Evidence Of Factorial Validity Research Articles

Emergence of ethnic-racial socialization for African American and Latinx families: Evidence for factorial validity and measurement invariance across early childhood.

This measurement validity study assesses the Hughes and Chen (1997) Multidimensional Scale of Race Socialization in an early childhood sample to examine when ethnic-racial socialization (ERS) strategies emerge and the degree to which they are employed with young children. We administered the Multidimensional Scale among a sample of 407 African American and Latinx families. Data were collected across four waves (child ages 2.5-7.5 years). Longitudinal, multigroup confirmatory factor analyses were modeled to test (a) factorial validity of the extant measure in a novel group, (b) equivalence of measuring ERS across age, gender, and ethnicity, and (c) latent means across the sample. The two-factor model was validated in this early childhood sample and measured invariantly across all waves and groups. Latent means of cultural socialization and preparation for bias steadily increased across early childhood with noteworthy differences in effect sizes (.58-.75, respectively) between the second and third assessments when the majority of children entered kindergarten. Latent means did not differ for caregivers on account of child gender. African American caregivers reported greater messaging of cultural socialization (ES range: .44-1.55) than Latinx caregivers, and also reported greater preparation for bias than their Latinx peers but only at school entry (ES = .66). This study provides evidence that ERS strategies commonly used with older children emerge very early on in family experiences and supports the notion that the transition to kindergarten marks a notable ecological shift for ethnic minority children. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Measuring mothers' representations of their infants: Psychometric properties of the clinical scales of the working model of the child interview in a low- to moderate-risk sample.

The Working Model of the Child Interview (WMCI) is frequently used to measure parents' representations. Beyond the global categories (balanced, disengaged, distorted), the reliability, factor structure, and validity of all the 15 clinical scales have not previously been studied. The WMCI was administered to 152 Norwegian mothers of infants (mean age=7.3 months) recruited from community well-baby clinics. Interrater reliability was adequate for the global categories and moderate for the clinical scales. Exploratory factor analysis and confirmatory factor analysis yielded three factors with evidence of factorial validity: Factor 1 balanced; factor 2 resentful; factor 3 apprehensive. Factor 1 corresponded with the original category balanced, while factor 2 and factor 3 corresponded with the original category distorted. Concurrent validity was supported as mothers with balanced representation (factor 1) were less stressed and the mother-infant interaction was more positive than that of mothers with resentful representation. Mothers with resentful or apprehensive representations (factor 2 and factor 3) reported more stress. The extracted factors and demographic variables correlated weakly or not at all, confirming discriminant validity. Our findings show that the clinical scales of the WMCI can be used in research with low- to moderate-risk samples.

Perceived Community Support Questionnaire: evidence of factorial validity and internal consistency for the Brazilian context

This work sought to adapt the Perceived Community Support Questionnaire (PCSQ) to the Brazilian context, gathering evidence of its factorial structure and internal consistency. Two studies were performed. The first comprised 119 individuals aged between 21 and 85 years (M = 41.59, SD = 15.33) with incomplete elementary education (52.1%). An exploratory factor analysis was conducted and indicated a three-factor structure, explaining 42.3% of the total variance. The second study comprised 203 participants aged between 19 and 84 years (M = 42.99, SD = 12.70) with higher education (17.2%). The three-factor structure was corroborated by a confirmatory factor analysis (CFI = 0.944, TLI = 0.931, RMSEA = 0.088, 90%CI: 0.072; 0.103), and Cronbach's alpha was adequate. Questionnaire dimensions were named Community Integration, Community Participation, and Community Organizations. Despite the issues involving inverted items, the instrument gathered evidence of factorial validity and internal consistency, showing applicability to further studies.

