Confirmatory factor analysis of the Iowa tests of basic skills

Confirmatory factor analysis was used to explore the internal structural validity of the Iowa Tests of Basic Skills (ITBS) using three samples: (a) the third‐grade standardization sample, (b) a fourth‐grade sample reported by Klein (1981), and (c) a new sample of third graders. Results showed that a four‐factor structure provided a better representation of the relations among the 11 subtests than Klein's one‐factor model, a two‐factor model, or the three‐factor model described in the ITBS manual. The four‐factor model was refined using the new sample and was cross‐validated using the other two samples. A hierarchical model with a single, second‐order general achievement factor was also found to fit the data well. Decomposition of subtest variance into common, specific, and error components indicated that little specific variance is associated with several ITBS subtests, raising the question of whether interpretation of individual subtests is warranted.     

Confirmatory factor analysis of achieving the beginning teacher standards inventory

The purpose of this study was to examine the factorial validity and reliability of the Achieving the NASPE Standards Inventory (ANSI) that assesses pre-service physical education teachers' perceptions of achieving the National Association for Sport and Physical Education (NASPE) beginning teacher standards (2003). Four hundred fifty-two pre-service teachers from 15 Physical Education Teacher Education (PETE) programs voluntarily and anonymously completed the inventory. The hypothesized measurement models were analyzed by means of a confirmatory factor analysis. The Goodness-of-fit statistics indicated that the modified 3-factor model with 38 items represented a best fitting model with the data. The scores generated by the total and the 3 subscales of the 38-item ANSI demonstrated a high level of internal consistency.     

Confirmatory factor analysis of the KABC‐II in preschool children

The present study assessed the Kaufman Assessment Battery for Children, Second Edition (KABC‐II) in relation to the synthesized Cattell–Horn–Carroll (CHC) theory of intelligence with a preschool sample. Participants were 200 preschool children between four and five years of age. A confirmatory factor analysis (CFA) was conducted, and different variations of the CHC model were examined to determine which provided the best representation of the proposed underlying CHC constructs tested by the KABC‐II. The models included one similar to Spearman's g, a contemporary two‐stratum model consisting of fluid and crystallized intelligence (Gf‐Gc model), and a synthesized CHC broad factor +g model. The last was the empirically validated theory of interest in this study. Results of the CFA revealed that the broad factor +g CHC model was the best overall design to explain KABC‐II results. © 2009 Wiley Periodicals, Inc.     

Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis

The Physics Metacognition Inventory was developed to measure physics students’ metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students’ metacognition when solving physics problems including knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. The college students’ scores on the inventory were found to be reliable and related to students’ physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity. The goal of this study was to revise the questionnaire and establish its construct validity through a confirmatory factor analysis. In addition, a Rasch analysis was applied to the data to better understand the psychometric properties of the inventory and to further evaluate the construct validity. Results indicated that the final, revised inventory is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving.     

Confirmatory factor analysis of word recognition and process measures in the Colorado Reading Project

Measures of word recognition (REC) and two component skills, phonological coding (PHON) and orthographic coding (ORTH), were subjected to multivariate behavioral genetic analysis. Data were obtained from a sample of identical and fraternal twin pairs wherein at least one member of each pair was reading disabled (RD), and from a sample of twins wherein both members of each pair read in the normal range. Confirmatory factor analysis was used to fit the genetic, common environmental, and specific environmental covariance components for REC, PHON, and ORTH within the RD and normal simples. The resulting heritability estimates for REC, PHON, and ORTH were 0.59, 0.41, and 0.05 in the RD sample, and 0.35, 0.52, and 0.20 in the normal sample. After dropping the nonsignificant common environment parameters from the models, the genetic correlations between REC and PHON and between REC and ORTH were respectively 0.81 and 0.45 in the RD sample, and 0.68 and 0.45 in the normal sample. Differences between the genetic correlations were significant in the RD sample (p<0.005), marginally significant in the normal sample (p<0.10), and highly significant in the combined sample (p<0.001), indicating that genetic influences on individual differences in REC are more strongly related to genetic variance in PHON than in ORTH. These results are consistent with previous demonstrations of substantial genetic covariance between the disabled group's deficits in REC and PHON, but not between REC and ORTH (Olson et al., 1989; Olson and Rack, 1990).     

Confirmatory factor analysis models of factorial invariance: A multifaceted approach

Typical confirmatory factor analysis studies of factorial invariance test parameter (factor loadings, factor variances/covariances, and uniquenesses) invariance across only two groups (e.g., males and females) or, perhaps, across more than two groups reflecting different levels of a single design facet (e.g., age). The present investigation extends this approach by considering invariance across groups from a two‐facet design. Data consist of multiple dimensions of self‐concept collected from eight groups of students (total N = 4,000) representing a 2 (Gender) × 4 (Age) design. The gender‐stereotypic model posits a particular pattern of gender differences in structure that varies with age. Adopting analysis‐of‐variance terminology, the model posits that structural differences will vary as a function of gender but that this gender effect interacts with age. In testing this model, I consider the lack of invariance in different sets of parameters attributable to gender, age, and their interaction.     

