scholarly journals Development and Confirmatory Factor Analysis of the Organisational Communication in Primary Schools Questionnaire

2020 ◽  
Vol 10 (12) ◽  
pp. 372
Author(s):  
John De Nobile
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
School Leadership ◽  
Primary Schools ◽  
Questionnaire Development ◽  
Underlying Structure ◽  
School Communication ◽  
Organisational Communication ◽  
Staff Members ◽  
Confirmatory Factor

This article describes the development and subsequent testing of scales representing functions and features of school communication among staff in Australian primary schools using the Organisational Communication in Primary Schools Questionnaire (OCPSQ). The OCPSQ was developed to measure aspects of communication occurring vertically between school leadership and staff members and horizontally among staff members. Elements of classical, human relations, and cultural theories were used to guide questionnaire development. Items were developed to represent theorised communication constructs derived from previous literature. Exploratory factor analysis was used to identify the underlying structure of aspects of communication. Confirmatory factor analysis was employed as a validation of the OCPSQ and its constructs. An interpretable ten-factor solution, representing salient functions and features of organisational communication, was established. Scales generated by the OCPSQ were found to have high reliabilities. The scales represented supportive, directive, cultural, and democratic functions, as well as features of communication relating to openness and load.

Confirmatory Factor Analysis of the Sternberg Triarchic Abilities Test in Three International Samples

2001 ◽  
Vol 17 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Robert J. Sternberg ◽  
J.L. Castejón ◽  
M.D. Prieto ◽  
Jarkko Hautamäki ◽  
Elena L. Grigorenko
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Theoretical Models ◽  
The United States ◽  
Underlying Structure ◽  
School Students ◽  
Theory Of Intelligence ◽  
Confirmatory Factor ◽  
Order Factor

Summary: In the current study we compare different theoretical models of the underlying structure of the STAT (Sternberg Triarchic Abilities Test), Level-H, by using the techniques of confirmatory factor analysis on a combined sample of 3278 school students from the United States, Finland, and Spain. The results of the comparison of a number of models - using the strategy of hierarchical confirmatory factor analysis (HCFA) and comparing nested and alternative models, specified under different assumed theories relative to a unidimensional concept of general intelligence, a traditional factorial concept, and a triarchic model - illustrate that the second-order factor model based on the triarchic theory of intelligence achieves the best (albeit far from perfect) fit to the empirical data.

scholarly journals School Heads’ Practices Defined

2020 ◽  
Vol 10 (5) ◽  
pp. 187
Author(s):  
Innocent Kwame Bedi ◽  
Hasso Kukemelk
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
School Leadership ◽  
Empirical Research ◽  
Statistical Tools ◽  
Logistics Regression ◽  
Factors Influencing ◽  
Confirmatory Factor ◽  
School Heads

This study is part of a project investigating school heads’ practices and factors influencing them. The dearth of empirical research on school heads’ practices, their perceived stressfulness and how enjoyable practices performed are necessitated this study. School heads’ practices were examined using a convenient sample of senior high school heads and assistants in Ghana with appropriate statistical tools (exploratory factor analysis, confirmatory factor analysis and multinomial logistics regression). The findings revealed 22 activities that defined school heads’ practices. Regarding those activities, ‘organising information sessions with parents’ and ‘cooperating with organisations’ were least performed while activities related to counselling and administration, which were perceived as stressful, were performed equally. In total, practices perceived as stressful and enjoyable were performed more, while practices enjoyed significantly influenced the performance of practices in general. In practice, the knowledge of stressful and enjoyable practices guarantees the initiation of a suitable coping strategy than being ignorant, thereby improving school leadership and the health of school heads.

Examining Situational Interest in Physical Education: A New Inventory

2021 ◽  
pp. 1-8
Author(s):  
Hongying Wang ◽  
Bo Shen ◽  
Jin Bo
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Confirmatory Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Situational Interest ◽  
Underlying Structure ◽  
Learning Content ◽  
Confirmatory Factor ◽  
Theoretical Mechanism ◽  
Instruction And Learning

