Factor-Analytic Scales of a Normative Form of the EPPS Replicated across Samples and Methodologies

1972 ◽  
Vol 30 (2) ◽  
pp. 479-484 ◽  
Author(s):  
Richard C. Sherman ◽  
Charles A. Poe
Keyword(s):  
Factor Analysis ◽  
Scale Factor ◽  
Factor Analyses ◽  
Internal Reliability ◽  
Factor Analytic ◽  
Academic Aptitude ◽  
Interpersonal Orientation ◽  
External Variables ◽  
Two Factors ◽  
Item Factor Analysis

In the original investigation (Sherman & Poe, 1969) evidence was found for four factors extracted by an item factor analysis computed on responses to a normative form of the EPPS (N-EPPS); a subsequent scale factor analysis of the 15 need scores of the N-EPPS gave evidence for three of these factors. In a cross-validation sample, item and scale factor analyses showed that two of the three factors noted in the original sample were replicated. The factor analytic scales which were constructed to reflect the two factors that were replicated across both samples and both methodologies (item and scale factor analyses) were (I) Interpersonal Orientation and (II) Assertive Aggressiveness. These scales were further specified by their internal reliability, their correlations with the 15 N-EPPS scales and their correlations with measures of academic aptitude and achievement. It was concluded that the two factor scales were homogeneous and stable, that their content was meaningful, and that further investigation is likely to yield predictable and useful relationships with a variety of external variables.

Theoretical and Operational Consideration of Mindfulness, Resilience, and Resourcefulness

2020 ◽  
pp. 019394592095668
Author(s):  
Carol M. Musil ◽  
McKenzie K. Wallace ◽  
Alexandra B. Jeanblanc ◽  
Valerie B. Toly ◽  
Jaclene A. Zauszniewski ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Informal Caregivers ◽  
Psychosocial Outcomes ◽  
Well Being ◽  
National Sample ◽  
Factor Analyses ◽  
External Variables ◽  
Two Factors

Mindfulness, resilience, and resourcefulness are theoretically distinct but related constructs critical for improving psychosocial well-being outcomes for informal caregivers and others. Our aims were to evaluate the theoretical and operational distinctions among these constructs. Measures of mindfulness (Decentering Scale), resilience (Connor-Davidson Scale) and resourcefulness (Resourcefulness Scale) were collected from a national sample of 348 grandmother caregivers. We conducted exploratory factor analysis and examined correlation patterns. Inter-correlations ranged from r= .26 (resourcefulness and resilience) to r= .73 (resilience and mindfulness). Factor analyses and scree plots indicated unidimensional factors for resilience and for mindfulness, and two factors for resourcefulness (personal and social). When items from all measures were analyzed together, the four factors remained. Distinct relationships were found between mindfulness, resilience, and resourcefulness with relevant external variables. Our results support the conceptual distinctions among the constructs, providing support for interventions targeting these constructs to improve psychosocial outcomes in caregivers.

scholarly journals How Reliable and Valid is the Japanese Version of the Strategy Inventory for Language Learning (SILL)?

2001 ◽  
Vol 23 (2) ◽  
pp. 202 ◽  
Author(s):  
Gordon Robson ◽  
Hideko Midorikawa
Keyword(s):  
Factor Analysis ◽  
Language Learning ◽  
Japanese Version ◽  
Factor Analyses ◽  
Factor Solution ◽  
Internal Reliability ◽  
Item Level ◽  
Shared Variance ◽  
High Degree ◽  
Japanese Translation

