scholarly journals Measuring Learners’ Attitudes Toward Team Projects: Scale Development Through Exploratory And Confirmatory Factor Analyses

2017 ◽  
Vol 8 (2) ◽  
pp. 61-82
Author(s):  
Seung Youn (Yonnie) Chyung ◽  
Donald J. Winiecki ◽  
Gary Hunt ◽  
Carol M. Sevier
Keyword(s):  
Factor Analysis ◽  
Engineering Students ◽  
Factor Solution ◽  
Learner Analysis ◽  
Undergraduate Engineering ◽  
Team Projects ◽  
Confirmatory Factor ◽  
Team Project ◽  
Students Attitudes ◽  
Three Factor

Team projects are increasingly used in engineering courses. Students may develop attitudes toward team projects from prior experience, and their attitudinal responses could influence their performance during team project-based learning in the future. Thus, instructors need to measure students’ attitudes toward team projects during their learner analysis to better understand students’ characteristics and be proactive in providing effective strategies to help students succeed in a team project environment. The purpose of our study was to develop a survey instrument that measures students’ attitudes toward team projects to be used as a learner analysis tool, derived from our local practical needs and due to the lack of appropriate existing instruments. The study was conducted at a mid-sized university in the northwestern United States during 2015-2016. After we generated an initial pool of 50 items, we administered the survey to 225 undergraduate engineering students, performed exploratory factor analysis on the data, and arrived at a four-factor solution of 20 items and a three-factor solution of 14 items. We tested the two competing solutions with another set of 330 undergraduate engineering students. Based on our confirmatory factor analysis results, we arrived at a three-factor model of 12 items as the finalized scale, which measures: (a) professional capacity building, (b) learning and problem-solving skills development, and (c) workload challenges. We call the scale, the Attitudes toward Team Projects Scale on Capacity, Learning, and Workload (ATPS-CLW). Suggestions for future research include continuous development, testing, and validation of the scale.

scholarly journals Modeling the Use of Mixed Methods–Grounded Theory: Developing Scales for a New Measurement Model

2019 ◽  
Vol 14 (2) ◽  
pp. 184-206 ◽  
Author(s):  
Michelle C. Howell Smith ◽  
Wayne A. Babchuk ◽  
Jared Stevens ◽  
Amanda L. Garrett ◽  
Sherry C. Wang ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Grounded Theory ◽  
Mixed Methods ◽  
Best Practices ◽  
Mixed Methods Research ◽  
Engineering Students ◽  
Empirical Studies ◽  
Measurement Model ◽  
Undergraduate Engineering ◽  
Confirmatory Factor

Mixed methods–grounded theory (MM–GT) has emerged as a promising methodology that intersects the value of mixed methods with rigorous qualitative design. However, recent reviews have found that MM–GT empirical studies tend to lack procedural details. The purpose of this article is to apply the “best practices” for conducting MM–GT in a study designed to develop and then test a theoretical model for how undergraduate engineering students develop interest in the engineering PhD. This study contributes to the field of mixed methods research by (a) illustrating best practices for MM–GT, (b) providing an MM–GT scale development example, (c) demonstrating how an MM-GT scale could potentially bypass exploratory factor analysis and proceed directly to confirmatory factor analysis for testing psychometric properties, and showing how a joint display for data collection planning can be used to strengthen integration in an instrument development study.

A confirmatory factor analysis of the structure of schizotypy

1995 ◽  
Vol 9 (4) ◽  
pp. 271-281 ◽  
Author(s):  
Oliver Mason
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Goodness Of Fit ◽  
Psychotic Disorders ◽  
Factor Model ◽  
Factor Solution ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Three Factor

Recent research into schizotypal traits has been concerned with the number and nature of these personality dimensions. Earlier exploratory factor analytic work using a wide variety of scales (the CSTQ) has generated a four‐factor solution but other solutions have been provided by other investigators. This study uses confirmatory factor analysis on a large sample to compare several plausible models of the relationships between scales. These models include a two‐factor model separating ‘positive’ from ‘negative’ schizotypal features, a three‐factor model including features of cognitive disorganization, and the four‐factor model generated previously by exploratory factor analysis. Results offer support for the four‐factor solution as the only structure meeting multiple criteria for goodness of fit. The relevance of Eysenck's dimensions, and the P scale in particular, to the results is discussed. Attention is drawn to the possibility that the factors describe predispositions of risk of psychotic disorders beyond that of schizophrenia.

