Confirming the Structural Validity of the My Class Inventory - Short form Revised

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Mariani Melissa ◽  
Villares Elizabeth ◽  
Christopher A. Sink ◽  
Colvin Kimberly ◽  
Summer Perhay Kuba
Keyword(s):  
Factor Analysis ◽  
Elementary School ◽  
Confirmatory Factor Analysis ◽  
Elementary School Students ◽  
Classroom Climate ◽  
Factor Model ◽  
Short Form ◽  
Valid Measure ◽  
School Students ◽  
Confirmatory Factor

Researchers analyzed data collected from elementary school students (N = 893) to further establish the psychometric soundness of the My Class Inventory - Short Form Revised (MCI-SFR). A confirmatory factor analysis was conducted resulting in a good fit for a four-factor model, which corresponds to the instrument's four scales (Cohesion, Competitiveness, Friction, Satisfaction). Findings confirm the MCI-SFR as both a reliable and valid measure for assessing students’ perceptions of their classroom climate.

scholarly journals The Development and Psychometric Properties of an Education Well-Being Scale among Elementary School Students

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 1045
Author(s):  
Po Lin Chen
Keyword(s):  
Factor Analysis ◽  
Elementary School ◽  
Confirmatory Factor Analysis ◽  
Elementary School Students ◽  
Well Being ◽  
Reliability Estimation ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor

The purpose of this study is to develop a tool that can measure the educational well-being of elementary school students and to analyze the fit of the developed instrument. The measurement tool was based on four levels which include: (1) parents’ support, (2) teachers’ care, (3) students’ care in school, and (4) peer cooperation. It also had eight facets which include: (1) basic need, (2) family companionship, (3) happy learning, (4) teacher-student interaction, (5) safety protection, (6) school rules, (7) peer learning, and (8) peer interaction. The participants of this study were grades 5 and 6 students in Taiwan. Pre-testing with 197 grade 6 students was done to assess the validity and reliability of the developed scale. For the formal study, a total of 960 grade 6 students and 834 grades 5 and 6 students were recruited to join. The data collected underwent item analysis, reliability estimation, and confirmatory factor analysis. The results of the analyses were as follows: (1) the confirmatory factor analysis supported the four latent factors of the educational well-being scale; (2) the Cronbach’s alpha ranged from 0.73 to 0.89 for the elementary school students; (3) the cross-validation analysis with split-half samples implies that the study had a well-constructed stability model and that the scale had construct validity; and (4) the average scores of grade 5 students on the 8 facets and their overall score on educational well-being were all significantly higher than that of grade 6 students. Finally, several suggestions were proposed for future studies based on the results obtained.

Exploratory and Confirmatory Factor Analysis of a Short-Form of the EMBU among Chinese Adolescents

2012 ◽  
Vol 110 (1) ◽  
pp. 263-275 ◽  
Author(s):  
Zhongquan Li ◽  
Li Wang ◽  
Lisong Zhang
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Short Form ◽  
Chinese Adolescents ◽  
Total Variance ◽  
School Students ◽  
Confirmatory Factor ◽  
Three Factor

The present study used a sample of Chinese adolescents and validated a short-form of the Egna Minnen Beträffande Uppfostran: One's Memories of Upbringing (s-EMBU) assessing perceived parental rearing styles. A Chinese revision of the s-EMBU by the authors was administered to a total of 779 high school students, ages 11 to 19 years. Exploratory factor analysis with half of the sample yielded a three-factor solution of Rejection, Emotional Warmth, and Overprotection, accounting for 47.1% of the total variance on the father form and 48.8% of the total variance on the mother form. Then, confirmatory factor analysis indicated a good fit of the three-factor model to the data in the other half of the sample. The three subscales consisted of 6, 6, and 7 items, respectively. Scores on these subscales had Cronbach alphas ranging from .71 to .81, indicating adequate internal consistency. These psychometric properties suggest its applicability for research with Chinese adolescents.

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 Translation and Adaptation of the Posttraumatic Growth Inventory-Short Form into Persian

2020 ◽  
Vol 13 (1) ◽  
pp. 326-332
Author(s):  
Hadis Amiri ◽  
Maysam Rezapour ◽  
Mahmoud Nekoei-Moghadam ◽  
Nouzar Nakhaee
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Posttraumatic Growth ◽  
Factor Model ◽  
Short Form ◽  
Five Factor Model ◽  
Internal Reliability ◽  
Persian Version ◽  
Confirmatory Factor ◽  
Posttraumatic Growth Inventory