Self-transcendence achievement goals and well-being

ABSTRACT Improve others’ competence is a missing Self-Transcendence (ST)/selfless goal in achievement goals literature, which has focused on very self-centred/Self-Enhancement (SE) (performance or overcome others) and relatively self-centred (mastery or Self-Improvement; SI) goals. We conceptualised pure ST goal alongside two composite achievement goals: improve both myself and others (composite ST), and overcome both myself and others (composite SE). Results from three studies involving university students (N 1 = 110, N 2 = 93, N 3 = 107) and a fourth study involving pupils in Physical Education (PE) classes (N 4 = 936) yielded evidence of factorial validity for a new SESIST goals measure and generalizability of its factor structure across different groups. Findings implied that SE, SI and ST goal priorities varied in degree of self-centredness according to theorisation, supporting the internal discriminant validity of the SESIST goals measure. In Study 4 evidence of incremental validity for the ST scales was provided. In the consequences model, ST goals accounted for unique variance in autonomous motivation, well-being, preferences for group learning and positive feelings in PE. In the antecedents model empathy but not perceived competence accounted for unique variance in ST goals. Findings imply that non-measurement of ST goals hides their adaptive effects and overestimates the adaptive effects of mastery/SI goal. The results are discussed with regard to the importance of ST goals in research and practice aiming to promote cooperation and well-being in PE, sport and achievement settings.

Leadership Styles and Organisational Structure

Background: In the call for papers to the 18th International Studying Leadership Conference, the organisers present an argument that leadership is place-bound, and ask a very specific question: “Why does leadership style vary from place-to-place?” This article presents a response to the assumption implicit in this question and also answers the following question: “Does leadership style differ from place-to-place?” Theoretical underpinning: The link between leadership styles and organisational structure is implicit, given general systems theory (Von Bertalanffy, 1968). Leadership styles are presented in terms of Pearce, Sims Jr, Cox, Ball, Schnell, Smith and Treviño’s (2003) typology of leadership styles and organisational structure typology, as specified by Mintzberg’s (1992, 2009). Aim: The aim of this article is to present empirical information on the relationship between leadership styles and the organisational structures within which they manifest. This will provide an answer to the question, “Does leadership style differ from place-to-place?” Ultimately, this may contribute to aligning leaders to organisations. Setting: Data was collected from nine medium-to-large sized organisations operating within an urban environment in South Africa. Method: A cross-sectional survey design was used to collect quantitative data on leadership styles. Data on organisational structure was collected by subject matter experts. Analyses of variance were performed to test hypotheses that leadership styles are equal across organisational structures. Results: The measures of leadership styles showed acceptable levels of reliability and evidence of factorial validity. Statistically significant differences between the leadership styles were detected for transformational, transactional, and directive leadership, but not for empowering leadership. Only for directive leadership were these differences practically significant. These results were linked to organisational structure data. Discussion: Although it is not difficult to create hypotheses linking leadership styles with organisational structure, it was difficult to find these differences in the data and to find cases where these hypotheses held across all the organisations. Practical significant differences occurred for directive leadership only. Conclusion: Before asking, “Why does leadership style vary from place-to-place?” this research asked, “Does leadership style differ from place-to-place?” Given this particular sample, and the manner in which place was defined, place does not seem to dictate the leadership style present in a particular environment.

Escala de Autorrelato de Trapaça-Admissão: Evidências de Validade Fatorial e Precisão

El estudio tuvo como fin adaptar al contexto brasileño la Escala de Autoinforme de Trampa- Admisión(EAT-A), reuniendo evidencias de su validez factorial y consistencia interna. Participaron 441 estudiantes (m=16 años, 54.6% del sexo femenino), divididos al azar en dos grupos. Todos respondieron a EAT-A y a preguntas demográficas. El análisis de componentes principales evidenció una estructura bifactorial, cuyos factores presentaron alfas de Cronbach (α) supe-riores a .80 (G1). Esta estructura fue corroborada por medio de análisis factorial confirmatorio (por ejemplo, CFI=.87 y RMSEA=.08). Se concluyó que esta escala se mostró psicométricamente adecuada y reunió evidencias de validez factorial y consistencia interna, y puede utilizarse para mensurar plagio en contexto académico.

