Examining the Factorial Structure of the T-CRS 2.1
2016 ◽
Vol 35
(3)
◽
pp. 336-341
◽
Keyword(s):
The factor structure of the Teacher–Child Rating Scale (T-CRS 2.1) was examined using confirmatory factor analysis (CFA). A cross-sectional study was carried out on 68,497 children in prekindergarten through Grade 10. Item reduction was carried out based on modification indices, standardized residual covariance, and standardized factor loadings. A higher order model with a general super-ordinate factor fit the data well, and is consistent with the notion of a unidimensional non-cognitive set of learning-related skills. Model-based reliability estimates are provided.
2021 ◽
Vol 5
◽
pp. 171-177
2021 ◽
Vol 12
◽
pp. 215013272110251
2020 ◽
Vol 30
(3)
◽
pp. 200-206
◽
Keyword(s):
2017 ◽
Vol 32
(3)
◽
pp. 157-165
◽
Keyword(s):
2017 ◽
Vol 10
(6)
◽
pp. 168
◽
2020 ◽
Vol 17
(8)
◽
pp. 2827
Keyword(s):