Purpose: Traumatic events and psychological damage are common, and the assessment of the growth in survivors of these events is critical. This study evaluated the psychometric properties of the Persian Posttraumatic Growth Inventory-Short Form (PTGI-SF). Methods: This study was conducted in five phases: (1) forward and backward translation of the questionnaire based on the WHO protocol, (2) confirmatory factor analysis to assess construct validity with 563 participations (288 women and 275 men), aged 19-84 years (mean: 33.36 years), (3) Cronbach's alpha for internal consistency, (4) correlations with the Persian version of the Duke University Religion Index (DUREL) for assessing criterion-related validity, and (5) measurement of invariance across genders. Results: Confirmatory factor analysis supported the five-factor model consisting of relating to others, new possibilities, personal strength, spiritual change, and appreciation of life. All the dimensions of the PTGI-SF were moderately associated with the Persian version of the DUREL. The internal reliability of the subscales and full scale of the PTGI-SF were acceptable to satisfactory, and the configural, metric, and scalar invariance was found across genders. Conclusion: The Persian version of PTGI-SF is an acceptable, valid, and reliable tool for measuring posttraumatic growth in Iran.

scholarly journals Psychometric Properties of the Difficulties in Emotion Regulation Scale Brief Form (Ders-16): in Group of Iranian Adolescents

2021 ◽  
Author(s):  
Vahid Fallahi ◽  
Mohammad Narimani ◽  
Akbar Atadokht
Keyword(s):  
Factor Analysis ◽  
Emotion Regulation ◽  
Confirmatory Factor Analysis ◽  
Psychometric Properties ◽  
Short Form ◽  
School Students ◽  
Good Reliability ◽  
Statistical Population ◽  
Confirmatory Factor ◽  
Adolescents And Adults

Introduction: Given the importance of the scale of difficulty in emotion regulation, in measuring the ability to regulate emotion in adolescents and adults, which is widely used in research and clinical settings, the purpose of this study was to investigate the psychometric properties of short form of difficulty in emotion regulation (DERS-16) in group of Iranian adolescents. Methods: The method of  the present study was a survey in which the statistical population consisted of all 16 to 18 years old male secondary school students in Ardabil City in the 2019-2020 academic year (N = 21756). Among which 409 individuals were selected by cluster random sampling and individually responded to the DERS-16 & NEO-FF-R. To analyze the data internal consistency coefficient, divergent validity and exploratory and confirmatory factor analysis were used. Data were analyzed using SPSS version 16  and LISREL 8.8 software. Results: The results of internal coefficient showed that this scale had a good reliability. Fit indices of confirmatory factor analysis also showed appropriate scale validity (CFI = 0.99, RFI = 0.98, NNFI = 0.99, and RMSEA = 0.048). Conclusion: Findings indicate that the Persian version of this scale is a good tool for measuring the difficulty in regulating emotion and can be used to assess the difficulty in regulating emotion in adolescents and adults.

Confirmatory Factor Analysis of the Frost et al Multidimensional Perfectionism Scale-24 (F-MPS 24)

2017 ◽  
Vol 41 (S1) ◽  
pp. s793-s794
Author(s):  
M.J. Soares ◽  
J. Azevedo ◽  
A.T. Pereira ◽  
A.I. Araújo ◽  
J. Castro ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
University Students ◽  
Internal Consistency ◽  
Factor Model ◽  
Short Form ◽  
Correlated Errors ◽  
Confirmatory Factor ◽  
Good Internal Consistency ◽  
Six Dimensions

IntroductionThe F-Multidimensional Perfectionism Scale is a widely used instrument to assess perfectionism trait. The original scale comprises 35-items that measure the six dimensions of Frost et al (1990) conceptualization of perfectionism: personal standards (PS), concern over mistakes (CM), doubts about actions (DA), parental criticism (PC), Parental expectations (PE) and Organization (O).ObjectiveTo examine the factor structure of the 24-items short form of the F-MPS using confirmatory factor analysis (CFA), in a sample of Portuguese university students.MethodsThe sample comprises 344 university students (68.4% females), with an average age of 20.69 years (SD = 1.59; range = 17–24). They completed a version of F-MPS with 24 items that results from the selection of the four items with highest loadings in the respective six dimensions of the original Portuguese version (Amaral et al., 2013).ResultsAfter correlated errors, we obtained a good fit for the FMPS with six factors (X2/df = 2.125; CFI = .936; GFI = .891, RMSEA = .057; P[rmsea≤ .05] = .043). The 24-item F-MPS short form revealed good internal consistency (α = .825). The six dimensions showed acceptable or good internal consistency, as revealed by Cronbach's alpha (α: PS = .80; CM = .76; DA = .82; PC = .84; PE = .89, O = .85).ConclusionsThe F-MPS 24 items short form CFA confirmed the six factor model as a reliable and valid measure to assess multidimensional perfectionism in Portuguese university students.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals The Development of Relational Reasoning in South Korean Elementary and Middle-School Students: A Cross-Sectional Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Soo Eun Chae ◽  
Patricia A. Alexander
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Higher Order ◽  
Relational Reasoning ◽  
School Students ◽  
Cross Sectional ◽  
Tenth Graders ◽  
Confirmatory Factor ◽  
Non Parametric