This study looks at the internal reliability of the Strategy Inventory for Language Learning (Oxford, 1 990), using the ESL/EFL version in Japanese translation. The results of the Cronbach’s alpha analysis indicate a high degree of reliability for the overall questionnaire, but less so for the six subsections. Moreover, the test-retest correlations for the two administrations are extremely low with an average shared variance of 1 9.5 percent at the item level and 25.5 percent at the subsection level. In addition, the construct validity of the SILL was examined using exploratory factor analysis. While the SILL claims to be measuring six types of strategies, the two factor analyses include as many as 1 5 factors. Moreover, an attempt to fit the two administrations into a six-factor solution results in a disorganized scattering of the questionnaire items. Finally, interviews with participating students raised questions about the ability of participants to understand the metalanguage used in the questionnaire as well as the appropriateness of some items for a Japanese and EFL setting. The authors conclude that despite the popularity of the SILL, use and interpretation of its results are problematic. 本研究は、Oxford(1990)の外国語学習ストラテジー・インベントリー (SILL)のEFL/ESL用日本語版の内部信頼性及び構成概念妥当性を実験と統計に よって検証したものである。クロンバック・アルファ検定による内部信頼性 については、インベントリーの全項目は全体としては信頼性が高かったが、 6タイプのサブカテゴリーに分類されたストラテジーについては信頼性が低か った。また、インベントリーを用いたテスト・再テストの相関は低く、全項 目では平均寄与率19.5パーセント、サブカテゴリーでは25.5パーセントであっ た。構成概念妥当性検定のための説明的因子分析の結果は、6タイプのストラ テジーが15因子に細分化されたこと、さらに、全項目を6因子に分けた結果、 それぞれの因子が無秩序に分類される結果となった。最後に、インタビュー によって、この実験に参加した被験者学生にインベントリーの各項目の内容 理解について確認した結果、日本語がわかりにくく判断しいくい記述、日本 のEFLの状況では理解しにくい記述があることが明らかになった。以上のす べてから、SILLの実用的評価にもかかわらず、それを用いること、また、そ こから得た結果の解釈には問題が含まれているというのが、本研究の研究者 が得た結論である。

scholarly journals How do neuropsychologists define cognitive constructs? Further thoughts on limitations of factor analysis used with normal or mixed clinical populations

2004 ◽  
Vol 10 (7) ◽  
pp. 1020-1021 ◽  
Author(s):  
MARK W. JACOBSON ◽  
DEAN C. DELIS ◽  
JOANNE M. HAMILTON ◽  
MARK W. BONDI ◽  
DAVID P. SALMON
Keyword(s):  
Factor Analysis ◽  
Clinical Samples ◽  
Factor Analyses ◽  
Cognitive Constructs ◽  
Confirmatory Factor Analyses ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Conceptual Relationships ◽  
Homogenous Population ◽  
Clinical Populations

In a recent study, we empirically demonstrated limitations in traditional ways that psychologists have used factor analysis to define cognitive constructs (Delis et al., 2003). Our criticism of factor analysis was not directed at this statistical method per se, but rather at how it has often been employed by psychologists to test cognitive constructs. Specifically, we pointed out shortcomings in using this techniquewith normal or mixed clinical populations. We argued that the factor-analytic studies of memory tests with normal or mixed clinical populations often yielded solutions in which measures of immediate and delayed memory loaded on the same factor. This particular use of factor analysis can mask important distinctions between critical cognitive functions that have been demonstrated using other research methods, such as experimental manipulations or case studies. We then conducted a factor-analytic study that empirically demonstrated that, whereas immediate and delayed memory measures load on the same factor when using normal or mixed clinical samples, these measures load onseparatefactors when using a homogenous population of patients with Alzheimer's disease (AD). We drew the conclusion that factor analytic techniques can still be used asonemethod for exploring conceptual relationships, but only if these methods are used as part of a systematic, programmatic exploration involving separate confirmatory factor analyses using multiple homogenous patient populations. In the first published reply to our study, Larrabee (2003) pointed out other limitations, stating that application of factor-analytic techniques to a single test that yields multiple measures may result in global, simplistic solutions due to method variance, which is the tendency of different variables from the same test to correlate significantly.

