The Nurturant Fathering Scale: A Confirmatory Factor Analysis With an African American Sample of College Students

2010 ◽  
Vol 21 (3) ◽  
pp. 319-327 ◽  
Author(s):  
Otima Doyle ◽  
Edward Pecukonis ◽  
Donna Harrington
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
African American ◽  
Confirmatory Factor Analysis ◽  
American Sample ◽  
Confirmatory Factor ◽  
African American Sample

Structural Relationships among Customer Delight, Exercise Commitment, and Psychological Happiness

2019 ◽  
Vol 118 (1) ◽  
pp. 8-13
Author(s):  
Boo-Gil Seok ◽  
Hyun-Suk Park
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Statistical Analysis ◽  
Confirmatory Factor Analysis ◽  
Correlation Analysis ◽  
Frequency Analysis ◽  
Structural Correlation ◽  
Structural Relationships ◽  
Confirmatory Factor ◽  
Customer Delight

Background/Objectives: The purpose of this study is to find out the structural relationships among customer delight, exercise commitment, and psychological happiness to contribute developing exercise Apps. Methods/Statistical analysis: A questionnaire survey was conducted and 160 college students who are familiar with mobile exercise applications participated. The data analyzed with frequency analysis, exploratory factor analysis, confirmatory factor analysis, correlation analysis, and structural correlation analysis. The validity and the reliability were obtained: customer delight (χ2=26.532, df=14, CFI=.985, TLI=.971, RMSEA=.075), exercise commitment (χ2=113.802, df=49, CFI=.956, TLI=.941, RMSEA=.091), and psychological happiness (χ2=15.338, df=8, CFI=.989, TLI=.980, RMSEA=.076, and Cronbach’s α=.906~.938).

The Development of the Scale of Protective Factors: Resilience in a Violent Trauma Sample

2015 ◽  
Vol 30 (5) ◽  
pp. 735-755 ◽  
Author(s):  
Elisabeth Ponce-Garcia ◽  
Amy N. Madewell ◽  
Shelia M. Kennison
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Protective Factors ◽  
Factor Structure ◽  
Individual Factors ◽  
Clinical Settings ◽  
Clinical Criteria ◽  
Resilience Scale ◽  
Confirmatory Factor

This research developed the Scale of Protective Factors (SPF-24) to measure protective factors contributing to resilience. We investigated the factor structure of 35 items. After exploratory factor analysis, we subjected 25 items representing 2 social-interpersonal and 2 cognitive-individual factors to confirmatory factor analysis. The sample consisted of 942 college students from 3 studies and 2 institutions. To examine the diagnostic function of the SPF, we used clinical criteria to identify a subsample of participants who had experienced violent trauma and scored low, moderate, or high on an established resilience scale. Results showed that the low-resilient group scored significantly lower on all subscales of the SPF with marked differences in prioritizing/planning behavior. Implications for the research and clinical settings are discussed.

Validation of the Dutch Test of Conflict Handling in Chinese College Students

2019 ◽  
Vol 47 (4) ◽  
pp. 1-7
Author(s):  
Yingshan Bao ◽  
Fangwei Zhu ◽  
Yue Hu ◽  
Ning Cui ◽  
Yuan Gu
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Problem Solving ◽  
Confirmatory Factor Analysis ◽  
Conflict Management ◽  
Reliability And Validity ◽  
Chinese College Students ◽  
Confirmatory Factor ◽  
Valid Instrument ◽  
Conflict Handling

There are limitations in existing conflict management instruments used in China. Therefore, we translated the Dutch Test of Conflict Handling (DUTCH), and then examined the reliability and validity of this Chinese Revised version (DUTCH-CR). Participants were 2,035 college students at 4 universities in China. We conducted exploratory factor analysis and confirmatory factor analysis on data from questionnaires completed by the participants. Our findings show that the DUTCH-CR is a reliable and valid instrument for measuring the handling of conflicts between Chinese college students. Further, we found that 4 conflict-handling styles are more suitable for Chinese college students. This was achieved by merging the problem-solving and compromising factors into a collaborating one, and retaining the yielding, avoiding, and forcing factors of the original DUTCH instrument.

scholarly journals Formation of Social Capital for Community College Students: A Second-Order Confirmatory Factor Analysis

2018 ◽  
Vol 47 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Yu (April) Chen ◽  
Soko S. Starobin
Keyword(s):  
College Students ◽  
Community College ◽  
Social Capital ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Community College Students ◽  
Latent Variables ◽  
Institutional Agents ◽  
Family Social Capital ◽  
Confirmatory Factor

Objective: This quantitative study constructed a statistical model to measure family social capital and college social capital among community college students. The authors also examined influences of these two types of social capital constructs on degree aspiration. Method: This study utilized the STEM (Science, Technology, Engineering and Mathematics) Student Success Literacy Survey (SSSL) to collect data in all 15 community college districts in Iowa. With more than 5,000 responses, the authors conducted descriptive analysis, exploratory and confirmatory factor analysis, and structural equation modeling (SEM) analysis. Results: College social capital was measured by three latent variables such as interaction with advisors, interaction with faculty members, and transfer capital. The three latent variables were further measured by 14 survey items. Family social capital was measured by six survey items that described parent–child interaction in high school. The SEM results indicated that college social capital had stronger direct influences on degree aspiration compared with family social capital. The impact of family social capital was delivered through the mediation of college social capital. Contributions: Findings contributed to the literature by emphasizing the important role of institutional agents in promoting degree aspiration. Intervention programs should be implemented to encourage interactions between institutional agents and underrepresented and disadvantaged students.

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