor Analyses ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Loneliness Scale ◽  
Confirmatory Factor ◽  
Adolescent Sample

The current study examines the psychometric properties of the Revised UCLA Loneliness Scale: structural validity, reliability and external validity. We conducted a study on a sample of 247 high school students, all aged 16. In order to verify hypotheses, scales measuring feeling of loneliness, shyness and self-esteem were administered. As a result of confirmatory factor analyses, it has been demonstrated that the structure of R-UCLA is three-factorial, the factors presents as follows: (1) intimate others, referring to the feeling of exclusion; (2) social others, referring to the lack of closeness and support in relationships; and (3) belonging and affiliation, referring to the lack of community bonds—all of which are reliable in their measurement as well as the total score of R-UCLA. Moreover, we demonstrated that the feeling of loneliness is positively related with shyness and negatively related with self-esteem. The obtained results support using the R-UCLA among Polish adolescents.

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