Comparing the Second-Order Factor Structure of the Family Environment Scale across Husbands' and Wives' Perceptions of Their Family Environment*

2001 ◽  
Vol 40 (2) ◽  
pp. 187-198 ◽  
Author(s):  
Heather M. Chipuer ◽  
Tracy Villegas
Keyword(s):  
Factor Structure ◽  
Family Environment ◽  
Second Order ◽  
Family Environment Scale ◽  
Environment Scale ◽  
The Family ◽  
Order Factor

An examination of the factor structure of the family environment scale

1990 ◽  
Vol 18 (3) ◽  
pp. 257-272 ◽  
Author(s):  
Rebecca J. Waldron ◽  
Ronald M. Sabatelli ◽  
Stephen A. Anderson
Keyword(s):  
Factor Structure ◽  
Family Environment ◽  
Family Environment Scale ◽  
Environment Scale ◽  
The Family

Academic Achievement of Female Students at College Level In Relation to Their Family Environment And Locale

2021 ◽  
pp. 51-65
Author(s):  
Nishta Rana ◽  
Shivani Kapoor
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Family Environment ◽  
Sampling Technique ◽  
Female Students ◽  
College Level ◽  
Family Environment Scale ◽  
Environment Scale ◽  
The Family ◽  
High Level

Academic achievement is often considered as a key criterion to judge one's total potentialities and capabilities. Academic achievement has become a prime interest for the teachers, educationists, psychologists and parents to predict children's academic success which is considered to be an outcome of the learning environment and the family. The present study aimed at seeking the level of academic achievement of female students at the college level with respect to their family environment and locale. Random Sampling Technique was applied to draw the sample of 200 female students studying in the five-degree colleges of Jammu City (J&K) in the year 2015. Family Environment Scale (FES-BC) by Bhatia and Chadha (2012) was used for data collection. This tool has eight dimensions-Cohesion, Expressiveness, Conflict, Acceptance and Caring, Independence, Active-Recreational Orientation, Organisation and Control. The findings revealed that most of the female students were having an average level of academic achievement. Very few female students were found to have a high level of academic achievement. No significant differences in the level of academic achievement were found among female students in relation to their residential background, whereas significant differences were found in the family environment of female students with respect to the locality at the sub-scale “Acceptance and Caring” and “Active Recreational Orientation”. The value of the coefficient of correlation was found to be low, positive but significant at the 0.01 level of significance at the sub-scale “Cohesion” of Family Environment Scale. It shows that academic achievement and cohesion in the family are positively related with each other, however, the correlation is low.

Factor Structure of the Research Training Environment Scale-Revised:

1997 ◽  
Vol 25 (1) ◽  
pp. 22-37 ◽  
Author(s):  
Jeffrey H. Kahn ◽  
Charles J. Gelso
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
Research Training ◽  
Second Order ◽  
Training Environment ◽  
Environment Scale ◽  
Order Factor ◽  
Research Training Environment ◽  
Interpersonal Dimension

The factor structure of the Research Training Environment Scale-Revised was examined in a sample of 270 graduate students in counseling psychology. This confirmatory factor analysis assessed the fit of a nine-factor model corresponding to the respective subscales on the measure, as well as the fit of a second-order factor structure suggested by an exploratory factor analysis of data. The second-order factor structure fit very well when conducted on manifest (i.e., observed) subscale total scores; the results were more ambiguous when first-order latent factors were included in the factor structure. The analyses suggested that an instructional dimension and an interpersonal dimension are global factors of the research training environment.

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