Factorial Invariance of the Occupational Work Ethic Inventory (OWEI)

2004 ◽  
Vol 29 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Paul E. Brauchle ◽  
Md. Shafiqul Azam
Keyword(s):  
Work Ethic ◽  
Factorial Invariance ◽  
Occupational Work

The Development of the Occupational Work Ethic for K-20 Education

2013 ◽  
pp. 214-227
Author(s):  
Gregory C. Petty
Keyword(s):  
Factor Analysis ◽  
Organizational Commitment ◽  
Curriculum Development ◽  
Work Ethic ◽  
Team Building ◽  
Quantitative Measure ◽  
Management Team ◽  
Development Management ◽  
Occupational Work ◽  
Affective Skills

The question of what affective skills are needed for the job or occupation are continually raised by K-20 educators, but little research has focused on a quantitative measure of this seemingly nebulous competency. This chapter focuses specifically on these competencies and how they relate to occupations and more importantly the genesis of these measures. This is a literature- and research-based rendition of the work ethic as it pertains to a person’s occupation and his or her own perception of work ethic. This information can be used for curriculum development, management, team building, or cooperative analysis of the workforce. The factor analysis performed for this study reveals four factors: actively caring, work resilience, organizational commitment, and work resistance.

The German Version of the Satisfaction With Life Scale (SWLS)

2011 ◽  
Vol 27 (2) ◽  
pp. 127-132 ◽  
Author(s):  
Heide Glaesmer ◽  
Gesine Grande ◽  
Elmar Braehler ◽  
Marcus Roth
Keyword(s):  
Convergent Validity ◽  
Satisfaction With Life ◽  
Age Groups ◽  
Population Based ◽  
Factorial Invariance ◽  
Satisfaction With Life Scale ◽  
Small Samples ◽  
Cross Sectional ◽  
Confirmatory Factor Analyses ◽  
Life Scale

The Satisfaction with Life Scale (SWLS) is the most commonly used measure for life satisfaction. Although there are numerous studies confirming factorial validity, most studies on dimensionality are based on small samples. A controversial debate continues on the factorial invariance across different subgroups. The present study aimed to test psychometric properties, factorial structure, factorial invariance across age and gender, and to deliver population-based norms for the German general population from a large cross-sectional sample of 2519 subjects. Confirmatory factor analyses supported that the scale is one-factorial, even though indications of inhomogeneity of the scale have been detected. Both findings show invariance across the seven age groups and both genders. As indicators of the convergent validity, a positive correlation with social support and negative correlation with depressiveness was shown. Population-based norms are provided to support the application in the context of individual diagnostics.

Factorial Invariance of Child Self-Report Across English and Spanish Language Groups in a Hispanic Population Utilizing the PedsQL™ 4.0 Generic Core Scales

2010 ◽  
Vol 26 (3) ◽  
pp. 194-202 ◽  
Author(s):  
Daniel A. Newman ◽  
Christine A. Limbers ◽  
James W. Varni
Keyword(s):  
Health Care Services ◽  
Factor Model ◽  
Five Factor Model ◽  
Well Being ◽  
Factorial Invariance ◽  
Spanish Language ◽  
Self Report ◽  
Hispanic Population ◽  
Language Groups ◽  
Related Quality

The measurement of health-related quality of life (HRQOL) in children has witnessed significant international growth over the past decade in an effort to improve pediatric health and well-being, and to determine the value of health-care services. In order to compare international HRQOL research findings across language groups, it is important to demonstrate factorial invariance, i.e., that the items have an equivalent meaning across the language groups studied. This study examined the factorial invariance of child self-reported HRQOL across English- and Spanish-language groups in a Hispanic population of 2,899 children ages 8–18 utilizing the 23-item PedsQL™ 4.0 Generic Core Scales. Multigroup confirmatory factor analysis (CFA) was performed specifying a five-factor model across language groups. The findings support an equivalent 5-factor structure across English- and Spanish-language groups. Based on these data, it can be concluded that children across the two languages studied interpreted the instrument in a similar manner. The multigroup CFA statistical methods utilized in the present study have important implications for cross-cultural assessment research in children in which different language groups are compared.

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