Academic literature on the topic 'Confirmatory fador analysis'

The Readiness to Return to Duty Questionnaire (RDRQ) is a recently developed screening instrument for detecting fear-avoidance behavior in a military musculoskeletal pain population. The RDRQ was developed based on the Fear-Avoidance Model which postulates four factors resulting in overall fear-avoidance behavior. While research investigating the factor structure of the RDRQ does not exist, research investigating the factor structure of other measures of fear avoidance have found evidence of one and two factor solutions. In the present paper we assess the adequacy of the proposed factor structure of the RDRQ using confirmatory factor analysis. The results favor a three-factor model. Theoretical implications for research using the RDRQ are discussed.

The aim of this study was to determine the factors that influence academic procrastination among student as well as make the measuring instrument for academic procrastination. The research method was mixed method with exploratory sequential design. The study was conducted at the Faculty of Psychology UIN Sunan Gunung Jati Bandung with the number of respondents was 113 subjects chosen by disproportionate stratified random sampling. Technical analysis of qualitative data using interactive models while quantitative data using lisrel item analysis to confirm which factors have strong correlation with academic procrastination. The results obtained there were three factors that cause procrastination: physical, psychological, and environmental, with a correlation value for confirmatory analysis as follows 0.50 for the physical aspect, 0.55 for psychological aspects and environmental aspects with 0.92.

Las directrices del Espacio Europeo de Educación Superior indican que la enseñanza debe favorecer la adquisición de competencias y su transferencia posterior. Para ello es necesario diseñar modelos de enseñanza participativos que favorezcan el aprendizaje autónomo y reflexivo por parte de los alumnos. Se necesita construir herramientas para evaluar dicho proceso. El objetivo de esta investigación es validar una escala que permita reflexionar sobre el proceso de enseñanza-aprendizaje por pares de la técnica deportiva en el Grado de Ciencias de la Actividad Física y del Deporte. Los participantes en este estudio fueron un total de 276 alumnos. Se hizo análisis descriptivo de los ítems, análisis factorial exploratorio, análisis factorial confirmatorio, cálculo de la invarianza factorial y pruebas de validez. El resultado final fue un instrumento válido y fiable, con 6 dimensiones y 21 ítems que permiten obtener información sobre el proceso de enseñanza-aprendizaje por pares de los modelos técnico-tácticos de los deportes.Abstract. The guidelines of the European Higher Education Area indicate that education should favor the acquisition of skills and their subsequent transfer. To do this, it is necessary to teach participatory teaching models that favor autonomous and reflective learning. Therefore, evaluation tools need to be built in order to evaluate such process. The objective of this research is to validate a scale that allows reflecting on the process of peer teaching in sports technique within the Degree of Science of Physical Activity and Sports. The participants in this study were 276 students. Descriptive analysis of the items, exploratory and confirmatory factor analyses, factorial invariance calculation, and validity tests were run. The final result was a valid and reliable instrument, with 6 dimensions and 21 items that allowed obtaining information about the peer teaching process within sports technical-tactical models.

This study aims to test the applicability of the functional theory of life values and score differences among a group of students from Lebanon and Portugal. Participants include 565 college students—278 Lebanese and 287 Portuguese. A demographic questionnaire and an adapted version of the Basic Values Survey were completed. Confirmatory/multigroup factor analysis, a generalized Procrustes analysis, and a t test were used. Results indicate that content and structure hypotheses were equivalent among the two groups. There were significant differences between the Lebanese and Portuguese students in normative and promotion values in favor of the first group, and in interactive, suprapersonal, and excitement values in favor of the second. This study has implications for institutional academic and social practices with international college students.

