Overcoming Job Insecurity: Examining Grit as a Predictor

2019 ◽  
Vol 61 (2) ◽  
pp. 199-212
Author(s):  
Sean McGinley ◽  
Anna S. Mattila
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Turnover Intentions ◽  
Job Insecurity ◽  
Career Change ◽  
Higher Order ◽  
Employment Retention ◽  
Confirmatory Factor ◽  
Order Construct ◽  
Hotel Managers

Advancing a nascent stream of research linking grit to employment retention, this article investigated how job insecurity interacted with a person’s level of grit to predict turnover intentions and career change intentions of hotel managers. Based on a confirmatory factor analysis, grit was found to be a valid higher order construct that had an effect on turnover and career change intentions, and the effect was moderated by feelings of job insecurity. Specifically, when hotel managers reported less job insecurity, grit did not have a significant association with turnover and career change intentions. However, when job insecurity levels increased, hotel managers who were grittier also reported lower levels of turnover and career change intentions.

scholarly journals Confirmatory Factor Analysis for a Service-Learning Outcomes Measurement Scale (S-LOMS)

2020 ◽  
Vol 32 (1) ◽  
pp. 3-34
Author(s):  
Ka Hing Lau ◽  
Robin Stanley Snell
Keyword(s):  
Factor Analysis ◽  
Service Learning ◽  
Confirmatory Factor Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Higher Order ◽  
Measurement Scale ◽  
Outcomes Measurement ◽  
Confirmatory Factor

Service-learning was introduced into Hong Kong over a decade ago, yet there is a research gap about the self-perceived student learning outcomes, partly due to the lack of a reliable measurement instrument across disciplines and service-learning types. This study evaluated a recently created Service-Learning Outcomes Measurement Scale (S-LOMS) through confirmatory factor analysis with 629 students. S-LOMS measures self-perceived student learning outcomes with 56 items covering various learning outcome domains under four higher-order categories: knowledge application; personal and professional skills; civic orientation and engagement; and self-awareness. Alternative measurement models were compared, with the results indicating that although a model with 11 domains and without higher-order categories was preferred, there was also support for a model with 10 domains subsumed under the four higher-order categories. Multi-sample analyses indicated that both models were stable across gender.

Personality Assessment Inventory: A Confirmatory Factor Analysis

1994 ◽  
Vol 79 (3_suppl) ◽  
pp. 1441-1442 ◽  
Author(s):  
Gregory J. Boyle ◽  
James Ward ◽  
Tania J. Lennon
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Personality Assessment ◽  
Personality Assessment Inventory ◽  
Higher Order ◽  
Self Report ◽  
Proposed Model ◽  
Confirmatory Factor ◽  
Order Factor ◽  
Report Measure

The Personality Assessment Inventory is a recently constructed multidimensional self-report measure of personality traits. Morey reported the results of a scale factoring, claiming that the instrument measures four separate higher-order dimensions; however, in an independent Australian study of the psychometric properties of the inventory, Boyle and Lennon found five higher-order dimensions, using factor analytic procedures intended to maximize simple structure. The present paper reports the results of a confirmatory factor analysis for the proposed model based on the Australian data. The results indicate that the model does not provide a satisfactory fit, raising questions about the higher-order factor structure.

Lifetime and 12-month prevalence rates of sub-clinical psychosis symptoms in a community cohort of 50-year-old individuals

2013 ◽  
Vol 28 (5) ◽  
pp. 302-307 ◽  
Author(s):  
W. Rössler ◽  
M.P. Hengartner ◽  
V. Ajdacic-Gross ◽  
H. Haker ◽  
J. Angst
Keyword(s):  
Factor Analysis ◽  
General Population ◽  
Confirmatory Factor Analysis ◽  
Small Proportion ◽  
A Priori ◽  
Higher Order ◽  
Thought Disorder ◽  
Prevalence Rates ◽  
Confirmatory Factor ◽  
Logistic Regressions