Escala de atitudes frente à adoção: construção e validação

Esta pesquisa objetivou elaborar a Escala de Atitudes frente à Adoção (EAFA), reunindo evidências de validade fatorial e consistência interna. Dois estudos foram realizados com a população geral de João Pessoa (PB). No Estudo 1 participaram 206 pessoas, maioria do sexo feminino (60%) e solteira (65%), com média de idade de 32 anos, que responderam a EAFA e perguntas demográficas. Os itens da medida apresentaram uma estrutura trifatorial, cujos alfas de Cronbach foram superiores a 0,70. No Estudo 2 participaram 215 pessoas, maioria do sexo feminino (51,6%) e solteira (48,4%), com média de idade de 33 anos. Por meio da análise fatorial confirmatória, observou-se que a estrutura trifatorial representou a melhor alternativa, cujos alfas de Cronbach foram superiores a 0,70. Conclui-se que esse instrumento reúne evidências de validade fatorial e confiabilidade, podendo medir atitudes frente à adoção na população geral.

Evidence of factorial validity and accuracy of attitudes in mental health scale

Abstract This study gathered evidence of factorial validity and internal consistency of the Attitudes in Mental Health Scale. Two studies were performed. A total of 404 college students, including women (69.6%) with a mean age of 24 years (Standard Deviation = 5.67), participated in Study 1. A total of 396 college students, including females (69.9%) with a mean age of 23 years (Standard Deviation = 5.41), participated in Study 2. In the first study, an exploratory factorial analysis indicated the existence of two factors (biomedical paradigm, α = 0.71; psychosocial paradigm, α = 0.66) with a total of 15 items. In the second study, a confirmatory factorial analysis indicated that the bifactorial model that was proposed for the scale was adequate: χ²/df = 2.41, GFI = 0.93 and RMSEA = 0.06, 90%IC [0.05 - 0.07]. The results concluded that this measure can be adequately applied in studies in the proposed measurement context.

Factorial Validation of an Academic Environment Scale for Undergraduate Education Students in Jos, Nigeria

This study developed and validated an academic environment assessment scale for undergraduate education students in the Faculty of Education of a University in Nigeria. Dearth of reliable academic environment assessment scale and persistent poor performance of students over the years in Research Methods and Statistics courses prompted the study. A sample of 310 students was drawn from a population of 790 final year undergraduate education students in 2013/2014 academic session, using a stratified sampling technique. A 43-item Academic Environment Scale (AES), which sought perceptions of students about their academic environment developed and validated by the researchers, was used for data collection. Data collected were analysed using exploratory factor analysis technique and Cronbach alpha method. The Kaiser’s rule (eigenvalue ≥ 1) and scree plot were adopted in extraction of five factors as underlying structure of the instrument. The factors were labeled respect for students, academic guidance to students, commitment to academic work, relationship with lecturers and freedom of learning, based on the description of items that loaded on them. The index of logical validity of 0.90 and the reliability coefficient of 0.91 was also established for the instrument. It was concluded that factor analysis and reliability results provided clear evidence for factorial validity and reliability of the instrument. It was recommended, based on the findings, that the instrument should be used for exploring students’ perceptions of personal and social academic environment variables and as a valid diagnostic tool for providing guidance and counseling support to students. DOI: 10.5901/mjss.2016.v7n6p205

Evidence of Validity for the Portilho/Banas Teaching Style Questionnaire

AbstractThe use of instruments with evidence of validity in education research brings advances to the production of knowledge. This article reports the stages of a survey of teaching style and the evidence for its validity. One thousand teachers participated in a study of different levels of education. An exploratory factor analysis indicated a structure of four factors in which 55 items had a factorial load greater than .30. The correlation steps made it possible to identify how the four factors are related to each other. As a final result, the questionnaire was composed of 40 items, distributed into groups of 10 items organized by teaching style. Evidence of factorial validity and internal consistency of the items that make up the instrument was seen. Analysis of variance indicated that the scale is sensitive to individual differences in the comparison among the four different teaching styles and the gender and teaching level variables.