Purpose: With the belief that situational interest (SI) can be characterized as being triggered and maintained, the authors conducted this study to identify the underlying structure of SI and to develop a new measurement in physical education. Method: There were 558 students from two urban high schools in Shanghai, China, who served as participants. The authors developed the Situational Interest Inventory-Physical Education through three systematic stages. Both exploratory factor analysis and confirmatory factor analysis were conducted. Results: An exploratory factor analysis provided preliminary support, with a model comprising three components: triggered SI, maintained SI feeling, and maintained SI value. The three-component model was further corroborated through a confirmatory factor analysis. Its predictive validity was supported with significant correlations to in-class engagement. Conclusion: The findings lend initial evidence to the theoretical mechanism of interest development. Clarifying how SI is related to the mode of teachers’ instruction and learning content may help design effective motivational strategies and nurture long-term individual interest.

scholarly journals Observation instrument for student social attitude in primary schools: Validity and reliability

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Ari Setiawan ◽  
Widowati Pusporini ◽  
Hanandyo Dardjito
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Construct Validity ◽  
Content Validity ◽  
Primary Schools ◽  
Rating Scale ◽  
Social Attitudes ◽  
Scale Model ◽  
Confirmatory Factor ◽  
Observation Instruments

This study aims to 1) identify the content validity of observations of students' social attitudes, 2) identify the construct validity of the observation instruments of students 'social attitudes, and 3) identify the reliability of observations of students' social attitudes. The subjects of this study were grades IV, and V of elementary school students in Yogyakarta province selected using cluster random sampling. Observation guidelines were used to collect the data using a summative rating scale model. The content validity was analyzed by applying Aiken assisted by Microsoft Excel, the construct validity by using second-order Confirmatory Factor Analysis assisted by Lisrel, and the reliability by using the Omega reliability approach. The results indicated that all items were valid by which the content validity. The construct validity with the Confirmatory Factor Analysis is high. The reliability values of the observation instruments were reliable. 

scholarly journals Measuring a Multifaceted Concept: A high Order Confirmatory Factor Analysis Towards Internal Marketing

2021 ◽  
Vol 16 (3) ◽  
pp. 228-245
Author(s):  
Zia Khalid ◽  
Noor Ul Hadi
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Internal Marketing ◽  
High Order ◽  
Underlying Structure ◽  
Measurement Scales ◽  
Five Dimensions ◽  
Informational Justice ◽  
Confirmatory Factor ◽  
Third Dimension

Abstract Multi-dimensionality of internal marketing (IM) concept continuously poses a challenge for researchers because a number of measurement approaches have been used for more than a quarter of a century since its maiden empirical inception. These multiple operationalizations have augmented confusion and decision-makers are not sure which one to rely on for optimal results. Additionally, due to its evolutionary nature, research has not kept up with the pace to substantiate this evolution empirically, leaving a void for researchers to proceed for a quantitative investigation to extend its boundaries. The present research takes up this challenge and provides an empirical evidence to prove its progression. As IM is multi-faceted in nature, this research chips in two brand new dimensions, informational justice and developmental opportunities, to the IM mix, while a third dimension that has only once been studied in connection with an IM work, is also enfolded. To this end, a top-down high order confirmatory factor analysis was done to identify the underlying structure of IM dimensions. Findings of the study revealed that the hypothesized five dimensions of IM are confirmed dimensions of IM concept. This empirical stamp will embolden researchers to devise measurement scales preferably sensitive to its growing character, and capitalize on its prowess to adapt to the novelties and peculiarities of a specific industry. Moreover, this study will help in making it a more reliable tool for managers to negotiate new constraints imposed by Covid in a post-Covid world.

scholarly journals The construct validity and reliability of the lesson plan assessment instrument in primary schools

2020 ◽  
Vol 8 (2) ◽  
pp. 126-134
Author(s):  
Lian Gafar Otaya ◽  
Badrun Kartowagiran ◽  
Heri Retnawati
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Construct Validity ◽  
Primary Schools ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Validity And Reliability ◽  
Education Students ◽  
Analysis Technique ◽  
Confirmatory Factor

This study aims to prove the construct validity of the lesson plan assessment instrument in primary schools. In addition, the purpose of this study is to estimate the reliability of lesson plan instruments in primary schools. This research uses a descriptive quantitative approach that is carried out on professional teacher education students at Universitas Negeri Gorontalo, Universitas Negeri Yogyakarta and Universitas Islam Negeri Makassar. The subjects of this study were 516 randomly selected students. Data collection is done through documentation of the results of assessments from the field supervisor of each student. The data analysis technique used is confirmatory factor analysis and composites score reliability. The results showed that the lesson plan assessment instrument was measured by 25 items spread over 4 indicators. All items in the lesson plan assessment instrument indicators are construct valid after being tested through confirmatory factor analysis. In addition, the lesson plan assessment instrument in this study was reliable and had a fairly high construct reliability coefficient of 0.92.