Factor Analysis of Sex-Typed Items from the Bem Sex-Role Inventory: A Multiple Replication across Time

1986 ◽  
Vol 59 (3) ◽  
pp. 1323-1326 ◽  
Author(s):  
L. K. Waters ◽  
Paula M. Popovich
Keyword(s):  
Factor Analysis ◽  
Sex Role ◽  
The Other ◽  
Factor Analyses ◽  
Bem Sex Role Inventory ◽  
Self Sufficiency ◽  
Two Samples ◽  
The Feminine ◽  
Two Factors ◽  
Multiple Replication

Replications of two factor analyses of the Bern Sex-role Inventory published in the 1970s were conducted for two samples of college students ( Ns = 362 and 267). Four factors, which were almost identical to those of the previous analyses, were obtained in each sample. One of the factors essentially represented the sex of the respondent. A second factor, representing an expressive, affective orientation, contained loadings of about half of the feminine sex-typed items. The masculine sex-typed items split into two factors. One stressed dominance, aggressiveness, and leadership while the other stressed independence, individuality, and self-sufficiency. These latter factors were interpreted in relation to two masculine orientations suggested by Bakan in 1966 and Parsons and Bales in 1955.

Development of a Test to Assess the Attitudes of Older Adults Toward Physical Activity and Exercise

1997 ◽  
Vol 5 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Peter C. Terry ◽  
Stuart J.H. Biddle ◽  
Nikolaos Chatzisarantis ◽  
Robert D. Bell
Keyword(s):  
Physical Activity ◽  
Health Promotion ◽  
Factor Analysis ◽  
Older Persons ◽  
Test Construction ◽  
Vigorous Exercise ◽  
Internal Reliability ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Physical Activity And Exercise

The development of the Older Persons’ Attitudes Toward Physical Activity and Exercise Questionnaire (OPAPAEQ) is reported. Working from first principles in psychometric test construction, the OPAPAEQ was developed and tested with 471 Canadians aged over 50 years. Through exploratory factor analysis and internal reliability analyses, four subscales were identified and labeled: Tension Release, Health Promotion, Vigorous Exercise, and Social Benefits. The four-factor structure was confirmed using confirmatory factor analysis. Small gender differences were noted on two factors, but no age differences were located. The OPAPAEQ is a tool suitable for further analysis of an age group identified as increasingly important in exercise and health promotion.

Correlation Scatter Plotting as a Quick Substitute for Factor Analysis

1981 ◽  
Vol 25 (1) ◽  
pp. 13-18
Author(s):  
M. B. Youngman
Keyword(s):  
Factor Analysis ◽  
Graphical Representation ◽  
Factor Analyses ◽  
Educational Training ◽  
Simple Correlation ◽  
Practical Applications ◽  
Factor Analytic ◽  
Scatter Plots ◽  
Evaluation Of Data ◽  
Successful Analysis

The widespread use of analytical methods of factoring has tended to obscure the possibility of using more descriptive approaches to variable structuring. This paper demonstrates how simple correlation plotting can be used to provide a quick representation of variable inter-correlations. In the example offered, a study of transfer from primary to secondary, the correlation scatter plots show considerable similarity with the varimax factor analytic solution. Concluding comments suggest that correlation plotting could provide valuable assistance in teaching the principles of factor analysis, in arriving at quick evaluations of factor analytic studies, and in communicating results derived from factor analyses. Factor analysis has achieved a considerable degree of support amongst behavioural researchers (see for example, Bennett and Bowers, 1976; Child, 1970; Kerlinger, 1979). Nevertheless there are situations where the computational complexity of the method may inhibit understanding of associated findings. In the early stages of educational training, for example, it is unrealistic to expect students to be able to devote the time and effort required for an adequate study of the method. It is also imprudent to expect students with such limited understanding to pursue projects which demand factoring procedures for successful analysis and interpretation. Moving to the area of practical applications, many consumers of research may become sceptical of findings and suggestions which rely heavily on a procedure whose rationale is obscure. And even with experienced researchers there are occasions when a quick, descriptive evaluation of data is required to assist subsequent, more probing analyses. Most statistical techniques have an associated graphical representation which can-be applied to summarise or describe data. It is suggested here that the method of plotting variable inter-correlations is more valuable than is generally assumed.

