Browsing by Subject "Confirmatory factor analysis"
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Item A MULTI-GROUP CONFIRMATORY FACTOR ANALYSIS OF THE REACTIVE- PROACTIVE AGGRESSION QUESTIONNAIRE IN A SAMPLE OF YOUNG ADULTS(2016-11-17) Cooke, Eric Meyers; Armstrong, Todd; Boisvert, Danielle; Zhang, YanAggression has long-term negative effects on humanity as a whole. Because of this, aggression has become an important topic of study across many disciplines. Originally conceptualized as being either non-impulsive or impulsive, aggression has become dichotomized as being reactive or proactive. Each form of aggression has been linked to a variety of genetic, psychological, physiological, and neurobiological correlates. Because research continues to grow in these fields surrounding proactive and reactive aggression, it is important to make sure that measurement tools are assessing aggression appropriately across a variety of groups. One such tool that has emerged recently is the Reactive-Proactive Aggression Questionnaire (RPQ; Raine et al., 2006). Though a number of studies exist testing the validity of the RPQ in adolescent and child populations. No such studies exist examining the factor structure and measurement invariance of proactive and reactive aggression in young adult male and females from different ethnicities. The current study assesses factor structure and measurement invariance in multiple groups of young North American adults. Results show that a two- factor, proactive-reactive, structure fits the current data overall. However, measurement invariance is not achieved across the majority of these groups. Meaning that interpretation of reactive and proactive scores is not the same across gender and ethnicity. Limitations and future directions are discussed.Item Confirmatory factor analysis with ordinal data : effects of model misspecification and indicator nonnormality on two weighted least squares estimators(2009-08) Vaughan, Phillip Wingate; Beretvas, Susan NatashaFull weighted least squares (full WLS) and robust weighted least squares (robust WLS) are currently the two primary estimation methods designed for structural equation modeling with ordinal observed variables. These methods assume that continuous latent variables were coarsely categorized by the measurement process to yield the observed ordinal variables, and that the model proposed by the researcher pertains to these latent variables rather than to their ordinal manifestations. Previous research has strongly suggested that robust WLS is superior to full WLS when models are correctly specified. Given the realities of applied research, it was critical to examine these methods with misspecified models. This Monte Carlo simulation study examined the performance of full and robust WLS for two-factor, eight-indicator confirmatory factor analytic models that were either correctly specified, overspecified, or misspecified in one of two ways. Seven conditions of five-category indicator distribution shape at four sample sizes were simulated. These design factors were completely crossed for a total of 224 cells. Previously findings of the relative superiority of robust WLS with correctly specified models were replicated, and robust WLS was also found to perform better than full WLS given overspecification or misspecification. Robust WLS parameter estimates were usually more accurate for correct and overspecified models, especially at the smaller sample sizes. In the face of misspecification, full WLS better approximated the correct loading values whereas robust estimates better approximated the correct factor correlation. Robust WLS chi-square values discriminated between correct and misspecified models much better than full WLS values at the two smaller sample sizes. For all four model specifications, robust parameter estimates usually showed lower variability and robust standard errors usually showed lower bias. These findings suggest that robust WLS should likely remain the estimator of choice for applied researchers. Additionally, highly leptokurtic distributions should be avoided when possible. It should also be noted that robust WLS performance was arguably adequate at the sample size of 100 when the indicators were not highly leptokurtic.Item The contribution of retell to the identification of struggling adolescent readers(2010-05) Reed, Deborah Kay; Vaughn, Sharon, 1952-; Bryant, Diane P.; Rieth, Herbert J.; Roberts, Greg; Sorrells, AudreyThis measurement study examined the construct validity of the retell component of the Texas Middle School Fluency Assessment (Texas Education Agency, University of Houston, & The University of Texas System, 2008a) within a confirmatory factor analysis framework. The role of retell, provided after a one-minute oral reading fluency measure, was investigated by comparing the fit of a three-factor model of reading competence to the data collected on a diverse sample of seventh- and eighth-grade students (N=394). The final model demonstrated adequate to mediocre fit (χ2 = 97.316 {32}; CFI = 0.958; TLI = 0.941; RMSEA = .081). Results suggest that retell was a significant contributor to comprehension (Δχ2=16.652{1}, p < .001), fluency (Δχ2=10.882{1}, p = .001), and word identification (Δχ2=7.84{1}, p = .005). However, the χ2 difference was greater for comprehension, as was the factor loading for comprehension (.250, p < .001) compared to fluency (.194, p < .001) and word identification .167, p < .001). Retell did, however, have a large residual variance (.938), suggesting it did not function well as a measure of comprehension in its current state with low inter-rater reliability (K = .37). Narrative retell scores (.352, p< .001) were better predictors of comprehension than expository retell scores (from .2221 to .264, p < .001) or the combination of all three scores (Δχ2=134.261{19}; p < .001), but average retell scores produced a more parsimonious model than narrative retell scores alone (ΔAIC = 58.275; ΔBIC = 58.275). Average retell was only weakly correlated to other measures of comprehension (from r = .155 to r = .257, p < .01). However, the relationship was stronger than the relationship between retell and other measures of fluency (from r = .158 to r = .183, p < .01) or word identification (r = .132, p < .05). In addition, retell did not demonstrate differential item functioning when student characteristics (e.g., primary language, socioeconomic status, ability level) were entered as covariates, even though there were overall latent differences.Item Differentiation and healthy family functioning(2012-08) Kim, Hyejin; Prouty, Anne M.; Smith, Douglas B.; Ko, Mei-Ju; Wetchler, Joseph L.Inconsistent results have been found in prior research on differentiation of self in Bowen Family Systems Theory and its application to individuals, couples, and families of different cultural backgrounds. In this regard, the present study examined the impact of differentiation of self on healthy family functioning with 183 participants including Koreans in South Korea, South Koreans in the United States, and White American in the United States. Multigroup Confirmatory Factor Analysis identified good construct validity of a measurement (DSI-R) used for the three groups of this study. An analysis of covariance (ANCOVA) found significant differences among the three groups with regard to the level of differentiation. Results of a multivariate analysis of covariance (MANCOVA) showed significant effects of differentiation levels on family functioning, family satisfaction, and family communication. This study also examined the relationships between differentiation and family functioning within a collectivistic Korean culture. Koreans residing in South Korea (n=235) participated in this study, and ranged in age from 20 to 70 years. Confirmatory Factor Analysis showed that the Differentiation of Self Inventory-Revised had adequate construct validity for use with South Koreans. An analysis of variance (ANOVA) revealed that older South Koreans had higher differentiation levels than younger South Koreans. Regression results showed that balanced and healthy family functioning was significantly related to greater family satisfaction and more positive family communication. Results of a multivariate analysis of covariance (MANCOVA) revealed there were significant differences between the high differentiation group and the low differentiation group across family functioning, family satisfaction, and family communication. The author discusses implications for clinical practice, interventions, and future research.Item Investigating factor structure of scores on the outcome questionnaire using factor mixture modeling(2009-08) Kim, Seong-Hyeon; Sherry, Alissa René; Beretvas, Susan NatashaThe Outcome Questionnaire (OQ-45; Lambert et al., 1996) has been widely employed as a psychotherapy outcome monitoring measure following research findings that support various aspects of its validity and sensitivity to change. Despite its broad usage in both clinical and research settings, some of its psychometric properties are not definite. The three subscales of the OQ-45 are designed to measure three distinct, but related, aspects of psychological functioning. However, neither the one- nor three-factor models have been supported by previous research. Likewise, the results of the current study supported neither of those factor structures. It was suspected that heterogeneity in data might have led to the lack of the confirmatory factor analysis model fit. Therefore, factor mixture modeling (FMM), a combination of confirmatory factor analysis and latent class analysis, was employed to investigate potential heterogeneity of the data. Among the series of factor mixture models with varying numbers of classes that were fitted, the two-class, unconditional FMM based on the revised three-factor solution was decided to best describe the data under analysis. Although three covariates of clinical status, sex, and race were selected as known sources of heterogeneity and incorporated into the FMMs (i.e., conditional model), the findings were contradictory to expectations. The implications of these findings in counseling were discussed in terms of aggregating OQ-45 scores and its score interpretation. Furthermore, this study demonstrates the process involved and dilemmas encountered in choosing the best fitting FMM. There is currently no criterion for assessing individual model fit. Instead, models’ fit are compared using various information criteria (IC). And, as was found in the current study, these ICs are frequently contradictory. Thus, the process of identifying the best fitting model cannot rest solely on fit indices but must also depend on interpretation of models and consideration of the ultimate use of the results. In the current study, consideration of transition matrices and the pattern of latent means across classes