Validation of the Five-Factor Self-Concept Questionnaire AF5 in Brazil: Testing Factor Structure and Measurement Invariance Across Language (Brazilian and Spanish), Gender, and Age

Background One of the most widely used instruments to measure depression in childhood and adolescence is Kovacs’s Children’s Depression Inventory (CDI). Even though this particular measure sparked massive interest among researchers, there is no clear consensus about its factorial structure. It has been suggested that inconsistencies in findings can be partly ascribed to the cultural context. The aim of this study was a) to examine and verify the factor structure of CDI in the Czech population and b) to assess gender-related psychometric differences using the mean and covariance structure (MACS) approach and differential item functioning (DIF) analysis. Methods The research sample consisted of 1,515 adolescents (ages 12 to 16 years, 53.7% female) from a non-clinical general population. Based on exploratory factor analysis (EFA) on a random subsample (N = 500), we proposed a model that was subsequently tested on the rest of the sample (N = 1,015) using confirmatory factor analysis (CFA). Following the MACS procedure, we assessed measurement invariance in boys and girls. The between-group comparison was further supplemented by a DIF analysis. Results The proposed hierarchical four-factor model (General Symptoms, Negative Self-Concept, Inefficiency, and Social Anhedonia) with a second-order factor of depression fitted the data reasonably well (χ2 = 1281.355; df = 320; RMSEA = 0.054, CFI = 0.925). Regarding gender differences, we found no substantial signs of measurement invariance using the MACS approach. Boys and girls differed in first-order latent means (girls scored higher on General Symptoms with a standardized mean difference of 0.52 and on Negative Self-Concept with a standardized mean difference of 0.31). DIF analysis identified three items with differential functioning. However, the levels of differential functioning were only marginal (in two items) or marginal/moderate and the presence of DIF does not substantially influence scoring of CDI. Conclusion In the general adolescent population in the Czech Republic, the CDI can be considered a reliable instrument for screening purposes in clinical settings and for use in research practice. Instead of the originally proposed five-factor model, we recommend using the newly established four-factor structure. The measure seems to show only marginal psychometric differences with respect to gender, and overall measurement invariance in boys and girls seems to be a tenable assumption.

Download Full-text

Factor Structure of the Ruminative Response Scale and Measurement Invariance across Gender and Age among Chinese Adolescents

Advances in Applied Sociology ◽

10.4236/aasoci.2019.96016 ◽

2019 ◽

Vol 09 (06) ◽

pp. 193-207

Author(s):

Lijuan Liang ◽

Yung-Hsing Lee

Keyword(s):

Measurement Invariance ◽

Factor Structure ◽

Chinese Adolescents ◽

Response Scale ◽

Gender And Age

Download Full-text

Examining the Factor Structure of the Anxiety Sensitivity Index-3 in a Turkish Sample: The Factor Structure of the Anxiety Sensitivity Index-3

Psychological Reports ◽

10.1177/00332941211040427 ◽

2021 ◽

pp. 003329412110404

Author(s):

Esin Yılmaz Koğar

Keyword(s):

Measurement Invariance ◽

Factor Structure ◽

Anxiety Sensitivity ◽

Convergent Validity ◽

Age Groups ◽

Dominant Factor ◽

General Factor ◽

Sensitivity Index ◽

Gender And Age ◽

Anxiety Sensitivity Index

The purpose of the current study was to investigate the factor structure of the Anxiety Sensitivity Index-3 (ASI-3) in a Turkey sample and to determine measurement invariance of the ASI-3 across gender and age groups. Confirmatory factor analysis was performed on four different models to determine the best fit model for the structure. After the best structure was determined, different models were tested for measurement invariance across gender and age groups. To determine the reliability of the ASI-3, the hierarchical omega coefficient and correlations between the scores obtained from different scales for convergent validity were calculated. It has been determined that the bifactor model is the model that best fits the data, and this model shows invariance across gender and age groups. Besides, evidence regarding the reliability and convergent validity of the ASI-3 was also provided in the study. Current findings show that anxiety sensitivity consists of a general factor (anxiety sensitivity) and three independent specific factors (physical, cognitive, and social concerns). It was concluded that the general factor of anxiety sensitivity constitutes a dominant factor and special factors have a relatively low effect on explaining the structure. Considering the dominance of the general factor, it is recommended to use the ASI-3 total score as a measure of general anxiety sensitivity.

Download Full-text

Evaluating the Factor Structure of “Self-Concept” in Children: A Cautionary Note

Measurement and Evaluation in Guidance ◽

10.1080/00256307.1977.12022729 ◽

1977 ◽

Vol 9 (4) ◽

pp. 172-176 ◽

Cited By ~ 9

Author(s):

Robert J. Drummond ◽

Walter G. McIntire

Keyword(s):

Factor Structure ◽

Self Concept ◽

Cautionary Note

Download Full-text

Validating the Resource-Management Inventory (ReMI)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000557 ◽

2020 ◽

Vol 36 (5) ◽

pp. 777-786 ◽

Cited By ~ 1

Author(s):

Julia Waldeyer ◽

Jens Fleischer ◽

Joachim Wirth ◽

Detlev Leutner

Keyword(s):

Higher Education ◽

Academic Achievement ◽

Resource Management ◽

Measurement Invariance ◽

Factor Structure ◽

Management Strategies ◽

Group Analysis ◽

Management Skills ◽

First Year Students ◽

Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

Download Full-text

Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

European Journal of Psychological Assessment ◽

10.1027/1015-5759.25.1.1 ◽

2009 ◽

Vol 25 (1) ◽

pp. 1-7 ◽

Cited By ~ 12

Author(s):

Jörg-Tobias Kuhn ◽

Heinz Holling

Keyword(s):

Measurement Invariance ◽

Divergent Thinking ◽

Factor Model ◽

Age Groups ◽

Thinking Skills ◽

Specific Model ◽

Confirmatory Factor Analyses ◽

Domain Specific ◽

Gender And Age ◽

Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

Download Full-text