Development of the Alexithymia Scale for Children: A Preliminary Study

1998 ◽  
Vol 82 (1) ◽  
pp. 43-49 ◽  
Author(s):  
Isao Fukunishi ◽  
Hiromichi Yoshida ◽  
James Wogan
Keyword(s):  
Factor Analysis ◽  
Internal Consistency ◽  
Analytic Structure ◽  
Personality Test ◽  
Validity And Reliability ◽  
Consistency Test ◽  
Factor Analytic ◽  
Two Factors ◽  
High Internal Consistency ◽  
Preliminary Study

The Alexithymia Scale for Children-Teacher Form was developed with a sample of 286 elementary schoolchildren. The validity and reliability of the measure were supported by factor analytic structure, relatively high internal consistency, test-retest correlation over 2 mo., and correlations of .24 to .39 with scores on the Yatabe-Guilford Personality Test. Factor analysis yielded two factors related to alexithymia, Difficulty in Describing Feelings and Difficulty Relating to Others. Alexithymia constructs such as a paucity of fantasy life and externally oriented thinking were not recorded.

Utility of the Rosenberg Self-Esteem Scale

2009 ◽  
Vol 114 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Clare Davis ◽  
Stephen Kellett ◽  
Nigel Beail
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Self Esteem ◽  
Face Validity ◽  
Validity And Reliability ◽  
Internal Reliability ◽  
Factor Analytic ◽  
Two Factors ◽  
Self Worth ◽  
People With Intellectual Disabilities

Abstract The Rosenberg Self-Esteem Scale (RSES) continues to be used to purportedly measure self-esteem of people with intellectual disabilities, despite the lack of sound evidence concerning its validity and reliability when employed with this population. The psychometric foundations of the RSES were analyzed here with a sample of 219 participants with intellectual disabilities. The factor analytic methods employed revealed two factors (Self-Worth and Self-Criticism) and more specific problems with RSES Items 5 and 8. Overall, this scale showed only moderate temporal and moderate internal reliability and poor aspects of criterion validity. Results are discussed with reference to either developing a new measure of self-esteem or redesigning and simplifying the RSES in order to increase its initial face validity in intellectual disability samples.

Factor Analysis of the Stern Activities Index

1965 ◽  
Vol 16 (3_suppl) ◽  
pp. 1223-1224
Author(s):  
Leroy A. Stone
Keyword(s):  
Factor Analysis ◽  
State University ◽  
Analysis Method ◽  
Factor Analyses ◽  
Common Variance ◽  
Male And Female ◽  
Factor Analytic ◽  
Objective Factor ◽  
Separate Factor ◽  
Kansas State University

To provide published objective factor analytic information on the Activities Index (AI), data from 1568 freshmen at Kansas State University were used in two separate factor analyses (male and female). These analyses were based on the powered vector factor analysis method. Nine orthogonal factors emerged for male and 8 orthogonal for female Ss. Fairly large amounts of total common variance were accounted for by both analyses (63.5% for males and 56.9% for females). About half of Stern's factors (1963) reappeared in this study.

Factor Analytic Support for Psychosocial and Vocational Mentoring Functions

1985 ◽  
Vol 57 (2) ◽  
pp. 627-630 ◽  
Author(s):  
Melanie R. Schockett ◽  
Marilyn Haring-Hidore
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Principal Axis ◽  
Prior Work ◽  
Oblique Rotation ◽  
Factor Analytic ◽  
Mentoring Functions ◽  
Two Factors ◽  
Principal Axis Factor Analysis ◽  
Principal Axis Factor

Eight 50-word vignettes which portrayed either psychosocial or vocational mentoring functions were presented to 144 college students who rated the desirability of each function on a scale of 1 to 7. A principal axis factor analysis with oblique rotation yielded two factors, one on which the psychosocial functions loaded more heavily (and which accounted for 33.4% of the variance) and one on which the vocational functions loaded more heavily (and which accounted for an additional 5.9% of the variance). The results may help researchers formulate different questions about mentoring than the basic questions which have guided prior work.

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