scholarly journals Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States

2016 ◽  
Vol 13 ◽  
pp. 22 ◽  
Author(s):  
Hon K. Yuen ◽  
Andres Azuero ◽  
Kaitlin W. Lackey ◽  
Nicole S. Brown ◽  
Sangita Shrestha
Keyword(s):  
Factor Analysis ◽  
Factor Model ◽  
Internal Consistency Reliability ◽  
The United States ◽  
Professional Behavior ◽  
Factor Solution ◽  
Professional Behaviors ◽  
Entry Level ◽  
Confirmatory Factor ◽  
Three Factor

Purpose: This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. Methods: A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. Results: A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were ‘Commitment to Learning’ (2 items), ‘Skills for Learning’ (4 items), and ‘Cultural Competence’ (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Conclusion: Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

Math Homework Purpose Scale

2020 ◽  
Vol 79 (2) ◽  
pp. 47-54 ◽  
Author(s):  
Meilu Sun ◽  
Jianxia Du ◽  
Jianzhong Xu
Keyword(s):  
Factor Analysis ◽  
Math Achievement ◽  
Validity Evidence ◽  
Factor Solution ◽  
Entire Sample ◽  
Confirmatory Factor ◽  
Alpha Reliability ◽  
Mean Differences ◽  
Three Factor ◽  
Reliability Coefficients

Abstract. The present study evaluated the psychometric properties of the Math Homework Purpose Scale (MHPS). After randomly splitting the sample ( N = 854) into two subsamples ( n = 427 and n = 427), we carried out exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. The Kaiser-Meyer Olkin value of .88 indicated that EFA was appropriate for subsample 1. EFA results showed that a three-factor solution explained 72.2% of the variance. All ten of the MHPS items loaded quite substantially on three factors labeled Academic, Self-Regulatory, and Approval-Seeking. CFA results further showed that the MHPS was composed of three factors: Academic, Self-Regulatory, and Approval-Seeking. From this adequate level of measurement invariance, we further examined the latent mean difference across gender for the entire sample. Our findings showed no statistically significant mean differences in Academic, Self-Regulatory, and Approval-Seeking across gender. In addition, the HMPS was found to have adequate alpha reliability coefficients and omega coefficients. Concerning the validity evidence of the MHPS, Academic, Self-Regulatory, and Approval-Seeking purposes were positively correlated with homework effort, homework completion, and math achievement. The present study provides solid evidence that the MHPS is a reliable and valid measurement of math homework purposes.

The Structure of Conflict Styles in Adolescents

2020 ◽  
Vol 36 (4) ◽  
pp. 525-536
Author(s):  
Michael Filsecker ◽  
Hermann J. Abs ◽  
Nina Roczen
Keyword(s):  
Factor Analysis ◽  
Perspective Taking ◽  
Latent Structure ◽  
Measurement Properties ◽  
School Students ◽  
Factor Solution ◽  
Multiple Group ◽  
Invariant Measurement ◽  
Confirmatory Factor ◽  
Three Factor

Abstract. This study examines the latent structure of the Rahim Organizational Conflict Inventory – II (ROCI-II) in several samples of secondary school students. Findings from earlier studies conducted in adult populations suggested that the instrument has a four- or five-factor structure; however, the exploratory factor analysis (EFA) in this study yielded a three-factor (integrating, dominating, avoiding) solution, with most of the items associated with a fourth factor (Obliging) failing to load as predicted. A confirmatory factor analysis (CFA) replicated the three-factor solution satisfactorily. A multiple-group CFA indicated that the ROCI-II showed invariant measurement properties in male and female students and corroborated the concurrent validity of the three-factor solution. The integrating factor was related positively to a measure of perspective taking but negatively to a measure of reluctance to participate. The avoiding factor was associated with a measure of reluctance to participate. We discuss the implications of the results for understanding the latent structure of the ROCI-II in adolescents.

scholarly journals Exploratory and confirmatory factor analysis of the 12-item Arabic World Health Organization Disability Assessment Schedule (WHODAS 2.0) as a screening tool for Syrian refugees