AbstractBackground:Estimation of prevalence rates of sub-clinical psychosis symptoms can vary considerably depending on the methodology used. Furthermore, discussions are ongoing how prevalence rates may differ across various syndromes.Method:We analyzed data from the prospective Zurich Study, assessing sub-clinical psychosis with a semi-structured clinical interview in a community cohort of 50 years old individuals. The higher-order factors of psychosis symptoms were analyzed with confirmatory factor analysis to validate the a priori specified symptom-structure. Further associations were examined with contingency tables and logistic regressions.Results:The confirmatory factor analysis was consistent with a structure with four higher-order syndromes. Those different syndromes were labeled “thought disorder” (lifetime prevalence = 10.6%), “ego disorder” (4.8%), “hallucination” (9.7%), and “schizotypy” (28.2%). A strong discrepancy was noted between the 12-month prevalence of any symptoms and those considered to be severe. Twelve-month prevalence rates of distressful syndromes ranged from 0.1% for hallucinations up to 6.6% for schizotypy. The most strongly interrelated syndromes were thought disorder and ego disorder (OR = 12.4).Conclusion:Our findings indicate a continuity of sub-clinical psychosis within the general population even though only a small proportion suffers from distressing symptoms. Our analyses showed that the syndromes identified here are similar to those found in full-blown schizophrenia, albeit in an attenuated form.

Higher-Order Factors and Measurement Equivalence of the Spectrum of Teaching Styles’ Questionnaire Across Two Cultures

2020 ◽  
pp. 1-11
Author(s):  
Ioannis Syrmpas ◽  
Athanasios Papaioannou ◽  
Nikolaos Digelidis ◽  
Gokce Erturan ◽  
Mark Byra
Keyword(s):  
Preservice Teachers ◽  
Factor Analysis ◽  
Physical Education ◽  
Confirmatory Factor Analysis ◽  
Teaching Styles ◽  
Higher Order ◽  
Parameter Estimates ◽  
Minimum Requirement ◽  
Confirmatory Factor ◽  
Multigroup Confirmatory Factor Analysis

Purpose: This study aimed to test the invariance of perceptions of the Spectrum teaching styles across Turkish and Greek preservice physical education teachers and to examine whether the styles could be classified into two clusters through self-determination theory. Greek (n = 298) and Turkish (n = 300) preservice teachers participated. Method: Cothran, Kulinna, and Ward’s questionnaire based on teachers’ use of and beliefs about teaching styles was used to examine their perceptions of the styles. Results: Confirmatory factor analysis revealed 11 factor indices and parameter estimates, suggesting that the 11-factor model fit the data. Multigroup confirmatory factor analysis established metric measurement invariance across samples. Multigroup confirmatory factor analysis showed that, for all higher-order models, the minimum requirement for invariance factor loading was met. The model comparison revealed that the styles could be categorized into four clusters from less to more autonomy-oriented. Conclusion: These findings might be useful to practitioners who want to use teaching styles in the promotion of students’ motivation in physical education.

scholarly journals The Development of Relational Reasoning in South Korean Elementary and Middle-School Students: A Cross-Sectional Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Soo Eun Chae ◽  
Patricia A. Alexander
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Higher Order ◽  
Relational Reasoning ◽  
School Students ◽  
Cross Sectional ◽  
Tenth Graders ◽  
Confirmatory Factor ◽  
Non Parametric

Relational reasoning is a higher-order executive function that involves the ability to perceive meaningful patterns within a body of seemingly unrelated information. In this study, the ability of 749 fourth (Mage = 10), sixth (Mage = 12), eighth (Mage = 14), and tenth graders (Mage = 16) to identify meaningful relational patterns was investigated. This general cognitive ability was assessed by means of the Test of Relational Reasoning-Junior (TORRjr), a 32-item measure organized into four 8-item scales that assess analogical, anomalous, antinomous, and antithetical reasoning. Students’ performance on the TORRjr was analyzed using confirmatory factor analysis, measurement invariance test, and non-parametric median-based analyses. The confirmatory factor analysis supported that the higher-order factor model was the best fit for the TORRjr data for the Korean students. The measurement was determined to be invariant by gender but variant across grade levels. The non-parametric analysis resulted in an asymptotic (a constant increasing up to grade 6 and then a level off witnessed from grades 8 to 10) development pattern in overall relational reasoning across the grades. In comparison to analogy and anomaly, antinomy and antithesis scores were more fully developed by grade 8 and that level of performance was maintained at grade 10. The TORRjr appeared to be a viable measure for the Korean samples up to approximately 15 years of age. The significance of these findings for research and instructional practice are discussed.

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