An Assessment of the Construct Distinctiveness of Stress Arousal and Burnout

2006 ◽  
Vol 99 (2) ◽  
pp. 396-406 ◽  
Author(s):  
Kenneth J. Smith ◽  
Jeanette A. Davy ◽  
George S. Everly
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Latent Variables ◽  
Discriminant Validity ◽  
Factor Model ◽  
Strong Support ◽  
Maslach Burnout Inventory ◽  
Significant Loss ◽  
Staff Members ◽  
Confirmatory Factor

This study examined the construct and discriminant validity of stress arousal and burnout as measured on the Stress Arousal Scale and the multidimensional role-specific version of the Maslach Burnout Inventory, respectively. The analyses utilized data from 148 individuals randomly selected from a database of 563 respondents to a larger study. The sample responded to a survey sent to members of the American Institute of Certified Public Accountants (AICPA). Sample size used in this study fell within Loehlin's 1992 prescription that for confirmatory factor analysis with two to four factors, a minimum of 100 to 200 cases should be collected. Forty-six respondents indicated that they were partners, principals, or sole practitioners in accounting firms, and 103 indicated that they were staff members (juniors, seniors, or managers). Latent variables were first constructed for the stress arousal and burnout factors. Confirmatory factor analysis was then conducted on the scale data to assess whether the factors would load on their respective underlying theoretical constructs. Finally, a nested model constraining stress arousal and burnout to load on one underlying construct was tested against the hypothesized two-factor model. The results indicated good model fit for the two-factor model and a significant loss of fit for the one-factor model, thus providing strong support for the conceptualization of stress arousal and burnout as distinct constructs.

Evidence-based subtypes in functional dyspepsia with confirmatory factor analysis: Psychosocial and physiopathological correlates

2001 ◽  
Vol 120 (5) ◽  
pp. A51-A52 ◽  
Author(s):  
B FISCHLER ◽  
J VANDENBERGHE ◽  
P PERSOONS ◽  
V GUCHT ◽  
D BROEKAERT ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Functional Dyspepsia ◽  
Evidence Based ◽  
Confirmatory Factor

The French Version of the Revised Child Anxiety and Depression Scale (RCADS) in a Nonclinical Sample

2015 ◽  
Vol 74 (3) ◽  
pp. 119-127 ◽  
Author(s):  
Martine Bouvard ◽  
Anne Denis ◽  
Jean-Luc Roulin
Keyword(s):  
Factor Analysis ◽  
Anxiety Disorder ◽  
Confirmatory Factor Analysis ◽  
Generalized Anxiety Disorder ◽  
Child Anxiety ◽  
Depression Scale ◽  
Anxiety And Depression ◽  
Generalized Anxiety ◽  
French Version ◽  
Confirmatory Factor

This article investigates the psychometric properties of the Revised Child Anxiety and Depression Scale (RCADS). A group of 704 adolescents completed the questionnaires in their classrooms. This study examines potential confirmatory factor analysis factor models of the RCADS as well as the relationships between the RCADS and the Screen for Child Anxiety Related Emotional Disorders-Revised (SCARED-R). A subsample of 595 adolescents also completed an anxiety questionnaire (Fear Survey Schedule for Children-Revised, FSSC-R) and a depression questionnaire (Center for Epidemiological Studies Depression Scale, CES-D). Confirmatory factor analysis of the RCADS suggests that the 6-factor model reasonably fits the data. All subscales were positively intercorrelated, with rs varying between .48 (generalized anxiety disorder-major depression disorder) and .65 (generalized anxiety disorder-social phobia/obsessive-compulsive disorder). The RCADS total score and all the RCADS scales were found to have good internal consistency (> .70). The correlations between the RCADS subscales and their SCARED-R counterparts are generally substantial. Convergent validity was found with the FSSC-R and the CES-D. The study included normal adolescents aged 10 to 19. Therefore, the findings cannot be extended to children under 10, nor to a clinical population. Altogether, the French version of the RCADS showed reasonable psychometric properties.

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