Empirical Evidence for a Four Factor Framework of Personality Disorder Organization: Multigroup Confirmatory Factor Analysis of the Millon Clinical Multiaxial Inventory—III Personality Disorder Scales Across Belgian and Danish Data Samples

2010 ◽  
Vol 24 (1) ◽  
pp. 128-150 ◽  
Author(s):  
Gina Rossi ◽  
Ask Elklit ◽  
Erik Simonsen
Keyword(s):  
Factor Analysis ◽  
Personality Disorder ◽  
Confirmatory Factor Analysis ◽  
Empirical Evidence ◽  
Millon Clinical Multiaxial Inventory ◽  
Confirmatory Factor ◽  
Personality Disorder Scales ◽  
Multigroup Confirmatory Factor Analysis

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.

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