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1.
Measurement invariance of the five-factor Servant Leadership Questionnaire between female and male K-12 principals was tested using multi-group confirmatory factor analysis. A sample of 956 principals (56.9% were females and 43.1% were males) was analysed in this study. The hierarchical multi-step measurement invariance test supported the measurement invariance of the five-factor model across gender. Latent factor means were compared between females and males when measurement invariance was established. Results showed that females were significantly higher than males on emotional healing, wisdom, persuasive mapping and organisational stewardship, and they were not statistically different on altruistic calling.  相似文献   

2.
Expectancy-value researchers have described the components of subjective task value in multiple ways, leading to multiple competing structural representations of subjective task value data. The purpose of this study was to examine these competing multidimensional factor structures by comparing correlated factor, hierarchical, and bifactor representations of both confirmatory factor analysis and exploratory structural equation modeling (ESEM) models across three theoretical conceptualizations of subjective task value. Results indicate that, in an undergraduate life science learning context (n = 334), the best representation for subjective task value data was a bifactor ESEM model that allowed for the disentangling of general and specific variance of general subjective task value, specific value beliefs, and specific costs. Full measurement invariance of the retained structure across continuing generation and first-generation students was found, and no differential item functioning was found across gender. General subjective task value and specific opportunity cost significantly and positively predicted achievement and specific utility value significantly and negatively predicted achievement, providing support for the criterion-related validity of the general and specific factors for predicting achievement outcomes.  相似文献   

3.
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.  相似文献   

4.
BackgroundThe Protective Factors Survey (PFS) is a self-report measure of multiple family-level protective factors against abuse and neglect. It is the only peer-reviewed valid and reliable tool collecting data on multiple protective factors, and is widely used by practitioners in child abuse prevention and related fields.ObjectiveThe objective of this study was to revise the PFS in response to feedback from practitioners, and analyze the internal structure of new items.Participants and settingData was collected from two Qualtrics panel samples (N = 213 and N = 109).MethodsA team of researchers generated new items informed by the literature on protective factors against child maltreatment and best practices in survey design to address feedback from the field and improve sensitivity to change. We conducted focus groups with caregivers and practitioners to review new items, and then fielded revised items using panel data. We conducted exploratory factor analyses to obtain a small, integrated set of items that tap the targeted protective factors.ResultsExploratory factor analyses yield a five-factor solution. Four of the factors consisting of Family Functioning and Resilience, Nurturing and Attachment, Social Supports, and Concrete Supports. A fifth factor emerged consisting of items intended to capture Social Supports. We adapted these items to measure Caregiver/Practitioner Relationship.ConclusionsWe have developed the PFS, 2nd Edition based on feedback from the field and focus groups with parents and practitioners. Initial evidence from the panel data suggests that the new subscales are internally consistent. Future research will establish reliability and validity.  相似文献   

5.
The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors.  相似文献   

6.
This article deals with the investigation of the psychometric quality and constructs validity of algebra word problems generated by means of a schema-based version of the automatic min–max approach. Based on review of the research literature in algebra word problem solving and automatic item generation this new approach is introduced as a theory-based top–down method of automatic item generation featuring a quality control framework aimed to minimize the construct unrelated variance in the item parameters. The first study deals with the evaluation of an initial set of items. The results are replicated in the second study using a larger item set which also allows the investigation of the construct representation of the generated item. Since construct unrelated variance components (e.g. reading comprehension) have been controlled for in the item generation phase the results revealed some interesting insights into the cognitive processes of the actual mathematization phase of algebra word problem solving. The third study investigated the nomothetic span is using hierarchical confirmatory factor analysis. The results argue for the convergent and discriminant validity of the automatically generated items. Taken together, the results indicate that the automatic generation of construct valid algebra word problems at a high psychometric level is viable. The discussion is thus concerned with the implications of this new approach to item generation for theory development and evaluation as well as practical benefits for educational assessment and the development of intelligent tutoring systems.  相似文献   