Estratégias de Aprendizagem no Ensino Técnico Profissional

Resumo Esta pesquisa teve como foco a adaptação da escala validada de Estratégias de Aprendizagem, voltada ao ensino fundamental, de forma que possibilitasse o levantamento de evidências de validade fatorial para seu emprego no ensino técnico-profissional. Também visou levantar as estratégias de aprendizagem empregadas por esses alunos. Participaram 709 estudantes do ensino técnico-profissional, provenientes de uma instituição privada e outra pública federal. Por meio dos resultados apresentados, foi possível evidenciar a validade do instrumento que confirmou a estrutura de três fatores na análise fatorial exploratória, apontada em estudos anteriores. Os alfas de Cronbach da escala toda (0,74), subescalas Ausência de Estratégias de Aprendizagem (0,77) e Estratégias Cognitivas (0,73) foram considerados aceitáveis com exceção a subescala de Estratégias Metacognitivas (0,57). O estudo também apontou que parte significativa dos estudantes relata recorrer às estratégias de aprendizagem, sobretudo a utilização de estratégias cognitivas. Os dados foram discutidos à luz das implicações psicoeducacionais.

Pedagogical and Social Climate in School Questionnaire

This study evaluated the factorial structure of the Pedagogical and Social Climate in School (PESOC) questionnaire among 307 teachers in Bulgaria. The teacher edition of PESOC consists of 11 scales (i.e., Expectations for Students, Unity Among Teachers, Approach to Students, Basic Assumptions About Students’ Ability to Learn, School–Home Relations, Teacher Cooperation, Teachers’ Professional Development, Teaching Activities, Student Valuation, Principal’s Pedagogical Leadership, and School Management). A confirmatory factor analysis conducted with structural equation modeling supported a bi-dimensional factor model (Students and Teachers; School Leadership and Management). School climate indicators were also significantly and positively correlated. PESOC is an asset to the literature on assessment of school climate with evidence for factorial validity and reliability in an underresearched international context.

Toward a better understanding of narcissistic perfectionism: Evidence of factorial validity, incremental validity, and mediating mechanisms

Narcissistic perfectionism is frequently described in theory, but there are no empirically tested models of this construct. Our study tested a model of narcissistic perfectionism, and differentiated this construct from self-critical perfectionism. Data from two samples of undergraduates, including a 28-day daily diary study, were used to test the factorial validity of narcissistic perfectionism and its unique indirect pathways to aversive social behavior. Results supported the factorial validity of narcissistic perfectionism as distinct from self-critical perfectionism, and each perfectionism construct predicted negative social behaviors through overlapping but distinct forms of perfectionistic discrepancies. Our study suggests narcissistic perfectionism is a distinct personality construct that predicts aversive social behavior, thereby supporting theoretical descriptions of this oft-discussed, but rarely studied, personality construct.

Avaliando Valores a partir de Relatos Comportamentais: Evidências Psicométricas de uma Nova Medida

This study aimed to gather evidence of factorial validity and internal consistency of a new instrument to measure values, taking into account the functional theory of values. Its items express the values as self-reported behaviors, being less abstract than previous instruments. The study included 388 individuals aged 14-25 years (mean=19,0 SD=2.5), regularly enrolled in public education. They answered the measure of values composed by 54 items and demographic questions. Results provided empirical support for the proposed measure, which permitted to corroborate the content (values grouped in six sub-functions) and structure (values organized around two axes, orientation and motivator) hypotheses based on this theory. In conclusion, the instrument described presented itself as adequate, being useful to measure values in people with low educational level, who are beneficed to deal with contextualized items, which demand less abstraction and cognitive capacity.

Confirmatory Factor Analysis of the Work Limitations Questionnaire (WLQ-25) in Workers’ Compensation Claimants with Chronic Upper-Limb Disorders

To examine the factorial validity of the Work Limitations Questionnaire (WLQ-25) among workers' compensation claimants with chronic upper-limb disorders. Attendees of the WSIB Shoulder and Elbow Specialty clinic in Toronto, Ontario, Canada, completed a survey that includes the WLQ-25 [4 subscales: time-management (TM), physical demands (PD), mental-interpersonal (MI), and output demands (OD)]. Confirmatory factor analyses (n = 2262) were conducted to evaluate and compare alternative 4- and 5-factor WLQ-25 structures [MI subscale intact vs. separated into mental demands (MD) and interpersonal demands (IP) subscales]. Model fit indices, saliency of factor loadings, and convergent/divergent validity of latent factors (r = 0.4 - 0.85 expected) were concurrently assessed. The 4-factor WLQ-25 showed acceptable model fit after allowing the residuals of a pair of PD items to correlate (CFI = 0.924, TLI = 0.915, RMSEA = 0.057, SRMR = 0.054); however, significantly lower-than-expected correlations between the PD factor and all other factors (r = -0.11 - -0.03) were also observed. Model fit for the 5-factor WLQ-25 was even more optimal (CFI = 0.934, TLI = 0.925, RMSEA = 0.053, SRMR = 0.051), with MD and IP factors correlating at r = 0.83. Evidence of factorial validity was demonstrated by the WLQ-25; however, users should be attentive of an instrumentation issue that could be directly related to the psychometric performance of its PD subscale.