Relational reasoning is a higher-order executive function that involves the ability to perceive meaningful patterns within a body of seemingly unrelated information. In this study, the ability of 749 fourth (Mage = 10), sixth (Mage = 12), eighth (Mage = 14), and tenth graders (Mage = 16) to identify meaningful relational patterns was investigated. This general cognitive ability was assessed by means of the Test of Relational Reasoning-Junior (TORRjr), a 32-item measure organized into four 8-item scales that assess analogical, anomalous, antinomous, and antithetical reasoning. Students’ performance on the TORRjr was analyzed using confirmatory factor analysis, measurement invariance test, and non-parametric median-based analyses. The confirmatory factor analysis supported that the higher-order factor model was the best fit for the TORRjr data for the Korean students. The measurement was determined to be invariant by gender but variant across grade levels. The non-parametric analysis resulted in an asymptotic (a constant increasing up to grade 6 and then a level off witnessed from grades 8 to 10) development pattern in overall relational reasoning across the grades. In comparison to analogy and anomaly, antinomy and antithesis scores were more fully developed by grade 8 and that level of performance was maintained at grade 10. The TORRjr appeared to be a viable measure for the Korean samples up to approximately 15 years of age. The significance of these findings for research and instructional practice are discussed.

scholarly journals A construct validation and extension of the adolescent attachment questionnaire (AAQ)

2020 ◽  
Vol 37 (12) ◽  
pp. 3070-3082
Author(s):  
Kalum S. Bodfield ◽  
David W. Putwain ◽  
Philip Carey ◽  
Avril Rowley
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Construct Validation ◽  
Cognitive Interviews ◽  
Valid Measure ◽  
Attachment Patterns ◽  
Adolescent Attachment ◽  
Confirmatory Factor ◽  
Three Factor

The adolescent attachment questionnaire (AAQ) is designed to measure adolescent attachment patterns through three components: availability, goal-corrected partnership, and angry-distress. To date there has not been a confirmatory factor analysis conducted to determine the fit of data to this theoretical model on a UK sample. This study aimed to assess the construct validity of the AAQ through cognitive interviews and a confirmatory factor analysis. Participants were adolescents aged between 12 and 16. Results from the cognitive interviews indicated that participants could correctly interpret the items. Confirmatory factor analysis showed a good fit of data to a three-factor model. Therefore, it can be concluded that the AAQ is a valid measure for attachment patterns in adolescents, provided that attachment is approached as a three-factor concept.

scholarly journals PROFESIONALISME GURU SEKOLAH DASAR: KESIAPAN GURU SD PILOTTING MENGIMPLEMENTASIKAN KURIKULUM 2013

2018 ◽  
Author(s):  
zuryanty
Keyword(s):  
Factor Analysis ◽  
Elementary School ◽  
Confirmatory Factor Analysis ◽  
Elementary School Teachers ◽  
Latent Variable ◽  
Partial Correlation ◽  
Factor Model ◽  
School Teachers ◽  
Confirmatory Factor ◽  
Teacher Readiness

This research aims to confirming and measuring a factors model that supposing associated to elementary school teachers readiness in implementing the 2013th curriculum,as indicators of teacher profesionalism These factors are mind set transformation, curriculum concepts comprehension, ability to analizing subjects matter, and teaching design predicted their correlation to elementary school teachers readiness as a latent variable.This is a correlational research. The quantitative data analized by confirmatory factor analysis technique and partial correlation techniques. In the case of a finite population, 19 elementary school teachers are sampled as a total sampling. Confirmatory factor analysis results indicated that only 47 of 53 research questions are confirming for four factor model. Factor 1 explained 29.44%, factor 2 explained 20.32%, factor 3 explained 12.63%, and factor 4 explained 8.43% varians of teacher readiness. Totally 70,82% varians of teacher readiness as a latent variable can be explained by the model. Partial correlation analysis finding that a very significance correlation among four factor and elementary school teachers readiness: factor 1 (RX1Y,234 = 0,997: p<0,00 ), faktor 2 (RX2Y,134 = 0,995: p<0,00), faktor 3 (RX3Y,124 = 0.972: p<0,00), dan faktor 4 (RX4Y,123 = 0.983: p<0,00). This research confirming that four factor model as indicator variables are suitable and very significance correlated to elementary school teachers readiness in implementing the 2013th curriculum.

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