7.
A teacher evaluation system can be threatening to faculty, especially if used for summative decisions. Therefore, it is important to obtain valid and pertinent information. Since students are extensively exposed to course elements, students’ evaluation of instruction should be one of several components in the teacher evaluation system. Since traditional methods, such as Cronbach’s alpha and ordinary least squares regression, do not address the hierarchical data of the classroom, the current study used the statistical techniques of confirmatory factor analysis and hierarchical linear modelling in order to properly investigate the reliability and validity of the Students’ Assessment of Instruction (SAI) instrument. Use of hierarchical linear modelling to analyse teacher evaluation instruments could not be found in the literature, although it has been used in educational settings. This study will illustrate its usefulness in determining what measures are related, either as evidence of validity or as a bias, to instructional effectiveness. Student responses were also compared with faculty self-evaluations, one indicator of effective teaching, in order to determine if the SAI does measure instructional effectiveness. Overall, the SAI was found to have good reliability and validity with relatively few biases and could be used to extract five distinguishable traits of instructional effectiveness.  相似文献   

8.
The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students’ motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified and administered to students (N?=?610) in mathematics and science classes. In the first sample, 314 students completed the MSLQ Junior High while a second sample of 296 students completed the revised MSLQ Junior High. Using a congeneric approach of confirmatory factor analysis (CFA), the five-factor measurement model was determined with the first sample. This measurement model was further supported using a second sample and its goodness-of-fit indices were compared with other CFA models. Statistical findings showed that the five-factor structure of the revised MSLQ Junior High had a good model fit. The present study contributes a novel methodological approach by investigating the parsimony confirmatory factor structure of the revised MSLQ Junior High in local academic contexts.  相似文献   

9.
This study adapted the Mathematics Anxiety Rating Scale-Short Version (MARS-SV) into Turkish and investigated the validity and reliability of the adapted instrument. Twenty-five bilingual experts agreed on the language validity, and 49 Turkish language experts agreed on the conformity and understandability of the scale’s items. Thirty-two subject matter experts’ responses provided evidence for content validity. Finally, 475 college students (51.58% men) responded to the adapted scale. Based on the existing literature, several models were specified and estimated. Confirmatory factor analyses showed that only five-factor model provided fit to the data (all fit indices exceeded 0.90). Standardized factor loadings were found all positive, significant, and ranged from 0.40 to 0.78. Factors are named as the Mathematics Test Anxiety, Course Anxiety, Computation Anxiety, Application Anxiety, and Social Anxiety. All subscales were significantly correlated with the total scale score as well as among themselves. It was concluded that the adapted scale measures the construct of mathematics anxiety in Turkish college student populations.  相似文献   

10.
Structural equation models are widely appreciated in behavioral, social, and psychological research to model relations between latent constructs and manifest variables, and to control for measurement errors. Most applications of structural equation models are based on fully observed data that are independently distributed. However, hierarchical data with a correlated structure are common in behavioral research, and very often, missing data are encountered. In this article, we propose a 2-level structural equation model for analyzing hierarchical data with missing entries, and describe a Bayesian approach for estimation and model comparison. We show how to use WinBUGS software to get the solution conveniently. The proposed methodologies are illustrated through a simulation study, and a real application in relation to organizational and management research concerning the study of the interrelationships of the latent constructs about job satisfaction, job responsibility, and life satisfaction for citizens in 43 countries.  相似文献   

11.
语义记忆网络是由大量的概念特征构成的。概念特征分为差异特征和共同特征,差异特征比共同特征更容易激活。概念特征之间的关系有外显的因果关系和内隐的相关关系,概念的特征关系和特征相关都影响抽象概念的信息加工过程。语义记忆模型主要有层次网络理论、扩散激活网络、感觉功能理论、概念结构理论、具体范围假设和吸引者联想模型。当前研究的主要目标就是细化这些理论模型,就是将结构成分与加工成分结合起来说明行为数据。这些研究结果有助于揭示我国大学生学习英语的心理机制。  相似文献   