BJPsych Open ◽  
2021 ◽  
Vol 7 (6) ◽  
Author(s):  
Aemal Akhtar ◽  
Pim Cuijpers ◽  
Naser Morina ◽  
Marit Sijbrandij ◽  
Richard Bryant
Keyword(s):  
Factor Analysis ◽  
Psychological Distress ◽  
Screening Tool ◽  
World Health ◽  
Syrian Refugees ◽  
Factor Solution ◽  
Whodas 2.0 ◽  
Confirmatory Factor ◽  
Health Organization ◽  
Three Factor

Background The World Health Organization Disability Assessment Schedule 2.0 (WHODAS 2.0) is a generic measure of functional impairment and disability but to date no studies have reported its applicability in a population of Syrian refugees. Aims The aim of this study was to explore the psychometric properties and factor structure of the Arabic version of the WHODAS 2.0 among a population of Syrian refugees in a Jordanian refugee camp setting. The tool was used as part of a screening procedure for a randomised controlled trial assessing the effectiveness of a low-intensity psychological intervention. Method A representative sample of Syrian refugees (n = 650) were screened to assess levels of functional impairment and psychological distress. The screening results were used to explore the internal consistency and dimensionality of the WHODAS 2.0. We assessed level of convergence with the validated Kessler 10-item Psychological Distress Scale (K10), which assesses psychological distress. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to explore the construct validity and factor structure of the WHODAS 2.0. Results The mean baseline WHODAS 2.0 score was 20.5 (s.d. = 7.6). The internal consistency was acceptable (Cronbach's alpha 0.74), with all 12-items appearing to be related to the same construct. The WHODAS 2.0 was positively correlated with the K10 (r = 0.57, P < 0.001). The results of the EFA identified a three-factor solution accounting for 51% of variation, corresponding with factors related to self-activities, external activities and self-care. CFA results indicated good fit of the three-factor solution. Conclusions The results indicated that the WHODAS 2.0 has a three-factor solution and is an acceptable screening tool for use among Syrian refugees.

scholarly journals Trauma-spectrum symptoms among the Italian general population in the time of the COVID-19 outbreak

2020 ◽  
Author(s):  
Rodolfo Rossi ◽  
Valentina Socci ◽  
Dalila Talevi ◽  
Cinzia Niolu ◽  
Francesca Pacitti ◽  
...  
Keyword(s):  
Mental Health ◽  
Risk Factors ◽  
Factor Analysis ◽  
General Population ◽  
Negative Affect ◽  
Italian Population ◽  
Fit Indices ◽  
Factor Solution ◽  
Confirmatory Factor ◽  
Three Factor

AbstractBackgroundRecent evidence showed substantial negative mental health outcomes associated with the current COVID-19 pandemic, including trauma-related symptoms although the effects on the Italian population who were subjected to unprecedented nationwide lockdown measure remains unknown. The Global Psychotrauma Screen (GPS) is a brief instrument designed to assess a broad range of trauma-related symptoms with no available validation in the Italian population.AimsThis study aimed at examining the factor structure of the Italian version of the GPS in a general population sample exposed to the COVID-19 pandemic and at evaluating trauma-related symptoms in the Italian population in the context of specific COVID-19 related risk factors associated with the implementation of lockdown measures and social distancing.MethodsCross-sectional web-based observational study, as part of a long-term monitoring programme of mental health outcomes in the general population. 18147 participants completed a self-report online questionnaire to collect key demographic data and to evaluate trauma-related symptoms using the GPS, PHQ-9, GAD-7, ISI and PSS. Validation analyses included both exploratory and confirmatory factor analysis, and correlation analyses.ResultsExploratory factor analyses supported both a two-factor and a three-factor model. Confirmatory factor analysis showed that a one-factor solution that was used as a baseline comparison showed acceptable fit indices, the two-factor solution showed good fit indices, but the best fitting model was a three-factor solution, with Negative Affect (symptoms of depressed mood, anxiety, irritability), core Post-traumatic Stress Symptoms (PTSS) (avoidance, re-experiencing, hyperarousal and insomnia) and Dissociative symptoms. GPS Risk factors as well as specific COVID-19 related stressful events, were associated with GPS total as well as the three factor scores.ConclusionsOur data suggest that a wide range of trauma-spectrum symptoms were reported by a large Italian sample during the COVID-19 pandemic. The GPS symptoms clustered best in three factors: Negative Affect symptoms, Core PTSS, and Dissociative symptoms. In particular high rates of core PTSS and negative affect symptoms were associated with the COVID-19 pandemic in Italy and should be routinely assessed in clinical practice.

