Factor Structure of the WISC-R for Children Identified as Learning Disabled

1981 ◽  
Vol 49 (3) ◽  
pp. 891-895 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Perceptual Organization ◽  
Learning Disabled ◽  
Principal Factor ◽  
Disabled Children ◽  
Factor Solution ◽  
Verbal Comprehension ◽  
Sample Support ◽  
Freedom From Distractibility

The aim of the present investigation was to explore the factor structure of the WISC-R for a sample of children identified as learning disabled. The sample of 140 children were between the ages of 6–2 and 14–8 ( M = 9–7); 96 were males and 44 females. A principal factor analysis yielded a factor solution similar to that reported for the WISC-R standardization sample. Support for the robustness of the Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility factors for this population of learning disabled children resulted.

The Hierarchical Factor Structure of the WISC-R for Learning Disabled Children

1979 ◽  
Vol 2 (4) ◽  
pp. 71-75 ◽  
Author(s):  
John Blaha ◽  
Hubert Vance
Keyword(s):  
Learning Disability ◽  
Factor Structure ◽  
Learning Disabled ◽  
Disabled Children ◽  
Factor Solution ◽  
G Factor ◽  
Verbal Comprehension ◽  
The Difference ◽  
Freedom From Distractibility ◽  
Reading Disabled

A Wherry and Wherry (1969) hierarchical factor solution was performed on the 12 WISC-R subtest intercorrelations for a sample of 85 learning disabled children. A hierarchical ability structure similar to, though not congruent with, Vernon's (1950) paradigm was obtained. The hierarchy included a general (g) factor and three subgeneral factors consisting of an intact spatial-perceptual-mechanical (k:m) factor, a verbal comprehension factor, and a freedom-from-distractibility factor. The factor structure of learning disabled children was somewhat more fractionated and complex than that for normals, but not as complex as the structure of reading disabled children. This suggests that the more severe a learning disability, the greater the difference between the hierarchical factor structure for that group and the factor structure of normals.

Factor Analysis of the WISC—R for Gifted Students: A Replication and Comparison

1985 ◽  
Vol 57 (3) ◽  
pp. 947-951 ◽  
Author(s):  
Brad Chissom ◽  
Gary L. Sapp ◽  
Eve Graham
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Perceptual Organization ◽  
Gifted Students ◽  
Basic Factor ◽  
Gifted Children ◽  
Intelligence Scale ◽  
Verbal Comprehension ◽  
The Third

Prior research examining the factor structure of the Wechsler Intelligence Scale for Children—Revised for gifted children has produced somewhat contradictory results. This study examined the factor structure of the WISC—R for gifted children for comparison with those of previous studies. The basic factor structure of the Verbal Comprehension and the Perceptual Organization factors was reconfirmed for a gifted sample; factors were similar to those in previous studies. However, the third factor appeared to measure somewhat different abilities for this sample. These results further support the validity of the test for use with gifted children.

Factor Analysis of the Stability of Self Scale

1980 ◽  
Vol 47 (3_suppl) ◽  
pp. 1160-1162 ◽  
Author(s):  
Stephen L. Franzoi ◽  
Benjamin J. Reddish
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Principal Components ◽  
Analysis Data ◽  
Factor Solution ◽  
The Stability

The factor structure of Rosenberg's Stability of Self Scale (1965) was investigated via principal components factor analysis. Data from 92 male and 171 female undergraduates yielded a one-factor solution, supporting Rosenberg's contention that the scale is unidimensional.

Measuring the Meaning of Miscarriage: Revision of the Impact of Miscarriage Scale

2014 ◽  
Vol 22 (1) ◽  
pp. 29-45 ◽  
Author(s):  
Carolyn S. Huffman ◽  
Kristen Swanson ◽  
Mary R. Lynn
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Psychometric Properties ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Phenomenological Study ◽  
Original Structure ◽  
Factor Solution ◽  
Confirmatory Factor ◽  
The Impact

Background and Purpose: The purpose of this study was to determine a factor structure for the Impact of Miscarriage Scale (IMS). The 24 items comprising the IMS were originally derived from a phenomenological study of miscarriage in women. Initial psychometric properties were established based on a sample of 188 women (Swanson, 1999a). Method: Data from 341 couples were subjected to confirmatory factor analysis (CFA) and exploratory factor analysis (EFA). Results: CFA did not confirm the original structure. EFA explained 57% of the variance through an 18-item, 4-factor structure: isolation and guilt, loss of baby, devastating event, and adjustment. Except for the Adjustment subscale, Cronbach’s alpha coefficients were ≥.78. Conclusion: Although a 3-factor solution is most defensible, with further refinement and additional items, the 4th factor (adjustment) may warrant retention.