12.
ObjectiveThe Childhood Trauma Questionnaire-Short Form (CTQ-SF) is a self-report questionnaire that retrospectively provides screening for a history of childhood abuse and neglect, and which is widely used throughout the world. The current study aimed to examine the psychometric properties of the Chinese version of the CTQ-SF.MethodsParticipants included 3431 undergraduates from Hunan provinces and 234 depressive patients from psychological clinics. Confirmatory factor analysis was performed to examine how well the original five-factor model fit the data and the measurement equivalence of CTQ-SF across gender. Internal consistency was also evaluated.ResultsThe five-factor model achieved satisfactory fit (Undergraduate sample TLI = 0.925, CFI = 0.936, RMSEA = 0.034, SRMR = 0.046; depressive sample TLI = 0.912, CFI = 0.923, RMSEA = 0.044, SRMR = 0.062). Measurement invariance of the five-factor model across gender was supported fully assuming different degrees of invariance. The CTQ-SF also showed acceptable internal consistency and good stability.ConclusionThe current study provides that the Chinese version of the Childhood Trauma questionnaire-short form has good reliability and validity among Chinese undergraduates and depressive samples, which also indicates that the CTQ-SF is a good tool for child trauma assessment.  相似文献   

13.
Model fit indices are being increasingly recommended and used to select the number of factors in an exploratory factor analysis. Growing evidence suggests that the recommended cutoff values for common model fit indices are not appropriate for use in an exploratory factor analysis context. A particularly prominent problem in scale evaluation is the ubiquity of correlated residuals and imperfect model specification. Our research focuses on a scale evaluation context and the performance of four standard model fit indices: root mean square error of approximate (RMSEA), standardized root mean square residual (SRMR), comparative fit index (CFI), and Tucker–Lewis index (TLI), and two equivalence test-based model fit indices: RMSEAt and CFIt. We use Monte Carlo simulation to generate and analyze data based on a substantive example using the positive and negative affective schedule (N = 1,000). We systematically vary the number and magnitude of correlated residuals as well as nonspecific misspecification, to evaluate the impact on model fit indices in fitting a two-factor exploratory factor analysis. Our results show that all fit indices, except SRMR, are overly sensitive to correlated residuals and nonspecific error, resulting in solutions that are overfactored. SRMR performed well, consistently selecting the correct number of factors; however, previous research suggests it does not perform well with categorical data. In general, we do not recommend using model fit indices to select number of factors in a scale evaluation framework.  相似文献   

14.
The purpose of this research is to provide additional empirical evidence supporting the use of both a multidimensional profile and an overall evaluation of teaching effectiveness as valid indicators of student perceptions of effective classroom instruction. A factor analytic teaching evaluation instrument was used that also included open‐ended comments on four questions. Numerical scores from 208 classes were matched with the average valence of the open‐ended comments. It was found that the average valences were highly positively correlated with the numerical factor scores that make up the multidimensional profile of teaching effectiveness and with the second‐order factor that serves as an overall evaluation of teaching effectiveness. The implications of these results for the usefulness of student evaluations are discussed.  相似文献   

15.
Teacher conceptions of assessment are influential mediators of how assessment policy initiatives are implemented in schools. Four hierarchical, intercorrelated factors (i.e., assessment for improvement, school accountability, and student accountability, and assessment as irrelevant) of how teachers' conceive of assessment have been reported. However, most studies have been conducted only in English in jurisdictions with policies of low-stakes testing. This paper extends the research by surveying 249 Greek-Cypriot teachers with a Greek translation of the Teachers' Conceptions of Assessment inventory. Cyprus has a relatively low-stakes assessment policy during the compulsory school years, suggesting, under the assumption of ecological rationality, that conceptions would be similar to previous English-language studies. Exploratory factor analysis of the Cyprus data led to a five-factor solution with 24 items within two inversely correlated second-order factors (i.e., assessment is positive and negative; r = −0.49). A multigroup nested invariance confirmatory factor analysis found statistical invariance between the Cyprus and the New Zealand data. Mean score differences were small for two improvement-oriented conceptions, moderate for assessment that is bad, and large for school accountability and ignoring assessment factors. Similarities and differences in conceptions appear to reflect commonalities and discrepancies in educational system policies and practices.  相似文献   

