Exploratory Higher Order Analysis of the Luria Interpretive Model on the Kaufman Assessment Battery for Children–Second Edition (KABC-II) School-Age Battery

Assessment ◽  
2015 ◽  
Vol 24 (4) ◽  
pp. 540-552 ◽  
Author(s):  
Ryan J. McGill ◽  
Angelia R. Spurgin
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Age Groups ◽  
Higher Order ◽  
General Factor ◽  
Normative Sample ◽  
Assessment Battery ◽  
Order Factor ◽  
Interpretive Scheme

Higher order factor structure of the Luria interpretive scheme on the Kaufman Assessment Battery for Children–Second Edition (KABC-II) for the 7- to 12-year and the 13- to 18-year age groups in the KABC-II normative sample ( N = 2,025) is reported. Using exploratory factor analysis, multiple factor extraction criteria, and hierarchical exploratory factor analysis not included in the KABC-II manual, two-, three-, and four-factor extractions were analyzed to assess the hierarchical factor structure by sequentially partitioning variance appropriately to higher order and lower order dimensions as recommended by Carroll. No evidence for a four-factor solution was found. Results showed that the largest portions of total and common variance were accounted for by the second-order general factor and that interpretation should focus primarily, if not exclusively, at that level of measurement.

Factor Structure of the K-ABC for Cantonese, English, and Punjabi Speaking Canadians

1988 ◽  
Vol 4 (1) ◽  
pp. 49-59
Author(s):  
Joanne M. Gardner
Keyword(s):  
Factor Analysis ◽  
Theoretical Model ◽  
Confirmatory Factor Analysis ◽  
Construct Validity ◽  
Internal Structure ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Assessment Battery ◽  
Confirmatory Factor

The purpose of this study was to examine the construct validity (internal structure) of the Kaufman Assessment Battery for Children (K-ABC) for use with Cantonese, English, and Punjabi speaking Canadians. A confirmatory factor analysis revealed that the sequential/simultaneous theoretical model was supported by the English and Punjabi data: however, the Cantonese data did not exhibit a good fit with this model. Similarly, the results of the exploratory factor analysis suggested that sequential and simultaneous factors could apply when describing the factor structure of the English and Punjabi data, but not for the Cantonese data. Implications of these findings are discussed.

Helping Orientations: Four Dimensions

1989 ◽  
Vol 69 (3_suppl) ◽  
pp. 1371-1378 ◽  
Author(s):  
Joseph F. Michlitsch ◽  
Stanley Frankel
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Helping Behavior ◽  
Higher Order ◽  
Convenience Sample ◽  
Four Dimensions ◽  
Underlying Factor ◽  
Target Sample ◽  
Order Factor ◽  
And Coping

The underlying factor structure of four helping and coping orientations was investigated. The four orientations are the foundations of four models of helping and coping. Each model consists of a person's orientations toward helping behavior and the set of likely factors and behaviors related to the orientations. The orientations are believed to influence how a person interacts with others in a helping situation and how that person attempts to help himself (cope). Factor analysis in two studies supports the prediction of four helping orientations across a convenience and a target sample. Secondary, higher-order factor analysis further provides support based on the convenience sample, but not the target sample.

Helping Orientations: Four Dimensions,

1989 ◽  
Vol 69 (3-2) ◽  
pp. 1371-1378
Author(s):  
Joseph F. Michlitsch ◽  
Stanley Frankel
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Helping Behavior ◽  
Higher Order ◽  
Convenience Sample ◽  
Four Dimensions ◽  
Underlying Factor ◽  
Target Sample ◽  
Order Factor ◽  
And Coping

The underlying factor structure of four helping and coping orientations was investigated. The four orientations are the foundations of four models of helping and coping. Each model consists of a person's orientations toward helping behavior and the set of likely factors and behaviors related to the orientations. The orientations are believed to influence how a person interacts with others in a helping situation and how that person attempts to help himself (cope). Factor analysis in two studies supports the prediction of four helping orientations across a convenience and a target sample. Secondary, higher-order factor analysis further provides support based on the convenience sample, but not the target sample.