contributed as much to model selection as fit index interpretation.Item Investigating the construct of ADHD: issues related to factor structure in Korean students(Texas Tech University, 2005-05) Lee, Jeong Rim; Stevens, Tara; Lan, William; Mulsow, MiriamThe purpose of the present study was to accomplish three tasks. The first task was to examine the reliability and validity of a diagnostic tool for identifying children with Attention Deficit Hyperactivity Disorder (ADHD) in a Korean population, as described in the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revision (DSM-IV-TR). Evidence of reliable and valid scores, based on DSM-IV-TR diagnostic definitions of ADHD, was necessary to accomplish the other two tasks. The second purpose of the study was to explore whether the current version of the DSM-IV-TR, which consists of two dimensions of inattention and hyperactivity ¨Cimpulsivity, was appropriate for describing the psychological and behavioral problems of Korean children with ADHD. The third purpose of the study was to examine gender differences in the factor structures of the DSM-IV-TR in Korea, between boys and girls with ADHD. The DSM-IV-TR is the most commonly used manual in the United States to identify students with ADHD. Although DSM-IV-TR criteria have been used in research on ADHD with Korean school-age children, psychometric characteristics of ADHD criteria described in the DSM-IV-TR have not been examined. This missing information is imperative for quality research. The DSM-IV-TR used in this study contains 18 ADHD criteria for children's problematic behaviors manifested in inattention and hyperactivity¨Cimpulsivity. A questionnaire distributed to 48 elementary school teachers asked them to rate their students¡¯ behaviors. The questionnaire was a 5-point scale to indicate the degree of severity of the problems the teachers experienced with the students. A total of 1,663 children, 904 males and 759 females, from grades one to six in eight elementary schools located in three cities in South Korea were rated. One way to show evidence of a valid score by the diagnostic definition of ADHD described in the DSM-IV-TR is to show that the measures generated from the DSM-IV-TR are related to results of other tools that measure the same or similar variables. To demonstrate the concurrent validity of the DSM-IV-TR criteria, the author also administered the Attention-Deficit Hyperactivity Disorder Test (ADHDT), another tool measuring ADHD. Another way to show evidence of valid scores of the diagnostic symptoms of ADHD based on the DSM-IV-TR is to reveal that they were exactly measuring traits related to behavioral and psychological characteristics of ADHD. To demonstrate the construct validity of the DSM-IV-TR criteria, the author tried to discover evidence shown by previous studies. Previous studies related to ADHD have documented that individuals with ADHD have frequently been found to have comorbid Oppositional Defiant Disorder (ODD) and to experience more disciplinary and peer problems. As a result, to support the evidence of construct validity of the ADHD rating scale based on the DSM-IV-TR, measurement of ODD in the DSM-IV-TR and questions asking about disciplinary problems and peer problems were used. The author has completed the preliminary analysis on reliability of the variables. For the data analysis, scores of reliability and validity of the diagnostic definition of ADHD as described in DSM-IV-TR were examined by using Pearson correlation coefficient, Cronbach alpha, and Confirmatory Factor Analysis (CFA). CFA is an appropriate statistical method to answer questions on the appropriateness of the factorial structure of ADHD in the DSM-IV-TR and the gender difference in the configural structure between boys and girls. Scores associated with the diagnostic definition of ADHD as described in the DSM-IV-TR in a Korean population turned out to be internally stable and valid from teachers' reports. Next, findings from CFA showed that both the two-factor (inattention and hyperactivity/impulsivity) and the three-factor model (inattention, hyperactivity and impulsivity) of ADHD fit the data well. However, the three-factor model showed slightly higher scores in NFI, TLI, and CFI values and slightly lower scores in RMSEA value. Last, CFA exploring the differences in factor structure across gender revealed that the three-factor model of ADHD fit the data well for boys in all the sample sizes. However, it fit the data well for girls in only the whole population group that considered the values of NFI, TLI, and CFI, but not RMSEA. The three-factor model of ADHD appeared to be the best fit to the data in Korean elementary boys but only satisfied the three incremental indices, NFI, TLI, and CFI values, in the girls' group. Factor structures of ADHD need to be explained under theoretical assumptions. Barkley's (1997) recently developed hybrid neuropsychological model has been accepted as a unifying way to explain the nature of ADHD. The DSM-IV-TR as a tool to diagnose ADHD was discussed from the perspective of Barkley's hybrid model.Item Investigating the construct of ADHD: Issues related to factor structure in Korean students(2005-05) Lee, Jeong Rim; Stevens, Tara; Lan, William; Mulsow, MiriamThe purpose of the present study was to accomplish three tasks. The first task was to examine the reliability and validity of a diagnostic tool for identifying children with Attention Deficit