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For a sample of 147 fifth-year students enrolled in a teacher training program at the elementary school level, both exploratory and confirmatory factor analyses involving orthogonal and oblique solutions were carried out on a correlation matrix of scores on 22 items from a self-report inventory of teacher burnout that was adapted with permission from the Maslach Burnout Inventory (MBI). The modifications incorporated within the new instrument, which is referred to as the College Student Survey (CSS), constituted the substitution of words within several item statements that would be more suitable in a teaching context than were the statements in the MBI which were oriented toward workers in other forms of public service. As in the instance of other factor analytic studies with the MBI, the three hypothesized constructs of burnout described as emotional exhaustion, depersonalization, and personal accomplishment were clearly defined in all factor solutions irrespective of whether the items were scored for frequency or intensity.

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This investigation is one in a series of re-analyses of those correlation matrixes consisting of structure-of-intellect (SOI) creativity tests devised by the late J. P. Guilford and his associates. Application of more recent exploratory and confirmatory factor analytic methodologies in comparison with those employed by Guilford and his associates provides a means for obtaining more objective, parsimonious, and possibly insightful interpretations of constructs underlying his creativity measures. Thus, the twofold purpose of this study was to ascertain for a sample of 403 sixth-grade children evenly divided by gender (a) the extent to which the first-order factors identified by Merrifield, Guilford, and Gershon in Report 27 from the Psychological Laboratory at the University of Southern California (May, 1963) could be replicated and (b) the degree to which higher-order factors could account for the covariance among the SOI measures in the correlation matrix. Three of Guilford's hypothesized creativity factors of ideational fluency, sensitivity to problems, and expressional fluency were replicated accompanied by a fusion of two of his hypothesized factors of originality and spontaneous flexibility into one dimension. Confirmatory factor analyses indicated that a general dimension reflecting primarily divergent production of semantic content could account for a large portion of the identifiable covariance among creativity measures. Application of goodness-of-fit indexes revealed that oblique higher-order factor models associated with three types of operations, two kinds of contents, and six forms of products did account for slightly more covariance than did the general factor model. Among all substantive models the oblique first-order nine-factor model provided the optimal fit. It was concluded that Guilford and his associates tended to extract and to rotate too many factors and that a more parsimonious interpretation of the factor structure of creativity tests than that afforded by Guilford could be realized.