Confirmatory tetrad analysis in SAS

Bollen and Ting (1993) proposed confirmatory tetrad analysis (CTA) as a method for testing structural equation models. CTA holds promise as a complementary method to the conventional model testing methodology. It applies to some underidentified models and nonnested models that cannot be tested in the conventional approach, and it is a noniterative estimator that does not have nonconvergence problems. This article illustrates an SAS macro, named CTA‐SAS, that implements the CTA testing methodology. Essential elements of the test and the syntax of the program are discussed, and an example is used to illustrate the application of the program.     

大学生生命价值观量表的编制

目的:探讨大学生生命价值观的结构,编制适合我国转型期的大学生生命价值现量表.方法:采用开放式问卷和访谈形成最初的调查表.然后选取在校大学生708人(男生395人,女生313人)进行探索性因素分析;选取三所高校在校大学生715人(男生398人,女生317人)进行验证性因素分析.结果:探索性因素分析抽取了六个因素,按方差贡献率的大小依次为:拼搏进取、珍爱生命、消极宿命、悲观困惑、狭隘、积极乐观;验证性因素分析表明:x2/df=4.482,RMR=0.065,RMSEA=0.067,NFI=0.89 NNFI=0.90,RFI=0-87,CFI=0.91:信度分析表明总量表的α系数为0.824,各分量表的α系数也均在0.650以上.结论:问卷结构明晰,具有较好的内部一致性信度,可用于我国大学生生命价值观等方面的测量和研究.     

Confirmatory factor analyses of Chinese students' evaluations of university teaching

Chinese University of Hong Kong students (N = 844) selected a “good” and a “poor” teacher, and rated each using a Chinese translation of the Students' Evaluations of Educational Quality (SEEQ) instrument. Multigroup confirmatory factor analysis (CFA) models, based on a 3 × 2 design, were constructed to test the invariance of the SEEQ factor structure across 3 discipline groups (a between‐group comparison of ratings by students in arts, social sciences, and education; in business administration; and in engineering, medicine, and science) and across ratings of good and poor teachers (via within‐subjects comparison). The selected model imposed between‐group invariance constraints on factor loadings, factor correlations, and factor variances across the 3 discipline groups and within‐subjects invariance constraints on factor loadings across ratings of good and poor teachers. The results support the use of SEEQ in this Chinese setting, demonstrating the generality of North American research findings and the usefulness of CFA in this research area.     

Confirmatory factor analysis of the Child Abuse Potential Inventory: results based on a sample of Chinese mothers in Hong Kong

OBJECTIVES: To evaluate whether or not the original six-factor structure of the Child Abuse Potential (CAP) Inventory suggested by [Milner, J.S. (1986). The Child Abuse Potential Inventory: Manual (2nd ed.). DeKalb, IL: Psytec. Inc.] can be confirmed with data from a group of Chinese mothers in Hong Kong. METHOD: Eight hundred and ninety-seven mothers from 13 child care centers in Hong Kong successfully completed a set of structured questionnaires consisting, among others, of the 77-item Abuse Scale of the CAP Inventory. A confirmatory factor analysis (CFA) was performed to determine whether the data fits the factorial structure of the CAP Inventory identified by Milner (1986). RESULTS: The root mean square error of approximation (RMSEA) of the model epsilona) is 0.031, indicating a close fit of the model in relation to the degrees of freedom. On testing the close fit against the null hypothesis that Ho: epsilona相似文献   

Applying Multigroup Confirmatory Factor Models for Continuous Outcomes to Likert Scale Data Complicates Meaningful Group Comparisons

Treating Likert rating scale data as continuous outcomes in confirmatory factor analysis violates the assumption of multivariate normality. Given certain requirements pertaining to the number of categories, skewness, size of the factor loadings, and so forth, it seems nevertheless possible to recover true parameter values if the data stem from a single homogeneous population. It is shown that, in a multigroup context, an analysis of Likert data under the assumption of multivariate normality may distort the factor structure differently across groups. In that case, investigations of measurement invariance (MI), which are necessary for meaningful group comparisons, are problematic. Analyzing subscale scores computed from Likert items does not seem to solve the problem.     

Using the Trauma Symptom Checklist for Children-Short form (TSCC-SF) on abused children in South Africa: Confirmatory factor analysis and Rasch models

BackgroundWhile assessment measures of trauma-related symptoms in children exist, few of them are at once brief, self-reports, normed, comprehensive (i.e., cover both general and trauma-specific symptoms), and thus suitable for poorly resourced clinical contexts.ObjectiveThis study validated the short form of the Trauma Symptom Checklist for Children (TSCC-SF) in a sample of children and adolescents.Participants and settingsParticipants were school-age children and adolescents (N = 270; M_age = 12.55 yrs., SD = 1.19; 67% = Female) exposed to different types of abuse (i.e., sexual, physical, emotional and neglect) receiving counselling at a non-governmental organisation.MethodsThe TSCC-SF’s factor structure and Differential Item Functioning (DIF) across sexes were examined using confirmatory factor analysis and Rasch analysis.ResultsResults revealed a satisfactory construct validity of the scale, while internal consistency was also adequate. No DIF was found across the sexes.ConclusionsThe TSCC-SF appears to be a viable option for use with children exposed to different types of abuse, particularly in low resource clinical contexts.     