On Correlated Errors

On Correlated Errors

Propriedades psicométricas do CSAI-2 em atletas brasileiros

O proposito do estudo foi examinar a confiabilidade, evidencias de validade fatorial, invariância (por genero, tipo de esporte e nivel competitivo) e evidencias de validade convergente do CSAI-2. A amostra total foi composta de 375 atletas (284 do sexo masculino e 91 do sexo feminino). Para as evidencias de validade convergente, a amostra foi constituida de 163 atletas (115 do sexo masculino e 48 do sexo feminino). Os atletas responderam aos instrumentos (CSAI-2 e versao reduzida do IDATE) uma hora antes do inicio das competicoes. Os resultados revelaram confiabilidade (α > 0,70) e bons indices de ajustamento (CFI = 0,959, GFI = 0,942 e RMSEA = 0,044) para o modelo reduzido de 17 itens (CSAI-2R). A invariância e as evidencias de validade convergente foram suportadas. A versao brasileira reduzida do CSAI-2 revelou boas propriedades psicometricas, sustentando a sua utilizacao em atletas brasileiros.

The Holyoake Codependency Index: further evidence of factorial validity.

The Holyoake Codependency Index (HCI) is a 13-item self-report scale that measures codependent traits. The HCI contains three subscales that correspond to key themes within the codependency literature and that were derived from factor analysis using a clinical sample of mainly females. The factor structure was subsequently replicated with an all-female general community sample. In this study the factor structure was replicated using a mixed-sex sample of 107 undergraduate university students and 378 other people who were snowball sampled from the student sample, and was found to hold for both male and female participants.

Measuring enjoyment of physical activity in adolescent girls

Background: Enjoyment has been implicated as a determinant of physical activity among youth, but advances in understanding its importance have been limited by the use of measures that were not adequately validated. The present study examined: (1) the factorial validity of the Physical Activity Enjoyment Scale (PACES), and (2) the construct validity of PACES scores. Methods: Adolescent girls (N=1797), who were randomly assigned to calibration ( n=899) and cross-validation ( n=898) samples, completed the PACES and measures of factors influencing enjoyment of physical education, physical activity, and sport involvement. The factorial validity of the PACES and the measure of factors influencing enjoyment of physical education was tested using exploratory and confirmatory factor analysis. The hypothesized relationships among the measures were tested using structural equation modeling. Results: Unidimensional models fit the PACES and the measure of factors influencing enjoyment of physical education in the calibration and cross-validation samples. The hypothesized relationships between the PACES and the measures of factors influencing enjoyment of physical education, physical activity, and sport involvement were supported in the entire sample, were similar in African-American and Caucasian girls, and were independent of physical fitness. Conclusions: Evidence of factorial validity and convergent evidence for construct validity indicate that the PACES is a valid measure of physical activity enjoyment among adolescent girls, suitable for use as a mediator variable in interventions designed to increase physical activity.

THE CULTURAL LITERACY TEST: A VALIDATION AND FACTOR ANALYSIS

In his 1987 book, Cultural Literacy, Hirsch presented a provocative theory of the relationships among cultural literacy and reading and writing skills. In addition, Hirsch (1990) developed the 115-item Cultural Literacy Test (CLT), which was designed to measure the construct of cultural literacy. Research has demonstrated the CLT's validity. The study discussed in this article involved 1,343 community college students and found significant relationships among the CLT, grade point average, and first-semester remedial and regular English, history, and government courses, as well as evidence of factorial validity. This study, together with others, emphasizes the clinical usefulness of the CLT. The CLT should be routinely administered to students suspected of experiencing reading problems.