Examining the factor structure and its replicability across multiple listening test forms: Validity evidence for the Michigan English Test

2021 ◽  
pp. 026553222110181
Author(s):  
Tingting Liu ◽  
Vahid Aryadoust ◽  
Stacy Foo
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
General Factor ◽  
Validity Evidence ◽  
Multiple Test ◽  
Underlying Factor ◽  
Congruence Coefficient ◽  
Confirmatory Factor ◽  
Order Factor

This study evaluated the validity of the Michigan English Test (MET) Listening Section by investigating its underlying factor structure and the replicability of its factor structure across multiple test forms. Data from 3255 test takers across four forms of the MET Listening Section were used. To investigate the factor structure, each form was fitted with four Bayesian confirmatory factor analysis (CFA) models: (1) a three correlated-factor model, (2) a bi-factor model, (3) a higher-order factor model, and (4) a single general-factor model. In addition, a four-pronged heuristic comprising construct delineation, construct operationalization, factor structure analysis, and congruence coefficient was developed to examine the replicability of factor structures across the test forms. Results from the CFA models showed that the test forms were unidimensional and the four-pronged heuristic indicated that the test construct was consistently operationalized across forms. Furthermore, the congruence coefficient indicated that the factor structure representing listening was highly similar and replicable across test forms. In sum, the construct of the MET Listening Section did not comprise divisible subskills. Yet, the unidimensional factor structure of the test was replicable across the test forms.

scholarly journals Applicability and validation of the Reaction to Tests Scale (RTT) in a sample of Portuguese medical students

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Daniela S. M. Pereira ◽  
Ana Mónica Pereira ◽  
Teresa Costa Castanho ◽  
Gabriela A. Silva ◽  
Filipe Falcão ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Test Anxiety ◽  
Factor Structure ◽  
Trait Anxiety ◽  
Internal Consistency ◽  
Convergent Validity ◽  
General Factor ◽  
Confirmatory Factor ◽  
Order Factor

Abstract Background Test anxiety is a crucial factor in determining academic outcomes, and it may lead to poor cognitive performance, academic underachievement, and psychological distress, interfering specifically with their ability to think and perform during tests. The main objective of this study was to explore the applicability and psychometric properties of a Portuguese version of the Reactions to Tests scale (RTT) in a sample of medical students. Method A sample of 672 medical students completed the RTT. The sample was randomly split in half to allow for independent Exploratory Factor Analysis (EFA) and to test the best fit model—Confirmatory Factor Analysis (CFA). CFA was used to test both the first-order factor structure (four subscales) and second-order factor structure, in which the four subscales relate to a general factor, Test Anxiety. The internal consistency of the RTT was assessed through Cronbach’s alpha, Composite reliability (CR) and Average Variance Extracted (AVE) for the total scale and each of the four subscales. Convergent validity was evaluated through the correlation between RTT and the State-Trait Anxiety Inventory (STAI-Y).To explore the comparability of measured attributes across subgroups of respondents, measurement invariance was also studied. Results Results from exploratory and confirmatory factor analyses showed acceptable fits for the Portuguese RTT version. Concerning internal consistency, results indicate that RTT was found to be reliable to measure test anxiety in this sample. Convergent validity of the RTT with both state and trait anxiety STAI-Y’s subscales was also shown. Moreover, multigroup analyses showed metric invariance across gender and curriculum phase. Conclusion Our results suggest that the RTT scale is a valid and reliable instrument for the measurement of test anxiety among Portuguese Medical Students.

The WAIS-III as a Nested Factors Model

2006 ◽  
Vol 27 (2) ◽  
pp. 73-86 ◽  
Author(s):  
Gilles E. Gignac
Keyword(s):  
Digit Span ◽  
Statistical Significance ◽  
Age Groups ◽  
Factor Loading ◽  
Higher Order ◽  
Model Fit ◽  
General Factor ◽  
Weak Evidence ◽  
Order Factor ◽  
Higher Order Models

Past confirmatory factor analytic (CFA) research that has examined the factor structure of the WAIS-III has only investigated the more popular models, such as oblique factors and/or higher-order models. In contrast, CFA modeling based on nested factors modeling has been neglected. Consequently, this study investigated the model fit of various WAIS-III nested factors models, in comparison to the more traditional higher-order models. Based on the WAIS-III standardization sample, the results associated with the nested factors modeling indicated that Digit Span, Arithmetic, and Letter-Number Sequencing did not share any variance with VIQ, independently of “g.” Further, across all age groups, there was only very weak evidence in favor of the plausibility of a Perceptual Organization (PO) factor, independently of a general factor. The results are discussed in light of the distinction between modeling “g” as a higher-order factor and a first-order factor. Researchers are encouraged to model the subtests of intelligence batteries as nested factor models, because of their tendency to be associated with greater model fit, as well the possibility to obtain less ambiguous factor loading estimates and their associated statistical significance.