Construct Validity of Ryff's Scale of Psychological Well-Being in Spanish Older Adults

2007 ◽  
Vol 100 (3_suppl) ◽  
pp. 1151-1164 ◽  
Author(s):  
Carme Triadó ◽  
Feliciano Villar ◽  
Carme Solé ◽  
Montserrat Celdrán
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Personal Growth ◽  
Principal Component ◽  
Well Being ◽  
Second Order ◽  
Principal Factor ◽  
Psychological Well Being ◽  
Latent Constructs ◽  
Confirmatory Factor

The purpose of this study was to investigate factorial and content validity of the 9-item per dimension Ryff's Scale of Psychological Well-being in a sample of older Spanish adults. The scale is made up of six subscales: Self-acceptance, Environmental mastery, Positive relations with others, Autonomy, Personal growth, and Purpose in life. After translating the scale, it was administered to 422 retired people ages 65 and older. The internal consistency coefficients of the subscales were modest to low, but similar to the ones reported in previous studies. Although correlation profiles of the subscales replicated previous findings and are consistent with a distinction between two types of well-being (eudaimonic and hedonic), results from a second-order principal factor analysis including alternative well-being measures are rather ambiguous. As for the proposed 6-factor structure of the scale, neither exploratory principal component analysis nor confirmatory factor analysis supported clearly this factor structure, with or without second-order latent constructs.

Factor Structure of the Henderson Environmental Learning Process Scale

1982 ◽  
Vol 50 (3) ◽  
pp. 856-858 ◽  
Author(s):  
A. B. Silverstein ◽  
Linda Brownlee Pearson ◽  
Greg Legutki
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Learning Process ◽  
Community Involvement ◽  
Elementary School Children ◽  
Primary Caregivers ◽  
Role Playing ◽  
Principal Factor ◽  
Environmental Learning ◽  
Process Scale

The Henderson Environmental Learning Process Scale (HELPS) was administered to the primary caregivers of 185 elementary school children enrolled in self-contained classes for the learning handicapped. Scores on four annual administrations of the instrument were aggregated, and the data were subjected to a principal-factor analysis. The resulting six factors—Reinforcement, Community Involvement, Intellectual Guidance, Role Playing, Expectations, and Literacy—did not correspond closely to those found by Henderson, Bergan, and Hunt in a previous study.

Academic Characteristics of Behaviorally Disordered and Learning Disabled Students

1986 ◽  
Vol 11 (3) ◽  
pp. 184-190 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
Academic Performance ◽  
Factor Structure ◽  
Test Performance ◽  
Learning Disabled ◽  
Achievement Test ◽  
Disabled Children ◽  
Disabled Students ◽  
Behaviorally Disordered ◽  
Academic Characteristics

The academic performance of 1.480 behaviorally disordered and learning disabled children attending grades 1-3 was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. In addition, supplementary analyses indicated that the two groups did not differ with respect to factor structure of achievement test performance, nor did they differ with respect to reading/math correlations. Implications with respect to cross-categorical education are discussed.

The Psychobiosocial States (PBS-S) Scale

2019 ◽  
Vol 35 (5) ◽  
pp. 658-665 ◽  
Author(s):  
Montse C. Ruiz ◽  
Claudio Robazza ◽  
Asko Tolvanen ◽  
Juri Hanin
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Structural Equation ◽  
Equation Modeling ◽  
Core State ◽  
Practice Session ◽  
Factor Solution ◽  
Feeling States ◽  
Confirmatory Factor ◽  
Perceived Impact

Abstract. This study examined the factor structure and reliability of the Psychobiosocial States (PBS-S) scale in the assessment of situational performance-related experiences. We administered the scale to 483 Finnish athletes before a practice session to assess the intensity and perceived impact of their performance-related feeling states. The hypothesized two-factor structure indicating functional effects (10 items) and dysfunctional effects (10 items) toward performance was examined via exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA). Regarding the intensity and perceived impact dimensions of reported states, ESEM and CFA showed a good fit for a two-factor solution of a 14-item PBS-S scale (seven functional and seven dysfunctional items). For both intensity and impact ratings, core state functional modalities were bodily, cognitive, and volitional, while core state dysfunctional modalities were volitional, operational, and anxiety. Findings support the use of a 14-item PBS-S scale to measure a range of preperformance states.

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