A Confirmatory Factor Analysis of Home Environment and Home Social Behavior Data from the Elementary School Success Profile for Families

Abstract

The purpose of the current study was to test the factor structure and scale quality of data provided by caregivers about the home environment and child behavior at home using the Elementary School Success Profile (ESSP) for Families. The ESSP for Families is one component of the ESSP, an online social–environmental assessment that also collects information from students and teachers. Confirmatory factor analyses with Mplus and weighted least squares means and variances adjusted estimation took into account the hierarchical nature and ordinal level of the data. The sample comprised caregivers of 692 third- through fifth-grade students from 13 elementary schools in four districts. A primary model and an alternative model were tested. Models were tested on a random calibration sample and validated with another sample. A nine-factor first-order solution demonstrated superior fit to the data. Scores from the nine scales also demonstrated acceptable internal consistency reliability. Implications for practice and further research are presented.

Leadership and Innovation: Informal Power and Its Relationship to Innovative Culture

“…Interestingly, connection power loaded under Factors 1 and 2, but because of the higher loading, it was retained under Factor 1. Little guidance for handling double‐loading items is provided in the literature; however, a general preference for maintaining a simple structure (each item loading on only one factor) is usually recommended (Wegmann, ). Furthermore, referent power 2 had a positive loading of .58 on Factor 1 and a negative loading of −.55 on Factor 2.…”

Rural Neighborhoods and Child Aggression

“…The ESSP was developed using rigorous qualitative and quantitative procedures (Bowen et al 2004) and scores from its measures have demonstrated good psychometric properties (e.g., Bowen 2011;Wegmann et al 2011). The ESSP was developed using rigorous qualitative and quantitative procedures (Bowen et al 2004) and scores from its measures have demonstrated good psychometric properties (e.g., Bowen 2011;Wegmann et al 2011).…”

A Quasi-Experimental Test of the Elementary School Success Profile Model of Assessment and Prevention

“…The ESSP MAP Webber, Rizo, & Bowen, 2011;Wegmann, Thompson, & Bowen, 2011) is an approach that addresses the previously mentioned barriers to effectively implementing a tiered-prevention framework in schools. Although the ESSP MAP could be readily integrated into all three tiers of an RtI or PBIS model in a school, the ESSP MAP was used in the current study independent of RtI or PBIS and with a predominantly universal (Tier 1) purpose.…”

“…The ESSP MAP includes an online social environmental assessment administered to parents, students, and teachers, and a set of online resources and guidelines for school staff. The online Elementary School Success Profile (ESSP) assessment tool Bowen et al, 2004;Webber et al, 2011;Wegmann et al, 2011) collects data from the three sources about risk and protective factors related to the neighborhood (parent and child perceptions), school (parent and child perceptions), peer system (child's perception), family (parent and child perceptions), parent educational behavior (parent and teacher perceptions), health and well-being of the student (child perceptions), home and school social behavior (parent and teacher perceptions), and school performance (teacher perceptions). The ESSP is the elementary version of the School Success Profile, which was developed for middle and high-school students in the 1990s (Bowen, Richman, & Bowen, 2002;Bowen, Rose, & Bowen, 2005;Richman et al, 2004).…”