scholarly journals A factor analytic examination of the Achievement Goal Questionnaire-Revised: A three-factor model

2017 ◽  
Author(s):  
Kamden K Strunk
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
Achievement Goals ◽  
Factor Model ◽  
Achievement Goal ◽  
Factor Solution ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Best Fit ◽  
Three Factor

The literature in achievement goals includes mixed results as to the factor structure of achievement goal measures, particularly the Achievement Goal Questionnaire, Revised (AGQ-R). In a sample of 1,496 undergraduate students (600 men, 891 women, 5 gender unreported; M age = 20.6 yr., SD = 3.2), the AGQ-R was subjected to an exploratory factor analysis that suggested three factors. Then, in a different sample of 1,125 undergraduate students (270 men, 750 women, 5 gender unreported; M age = 21.7 yr., SD = 5.4), the measure was subjected to a confirmatory factor analysis, in which a three-factor solution, again, showed the best fit to the observed data. The implications of these results for the measurement of achievement goals are discussed.

Sociotropy, Autonomy, and Self-Criticism Are Three Distinguishable Dimensions of Cognitive-Personality Vulnerability

2008 ◽  
Vol 22 (3) ◽  
pp. 219-227 ◽  
Author(s):  
Golan Shahar ◽  
Nirit Soffer ◽  
Eva Gilboa-Shechtman
Keyword(s):  
Factor Analysis ◽  
Young Adults ◽  
Confirmatory Factor Analysis ◽  
Regression Analyses ◽  
Factor Solution ◽  
Personality Vulnerability ◽  
Confirmatory Factor ◽  
Personality Vulnerabilities ◽  
Third Dimension ◽  
Three Factor

Whereas both Blatt (1974) and Beck (1983) postulated the existence of two basic cognitive-personality vulnerabilities to depression—sociotropic/anaclitic and autonomous/introjective—recent research and theorizing suggest that self-criticism is a third dimension of vulnerability. To examine the supposition that sociotropy, autonomy, and self-criticism constitute three distinct dimensions of vulnerability, we administered the Personal Style Inventory (PSI; Robins et al., 1994), six items from the Depressive Experiences Questionnaire (DEQ; Blatt, D’Afflitti, & Quinlan, 1976) and the Brief Symptoms Inventory (BSI; Derogatis & Melisaratos, 1983) to 203 Israeli young adults. Confirmatory factor analysis (CFA) provided support for the hypothesized three-factor solution. Regression analyses indicated that each of these dimensions was associated with psychopathology. Findings encourage further integrative work in the field of personality vulnerability.

scholarly journals A Factor Analytic Examination of the Achievement Goal Questionnaire–Revised Supports a Three-Factor Model

2014 ◽  
Vol 115 (2) ◽  
pp. 400-414 ◽  
Author(s):  
Kamden K. Strunk
Keyword(s):  
Factor Analysis ◽  
Undergraduate Students ◽  
Achievement Goals ◽  
Factor Model ◽  
Achievement Goal ◽  
Factor Solution ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Best Fit ◽  
Three Factor

The literature in achievement goals includes mixed results as to the factor structure of achievement goal measures, particularly the Achievement Goal Questionnaire–Revised (AGQ–R). In a sample of 1,496 undergraduate students (600 men, 891 women, 5 unreported sex; M age = 20.6 yr., SD = 3.2), the AGQ–R was subjected to an exploratory factor analysis that suggested three factors. Then, in a different sample of 1,125 undergraduate students (270 men, 750 women, 5 unreported sex; M age = 21.7 yr., SD = 5.4), the measure was subjected to a confirmatory factor analysis, in which a three-factor solution, again, showed the best fit to the observed data. The implications of these results for the measurement of achievement goals are discussed.

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