The Disgust Scale has been designed to measure disgust propensity—the individual ease in experiencing disgust. The present study aimed to explore the validity, reliability, the factor structure, and the measurement invariance of the Greek version of the Disgust Scale-Revised (DS-R). A sample of 754 healthy participants completed the Greek version of the DS-R. A subset (n = 363) also completed the revised Symptom checked list and the Eysenck Personality Questionnaire, in order to examine the concurrent validity. Exploratory and Confirmatory factor analyses in different subsets were used to examine the factor structure. Multiple indicators–multiple causes model (MIMIC) models were used to assess the measurement invariance across gender and age. Demographic influences were assessed using t-tests, ANOVA, and Pearson’s correlations. Exploratory factor analysis concluded to two and three factor models, with a factor structure similar to the ones proposed in the literature. Confirmatory factor analysis and bi-factor analysis provided evidence in favor of the three-factor solution. Measurement invariance test revealed differences in six items across gender, and three items across age. The psychometric properties of the factors were satisfactory. Demographic influences on the responses were present, especially with respect to gender. The Greek version of the DS-R demonstrated satisfactory psychometric properties, making it suitable for use for the Greek population.

It is important to have reliable instruments that can evaluate the attitude towards animal welfare of elementary school students. The abuse or mistreatment of children towards vulnerable groups deserves full attention, therefore we emphasize that animals constitute a vulnerable group that needs further studies. This is a descriptive, cross-sectional and correlational study aimed to validate the design of a scale that measures the attitude towards animal welfare (ABA) in 100 students from fourth to sixth grade of elementary school. It includes children between 9 to 12 years old residents of communities in the state of Sonora, Mexico. The factor analysis yielded two factors that explain 39.32% of the total variance with a Keizer-Meyer-Olkin (KMO) index of 0.86 and high internal consistency index for the total scale (0.90) and the subscales. Additionally, the confirmatory factor analysis produced an adequate practical and statistical fit in the covariance model and the second order model. The covariance analysis also evidenced convergent and divergent validity. Comparison analyzes by groups showed that sex and school grade do not influence attitudes in favor or against the animal species. Finally, we found that older children living in an extended family develop better attitudes in favor of animal care and protection.

The study examines the factor structure, internal consistency, concurrent and discriminant validity, and test-retest reliability of the Exercise Dependence Scale-Revised scores (EDS-R: Symons-Downs, Hausenblas, & Niggs, 2004 ) in a sample of Greek exercise participants. The Greek translation of the EDS-R was completed by 581 exercise participants along with measures of exercise addiction. Confirmatory factor analysis provided support for the hypothesized EDS-R correlated 7-factor model along with evidence for strong item loadings and factor discriminant validity. Further evidence emerged in favor of the internal consistency, concurrent validity, and test-retest reliability of the translated EDS-R scores. The results provide initial support for various aspects of the validity and reliability of the translated-into-Greek EDS-R scores.

The objective of this study was to analyze the psychometric properties of the Social Entrepreneurial Antecedents Scale (SEAS) with male and female university students in Mexico. There were 1,619 students from the University of Guadalajara and the Michoacan University of San Nicolas de Hidalgo who participated in the study. The reliability of SEAS was analyzed with Cronbach's alpha and the validity with confirmatory factor analysis using the maximum likelihood estimation method. Three factorial models of the scale were compared and items were added for its adaptation. The values produced by the factorial analysis show that the adapted Social Entrepreneurial Antecedents Scale presents adequate evidence of validity and reliability for university students in the central-western area of Mexico. It is shown that experience with Social Problems, Empathy, Moral Obligation, Self-Efficacy and Social Support favor the Intention of Social Entrepreneurship. This research provides elements for the identification of profiles of potential social entrepreneurs who can influence the development of populations with emerging economies, involving higher education institutions, government, business and society.