Hyperactivity Disorder (ADHD) in a Korean population, as described in the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revision (DSM-IV-TR). Evidence of reliable and valid scores, based on DSM-IV-TR diagnostic definitions of ADHD, was necessary to accomplish the other two tasks. The second purpose of the study was to explore whether the current version of the DSM-IV-TR, which consists of two dimensions of inattention and hyperactivity-impulsivity, was appropriate for describing the psychological and behavioral problems of Korean children with ADHD. The third purpose of the study was to examine gender differences in the factor structures of the DSM-IV-TR in Korea, between boys and girls with ADHD. The DSM-IV-TR is the most commonly used manual in the United States to identify students with ADHD. Although DSM-IV-TR criteria have been used in research on ADHD with Korean school-age children, psychometric characteristics of ADHD criteria described in the DSM-IV-TR have not been examined. This missing information is imperative for quality research. The DSM-IV-TR used in this study contains 18 ADHD criteria for children's problematic behaviors manifested in inattention and hyperactivity-impulsivity. A questionnaire distributed to 48 elementary school teachers asked them to rate their students' behaviors. The questionnaire was a 5-point scale to indicate the degree of severity of the problems the teachers experienced with the students. A total of 1,663 children, 904 males and 759 females, from grades one to six in eight elementary schools located in three cities in South Korea were rated. One way to show evidence of a valid score by the diagnostic definition of ADHD described in the DSM-IV-TR is to show that the measures generated from the DSM-IV-TR are related to results of other tools that measure the same or similar variables. To demonstrate the concurrent validity of the DSM-IV-TR criteria, the author also administered the Attention-Deficit Hyperactivity Disorder Test (ADHDT), another tool measuring ADHD. Another way to show evidence of valid scores of the diagnostic symptoms of ADHD based on the DSM-IV-TR is to reveal that they were exactly measuring traits related to behavioral and psychological characteristics of ADHD. To demonstrate the construct validity of the DSM-IV-TR criteria, the author tried to discover evidence shown by previous studies. Previous studies related to ADHD have documented that individuals with ADHD have frequently been found to have comorbid Oppositional Defiant Disorder (ODD) and to experience more disciplinary and peer problems. As a result, to support the evidence of construct validity of the ADHD rating scale based on the DSM-IV-TR, measurement of ODD in the DSM-IV-TR and questions asking about disciplinary problems and peer problems were used. The author has completed the preliminary analysis on reliability of the variables. For the data analysis, scores of reliability and validity of the diagnostic definition of ADHD as described in DSM-IV-TR were examined by using Pearson correlation coefficient, Cronbach alpha, and Confirmatory Factor Analysis (CFA). CFA is an appropriate statistical method to answer questions on the appropriateness of the factorial structure of ADHD in the DSM-IV-TR and the gender difference in the configural structure between boys and girls. Scores associated with the diagnostic definition of ADHD as described in the DSM-IV-TR in a Korean population turned out to be internally stable and valid from teachers' reports. Next, findings from CFA showed that both the two-factor (inattention and hyperactivity/impulsivity) and the three-factor model (inattention, hyperactivity and impulsivity) of ADHD fit the data well. However, the three-factor model showed slightly higher scores in NFI, TLI, and CFI values and slightly lower scores in RMSEA value. Last, CFA exploring the differences in factor structure across gender revealed that the three-factor model of ADHD fit the data well for boys in all the sample sizes. However, it fit the data well for girls in only the whole population group that considered the values of NFI, TLI, and CFI, but not RMSEA. The three-factor model of ADHD appeared to be the best fit to the data in Korean elementary boys but only satisfied the three incremental indices, NFI, TLI, and CFI values, in the girls' group. Factor structures of ADHD need to be explained under theoretical assumptions. Barkley's (1997) recently developed hybrid neuropsychological model has been accepted as a unifying way to explain the nature of ADHD. The DSM-IV-TR as a tool to diagnose ADHD was discussed from the perspective of Barkley's hybrid model.Item Investigating the mechanisms of therapeutic assessment with children : development of the parent experience of assessment scale (PEAS)(2011-08) Austin, Cynthia Anne; Keith, Timothy, 1952-; Tharinger, Deborah J.; Finn, Stephen; Cawthon, Stephanie; Sherry, AlissaTherapeutic Assessment (TA) is a hybrid of assessment and therapy techniques in which assessors actively collaborate with clients during an individualized assessment. TA is centered around client assessment questions and provides a safe environment where clients can create shifts in their ‘story’ of self. More specifically, TA with children and their parents has demonstrated more confident parenting and parents’ better understanding of their child’s difficulties, while children have shown decreased problem behaviors and improved social/emotional