Higher-Order Exploratory Factor Analysis of the Reynolds Intellectual Assessment Scales with a Referred Sample

Autor/inn/en	Nelson, Jason M.; Canivez, Gary L.; Lindstrom, Will; Hatt, Clifford V.
Titel	Higher-Order Exploratory Factor Analysis of the Reynolds Intellectual Assessment Scales with a Referred Sample
Quelle	In: Journal of School Psychology, 45 (2007) 4, S.439-456 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2007.03.003
Schlagwörter	Psychological Evaluation; Intelligence; Factor Structure; Factor Analysis; Intelligence Tests; Referral; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Psychosoziale Beurteilung; Intelligenz; Klugheit; Faktorenstruktur; Faktorenanalyse; Intelligence test; Intelligenztest; Sekundarschüler
Abstract	The factor structure of the Reynolds Intellectual Assessment Scales (RIAS; [Reynolds, C.R., & Kamphaus, R.W. (2003). "Reynolds Intellectual Assessment Scales". Lutz, FL: Psychological Assessment Resources, Inc.]) was investigated with a large (N=1163) independent sample of referred students (ages 6-18). More rigorous factor extraction criteria (viz., Horn's parallel analysis (HPA); [Horn, J.L. (1965). A rationale and test for the number of factors in factor analysis. "Psychometrika", 30, 179-185.], and Minimum Average Partial (MAP) analysis; [Velicer, W.F. (1976). Determining the number of components from the matrix of partial correlations. "Psychometrika", 41, 321-327.]), in addition to those used in RIAS development, were investigated. Exploratory factor analyses using both orthogonal and oblique rotations and higher-order exploratory factor analyses using the Schmid and Leiman [Schmid, J., and Leiman, J.M. (1957). The development of hierarchical factor solutions. "Psychometrika", 22, 53-61.] procedure were conducted. All factor extraction criteria indicated extraction of only one factor. Oblique rotations resulted in different results than orthogonal rotations, and higher-order factor analysis indicated the largest amount of variance was accounted for by the general intelligence factor. The proposed three-factor solution was not supported. Implications for the use of the RIAS with similarly referred students are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10