Background: The substantial number of young refugees who have arrived in Europe since 2015 requires rapid screening to identify those in need of treatment. However, translated versions of screening measures are not always available, necessitating the support of interpreters. The Child and Adolescent Trauma Screen (CATS) is a validated questionnaire for posttraumatic stress symptoms. Here, we report on the psychometric properties of the CATS in a sample of young refugees as a function of interpreter involvement. Methods: A total of N = 145 (Mage = 16.8, SD = 1.54; 93% male) were assessed with the CATS, with half of the screenings conducted with and half without interpreters. Post hoc analyses included calculating internal consistency using Cronbach’s α. We used confirmative factor analysis to investigate the factor structure. Results: The CATS total scale showed good reliability (α = 0.84). Differences in psychometric properties between the interpreter vs. the no interpreter group were minor and tended to be in favor of the interpreter group. Results of a confirmatory factor analysis were acceptable after the exclusion of items with low item-scale correlations. Conclusions: The sample and the administration of the assessment represent the situation of young refugees in Germany, where resources are low and translated versions not always available. The CATS may be a helpful screening tool for clinicians working with young refugees, even when administered with an interpreter. Limitations include the post hoc design of the analysis without randomization of participants and the lack of a third comparison group using translated questionnaire versions.

The 12-Item Short-Form Health Survey, in its initial (SF-12) and revised form (SF-12v2) is a widely used measure to evaluate health-related quality of life (HRQoL). The present study evaluates the factor structure and reliability of the Brazilian version of the SF-12v2. Participants were 627 subjects (74.1% women), aged from 18 to 88 years (M = 38.6; SD = 13.16), from 17 Brazilian states. Confirmatory factor analyses suggested two pairs of error terms to be highly correlated (3a-3b; and 4a-4b). A qualitative inspection showed an overlap of content among these items. The respecified model presented adequate fit indices. Convergent validity was also tested with measures of health-related self-care, subjective happiness, life satisfaction, depression and self-efficacy. Expected correlations were found between the SF-12v2 and these measures. Results showed initial evidence in favor of using the SF-12v2 as a measure of physical and mental health in the Brazilian context.

Students from all levels (elementary to tertiary levels) regard mathematics as a difficult subject. This has been evident in their performances not only in the classroom but also in the local, national and international achievement tests. Students' difficulty in mathematics can be attributed to several factors, one of which is the teacher. The teacher has direct contact with students on a daily basis and therefore been considered to have a direct impact on students' achievement. Studies, such as that of Brophy and Good (1986), Hiebert (1999) and the National Research Council (1999) have found that teacher-level factors are the main contributing factors that influence students' performance. Hence, this study investigated whether teaching and assessment practices (collectively called classroom practices) have influenced students' achievement. Other teacher-level factors, such as teachers' attitudes towards teaching mathematics and efficacy beliefs in mathematics were also examined. School-level and student-level factors were also deemed to have a direct or indirect effect on teachers' classroom practices and students' achievement. This study employed a cross-sectional design. Since this study basically identified and investigated the factors that influence outcomes (e.g. students’ achievement), a quantitative research approach was therefore employed. Survey questionnaires used were first validated. Confirmatory Factor Analysis (CFA) was used in examining the scale structures, while item response theory (IRT) using Rasch model analysis was utilised to examine the scales at the item level. Structural equation modelling (SEM) was employed to ascertain the causal relationship between the variables in each level. Since this study involves three levels of data, school-, teacher- and student- level, a multi-level analysis, particularly, Hierarchical Linear Modeling (HLM) was employed. Findings show that only teachers’ level of education and participation in professional development activities have significant effects on students’ achievement in mathematics. Surprisingly, both teachers' teaching practices and assessment practices did not appear to be significant predictors of students’ achievement. Results at the school-level show that school principals' management or leadership style has a direct positive influence on school climate for learning. School climate, in turn, provides a learning environment that enhances students learning, thus, increasing their performance. Moreover, students’ achievement in mathematics could also be affected by their attitudes towards mathematics, which are measured in this study in terms of their confidence in learning mathematics and usefulness of mathematics. Likewise, students’ beliefs about mathematics appeared to have a positive effect on mathematics achievement. It is interesting to note that students’ mathematics anxiety has no significant effect on their achievement. The findings of the study suggest that students' achievement in mathematics are significantly influenced by multi-level factors, either directly or indirectly. This likewise indicates that school principals, teachers, and students must all be engaged in maintaining a healthy learning environment. It would be beneficial for future research to investigate more deeply on the specific measures of teaching and assessment practices. Implications for educational policies, practice, theory and research are discussed.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2019