functioning. The theoretical framework behind TA emphasizes the importance of the interpersonal interactions between the assessor and client, such as the development of a strong assessor client relationship and collaboration. These interpersonal processes are conceptualized as catalysts for greater depth of parent investment in the assessment and deeper levels of feedback results. The need for greater parent involvement and partnership in child mental health services is increasingly recognized in the client/parent satisfaction literature. Parent feedback to child mental health services is most often acquired through satisfaction questionnaires. However, the satisfaction literature has well known limitations, specifically a lack of unifying theory and methodological issues in scale development. Parent satisfaction research indicates that interpersonal experiences are more related to satisfaction than outcomes or client characteristics, and that more psychometrically sound measures are needed. Currently, satisfaction surveys do not provide a detailed understanding of parents’ experiences to inform practice and research. The current study outlines the development of the Parent Experience of Assessment Scale (PEAS). The PEAS is anchored in the theoretical orientation of TA and provides a more quantifiable measure of hypothesized underlying TA constructs. Moreover, the development of the PEAS uses advanced statistical techniques, such as Confirmatory Factor Analysis and invariance testing, to provide a higher level of psychometric rigor. The resulting scale consists of 24 items divided among 5 subscales with demonstrated relationships to general satisfaction. Structural equation modeling provides insight via direct and indirect effects among the PEAS subscales and their relationship to general satisfaction. Through the development of the PEAS, this study provides empirical evidence and support for TA theory and a more nuanced understanding of parent experiences related to satisfaction.Item Mathematical literacy assessment design : a dimensionality analysis of Programme for International Student Assessment (PISA) mathematics framework(2013-08) Ekmekci, Adem; Carmona Domínguez, Guadalupe de la PazThe National Research Council (NRC) outlines an assessment design framework in Knowing What Students Know. This framework proposes the integration of three components in assessment design that can be represented by a triangle, with each corner representing: cognition, or model of student learning in the domain; observation, or evidence of competencies; and interpretation, or making sense of this evidence. This triangle representation signifies the idea of a need for interconnectedness, consistency, and integrated development of the three elements, as opposed to having them as isolated from each other. Based on the recommendations for research outlined in the NRC's assessment report, this dissertation aims to conduct a dimensionality analysis of Programme for International Student Assessment (PISA) mathematics items. PISA assesses 15-year olds' skills and competencies in reading, math, and science literacy, implementing an assessment every three years since 2000. PISA's mathematics assessment framework, as proposed by the Organisation for Economic Co-operation and Development (OECD), has a multidimensional structure: content, processes, and context, each having three to four sub-dimensions. The goal of this dissertation is to show how and to what extent this complex multidimensional nature of assessment framework is reflected on the actual tests by investigating the dimensional structure of the PISA 2003, 2006, and 2009 mathematics items through the student responses from all participating OECD countries, and analyzing the correspondence between the mathematics framework and the actual items change over time through these three implementation cycles. Focusing on the cognition and interpretation components of the assessment triangle and the relationship between the two, the results provide evidence addressing construct validity of PISA mathematics assessment. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used for a dimensionality analysis of the PISA mathematics items in three different cycles: 2003, 2006, and 2009. Seven CFA models including a unidimensional model, three correlated factor (1-level) models, and three higher order factor (2-level) models were applied to the PISA mathematics items for each cycle. Although the results did not contradict the multidimensionality, stronger evidence was found to support the unidimensionality of the PISA mathematics items. The findings also showed that the dimensional structure of the PISA mathematics items were very stable across different cycles.Item A structural equation modeling analysis on solvency, operation and profitability of life insurers(2013-05) Zhu, Shuangshuang; Sager, Thomas W.The abilities of life insurers can be divided and measured from various aspects. Through the use of structural equation modeling, we investigate the relations among solvency, operation ability and profitability in year 1994, 1995 and 1996. After within-year analysis and longitudinal data analysis, we found that operation ability has a positive influence on the size and income of life insurers and has a slight negative effect on the return on capital during these years. While the effect of solvency, asset risk and product risk on return on capital is not significant.