The Factor Structure and Psychometric Properties of the Resiliency Scale in Chinese Undergraduates

2010 ◽  
Vol 26 (3) ◽  
pp. 162-171 ◽  
Author(s):  
Lixia Cui ◽  
Xiujie Teng ◽  
Xupei Li ◽  
Tian P.S. Oei
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Undergraduate Students ◽  
Concurrent Validity ◽  
Higher Order ◽  
Criterion Variable ◽  
Confirmatory Factor ◽  
High Level ◽  
Chinese Undergraduates

The current study examined the factor structure and the psychometric properties of Sandra Prince-Embury’s Resiliency Scale for Adolescents (RESA) in Chinese undergraduates. A total of 726 undergraduate students were randomly divided into two subsamples: Sample A was used for the exploratory factor analysis (EFA) and Sample B was used for the confirmatory factor analysis (CFA). The EFA revealed that 56 items and a model of 10 factors with 3 higher order factors (as described by Sandra) were to be retained; CFA with Sample B confirmed this result. The overall scale and the subscales of the Chinese-RESA demonstrated a high level of internal consistency. Furthermore, concurrent validity was demonstrated by the correlation of the scale with other instruments such as the PANAS and the CSS, and the predictive validity was confirmed via three multiple regression analyses using the PANAS as a criterion variable: one for the 10 subscales of the C-RESA, one for the 3 higher order scales, and one for the total C-RESA. We concluded that the C-RESA may be used for research into Chinese undergraduates’ adaptive behaviors.

scholarly journals A multi-group higher-order factor analysis for studying the gender-effect in Teacher Job Satisfaction

METRON ◽  
2021 ◽  
Author(s):  
Carlo Cavicchia ◽  
Pasquale Sarnacchiaro
Keyword(s):  
Job Satisfaction ◽  
Factor Analysis ◽  
Secondary School Teachers ◽  
Estimation Method ◽  
Likelihood Estimation ◽  
Higher Order ◽  
Teacher Job Satisfaction ◽  
Public Secondary School ◽  
Order Factor ◽  
Maximum Likelihood Estimation Method

AbstractTeachers’ performances also depend on whether and how they are satisfied with their job. Therefore, Teacher Job Satisfaction must be considered as the driver of teachers’ accomplishments. To plan future policies and improve the overall teaching process, it is crucial to understand which factors mostly contribute to Teacher Job Satisfaction. A Common Assessment Framework and Education questionnaire was administered to 163 Italian public secondary school teachers to collect data, and a second-order factor analysis was used to detect which factors impact on Teacher Job Satisfaction, and to what extent. This model-based approach guarantees to detect factors which respect important properties: unidimensionality and reliability. All the coefficients are estimated according to the maximum likelihood estimation method in order to make inference on the parameters and on the validity of the model. Moreover, a new multi-group test for higher-order factor analysis was proposed and implemented. Finally, we analyzed in detail whether the factors impacting Teacher Job Satisfaction are characterized by gender.

An investigation into the factor structure of the Cognitive Therapy Scale – Revised (CTS-R) in a CBT training sample

2021 ◽  
pp. 1-11
Author(s):  
Sarah Beale ◽  
Silia Vitoratou ◽  
Sheena Liness
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Cognitive Therapy ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Factor Model ◽  
Single Factor ◽  
Behaviour Therapy ◽  
Cognitive Behaviour ◽  
Confirmatory Factor

Abstract Background: Effective monitoring of cognitive behaviour therapy (CBT) competence depends on psychometrically robust assessment methods. While the UK Cognitive Therapy Scale – Revised (CTS-R; Blackburn et al., 2001) has become a widely used competence measure in CBT training, practice and research, its underlying factor structure has never been investigated. Aims: This study aimed to present the first investigation into the factor structure of the CTS-R based on a large sample of postgraduate CBT trainee recordings. Method: Trainees (n = 382) provided 746 mid-treatment audio recordings for depression (n = 373) and anxiety (n = 373) cases scored on the CTS-R by expert markers. Tapes were split into two equal samples counterbalanced by diagnosis and with one tape per trainee. Exploratory factor analysis was conducted. The suggested factor structure and a widely used theoretical two-factor model were tested with confirmatory factor analysis. Measurement invariance was assessed by diagnostic group (depression versus anxiety). Results: Exploratory factor analysis suggested a single-factor solution (98.68% explained variance), which was supported by confirmatory factor analysis. All 12 CTS-R items were found to contribute to this single factor. The univariate model demonstrated full metric invariance and partial scalar invariance by diagnosis, with one item (item 10 – Conceptual Integration) demonstrating scalar non-invariance. Conclusions: Findings indicate that the CTS-R is a robust homogenous measure and do not support division into the widely used theoretical generic versus CBT-specific competency subscales. Investigation into the CTS-R factor structure in other populations is warranted.

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