16.
In this study, we have synthesized the research on visualization and representation to propose a model consisting of 4 major components of visualization competence in learning science: constructing, interpreting, transforming, and critiquing visualizations. We have developed and validated an assessment that measures students’ visualization competence of matter (VCM). We administered the VCM assessment to 762 7th to 12th grade students at 2 public high schools in Taiwan. The students had started to learn concepts of matter at the particulate level in the 7th grade. However, traditional assessments rarely measure students’ visualization competence in science. It was therefore unclear how well the students performed on visualization of matter across grade levels. Overall, the results indicated that the students’ visualization competence of matter improved as they advanced to higher grades. A significant factor accounting for the development of their visualization competence of matter is their course experience, not their age or gender. We also found that content knowledge plays only a conditional role in students developing visualization competence of that content. Implications and future studies are discussed.  相似文献   

17.
Higher education institutions are increasingly concerned about accreditation. Although sustainable market orientation (SMO) bears on academic accreditation, to date, no study has developed a valid scale of SMO or assessed its influence on accreditation. The purpose of this paper is to construct and validate an SMO scale that was developed in Egyptian faculties. SMO is identified as a one-dimensional construct consisting of four overlapping components. Using a survey, data were collected from 204 respondents in 6 Egyptian-accredited governmental faculties. Both item analysis and split-half methods were used to purify the measurement scale and assess its stability. Exploratory factor analysis was used to assess dimensionality, and confirmatory factor analysis was used to examine the construct and convergent/discriminant validity. Nomological validity was assessed with a structural equation model. Results suggest both a validated scale and empirical evidence of the influence of SMO on academic accreditation.  相似文献   

18.
The purpose of this study was to examine the factor structure of the Stanford‐Binet Intelligence Scales, Fifth Edition (SB‐V), based on the Cattell‐Horn‐Carroll (CHC) theory of intelligence using a sample of 200 preschool children. The CHC framework uses three different models: one similar to Spearman's g, one similar to the Gf‐Gc model, and one representing the hierarchical three‐stratum CHC model. A confirmatory factor analysis (CFA), utilizing these three models, was conducted to determine which theoretical model best described the ability structure measured by the SB‐V. Results of the CFA revealed that, although the two‐stratum model provided the best fit statistics, a large amount of overlap existed among the broad CHC factors in this model. Therefore, these results suggested that a simple, overall ability model may be the best representation of ability for preschool children when using the SB‐V because the factors appeared to be indistinct with this age group. © 2011 Wiley Periodicals, Inc.  相似文献   

19.
Wind loading is a dominant factor for design of a cable-membrane structure. Three orthogonal turbulent components, including the longitudinal, lateral and vertical wind velocities, should be taken into account for the wind loads. In this study, a stochastic 3D coupling wind field model is derived by the spectral representation theory. The coherence functions of the three orthogonal turbulent components are considered in this model. Then the model is applied to generate the three correlated wind turbulent components. After that, formulae are proposed to transform the velocities into wind loads, and to introduce the modified wind pressure force. Finally, a wind-induced time-history response analysis is conducted for a 3D cable-membrane structure. Analytical results indicate that responses induced by the proposed wind load model are 10%-25% larger than those by the con- ventional uncorrelated model, and that the responses are not quite influenced by the modified wind pressure force. Therefore, we concluded that, in the time-history response analysis, the coherences of the three orthogonal turbulent components are necessary for a 3D cable-membrane structure, but the modified wind pressure force can be ignored.  相似文献   

20.
Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups, a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization (use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization variables; and minimal effect sizes were found for spelling and punctuation variables.  相似文献   

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