面向未来的价值观教育课程体系设计与实践——澳大利亚价值观教育课程述论

澳大利亚以"关心和同情、竭尽全力、平等、自由、诚信、正直、尊重、责任感、理解和宽容"九种价值观为核心,从个人、民族和国家三个层面设定价值观教育课程目标,开发课程内容。形成"建立学校价值观""促进学生幸福感"和"跨文化与全球背景下的价值观教育"三大模块嵌套价值观的课程结构,实现学科的横向整合和学段的纵向衔接。课程实施注重整体规划,围绕学生主体,从环境营造、情境创设、课程整合等方面培育学生价值观。课程评价采用量化与质性分析相互验证的方式,评估结果能有效指导课程改进。澳大利亚价值观教育课程成效明显,对我国价值观教育的资源支持、体验激发和家校合作等有一定的启示。     

The vicissitudes of measurement: a confirmatory factor analysis of the Emotional Autonomy Scale

This study examined the factor structure of the Emotional Autonomy Scale (EAS) as proposed by Steinberg and Silverberg. Participants were from three independent samples of adolescents in grades 6 (n = 1,842), 8 (n = 1,769), and 10 (n = 1,232), with each sample consisting of three ethnic groups: African American, European American, and Mexican American. None of the confirmatory factor analyses for these samples supported the factor structure proposed by Steinberg and Silverberg. From the three models tested, the EAS is best described by the four originally proposed factors, combined with two method factors, one consisting of the positively worded scale items and one consisting of the negatively worded scale items. Results show that the EAS exhibits poor construct validity and behaves quite differently for the different grade and ethnic groups. The strong impact of method variance on the factor structure is discussed. Although various alternative solutions to the psychometric problems in the EAS are proposed, the most credible solution may be to reexamine the conceptual foundations of emotional autonomy and develop better measures of those concepts for adolescents.     

A Confirmatory Factor Analysis of the Wong and Law Emotional Intelligence Scale in a Sample of International College Students

There is the need for a reliable and valid measure to facilitate emotional intelligence (EI) research on international college students (ICSs). The present study examined the factorial invariance of the Wong and Law Emotional Intelligence Scale (WLEIS), a trait EI measure, in a sample of 628 ICSs. A web-based survey was developed to facilitate data collection across the country. Results of a confirmatory factor analysis support the factorial invariance of the WLEIS in ICSs. Reliabilities and scale correlations further supported the psychometric properties of the measure for international students. Additional findings indicate possible country-of-origin difference on trait EI among different national groups. An erratum to this article can be found at     

Aspired Convergence,Cherished Diversity: Dealing with the contradictions of Bologna

This article addresses the inherent tension in the Bologna process between the aim of convergence and the will to maintain the diversity of national higher education (HE) systems, as well as the decentralised and autonomous nature of national policy formulation on Bologna reforms. Starting from an analytical discussion of the concepts of convergence versus diversity in the Bologna documents, it assesses empirically the degree of convergence achieved so far between the HE systems of Germany, the Netherlands, France, and England. The result is that convergence in several dimensions was only modest between 1998 and 2004. The article concludes by reflecting upon this finding and discusses the implications. The policy proposals put forward are (1) to acknowledge and stress the merits of the Bologna process other than convergence, (2) to engage in a second round of reforms more clearly targeted at convergence, and (3) to address mobility and recognition issues independent from convergence of degree structures.

     

Aspired Convergence,Cherished Diversity: Dealing with the contradictions of Bologna

This article addresses the inherent tension in the Bologna process between the aim of convergence and the will to maintain the diversity of national higher education (HE) systems, as well as the decentralised and autonomous nature of national policy formulation on Bologna reforms. Starting from an analytical discussion of the concepts of convergence versus diversity in the Bologna documents, it assesses empirically the degree of convergence achieved so far between the HE systems of Germany, the Netherlands, France, and England. The result is that convergence in several dimensions was only modest between 1998 and 2004. The article concludes by reflecting upon this finding and discusses the implications. The policy proposals put forward are (1) to acknowledge and stress the merits of the Bologna process other than convergence, (2) to engage in a second round of reforms more clearly targeted at convergence, and (3) to address mobility and recognition issues independent from convergence of degree structures.     

Item analysis of the Wechsler Intelligence Scale for Children-Revised

Indices of item diffculty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children - Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Item validities were estimated by computing the biserial correlation between dichotomized item responses and the total weight score. Kendall's tau was computed for each item. The item difficulties for each subtest except Information and Vocabulary are roughly in the same rank order as those obtained by the stadardization group. Evidence from the study indicates that the increase in the number of items on the WISC-R helped to increase its internal Validity. Analysis of the data ragarding the internal consistency of the test indicates that the majority of the items operate as significant discriminators. Changes in the order of that administration and /or revision of the record form would not seem warranted on the basis of the present study.