Making Sense of Factor Analysis

Pett, Marjorie A.; Lackey, Nancy; Sullivan, John

doi:10.4135/9781412984898

Cited by 1,811 publications

(1,327 citation statements)

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“…Thus, for theoretical reasons, this item was retained within the deep scale. The strategy of retaining cross-loading items within their theoretically proposed scale is in agreement with current advice on factor analysis (Pett, Lackey, & Sullivan, 2003). The fact that one item cross-loaded on the deep and the strategic scales is hardly surprising.…”

Section: Factor Structure and Internal Consistencysupporting

confidence: 63%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

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Background: The shortening of measurement scales may improve their feasibility, but may also affect the scales' measurement properties. This study investigated the psychometric properties of the short Norwegian Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students.Methods: The students (n = 148) completed the Norwegian ASSIST and provided sociodemographic data. Scale structure was examined with Principal Components Analysis (PCA). Scale consistency was assessed with Cronbach's α. Bivariate associations between the full and short scales were examined with Pearson's r. Linear regression analyses were used to assess associations between scale scores and the students' average exam grade.Results: Three factors were confirmed, but one item did not fit within the deep approach scale. Cronbach's α for the scales ranged 0.64-0.71. The full-length scales were strongly associated with the corresponding short scales, r ranging 0.85-0.87. For the surface scales, the full-length and short scale scores were both associated with the students' average exam grade. For the strategic scale, only the full-length scale scores were associated with exam grade.Conclusions: The short scales of the Norwegian ASSIST have satisfactory psychometric properties and represent a feasible way of assessing students' study approaches in Norwegian higher education.

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Section: Factor Structure and Internal Consistencysupporting

confidence: 63%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

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“…The result of the Kaiser-Meyer-Olkin measure of sampling adequacy was good (43,44) . The Bartlett ' s Test of Sphericity was signifi cant ( χ To examine differences in the perceived variables (i.e., program content, program implementers, and program effe- (Table 1 ).…”

Section: Resultsmentioning

confidence: 99%

Predictors of subjective outcome evaluation findings in a positive youth development program in Hong Kong

Shek¹,

M.S.

Tang

2011

International Journal on Disability and Human Development

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This study attempted to examine correlates of subjective outcome evaluation fi ndings amongst Chinese junior secondary students from 216 schools who joined in a positive youth development program in Hong Kong. With individual students as the unit of analysis, results revealed that three factors (perceived program quality, perceived instructor quality, and perceived effectiveness) were extracted from a 36-item client satisfaction scale. Signifi cant grade differences in the subjective outcome evaluation fi ndings were found, although the effect size was small. Multiple regression analyses revealed that perceived qualities of the program and the program implementers positively predicted perceived effectiveness of the program. The fi ndings suggest that the use of schools vs. individuals as units of analyses would yield different results on the determinants of subjective outcome evaluation.

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“…This criterion is best used when principal component analysis is used as a technique to extract components. [16] Factorial analysis provided us a one-factor solution. Based on the above Þ ndings, this scale satisÞ es the criteria -high internal consistency and high item-item correlations.…”

Section: Reliability Analysismentioning

confidence: 99%