A Confirmatory Factor Analysis of the Stanford-Binet Intelligence Scales, Fifth Edition, with a High-Achieving Sample

Autor/inn/en	Williams, Tasha H.; McIntosh, David E.; Dixon, Felicia; Newton, Jocelyn H.; Youman, Elizabeth
Titel	A Confirmatory Factor Analysis of the Stanford-Binet Intelligence Scales, Fifth Edition, with a High-Achieving Sample
Quelle	In: Psychology in the Schools, 47 (2010) 10, S.1071-1083 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20525
Schlagwörter	Intelligence Tests; School Psychologists; Construct Validity; Factor Structure; Factor Analysis; High Achievement; Grade 3; Elementary School Students; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Faktorenstruktur; Faktorenanalyse; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	The Stanford-Binet Intelligence Scale, Fifth Edition (SB5), is a recently published, multidimensional measure of intelligence based on Cattell-Horn-Carroll (CHC) theory. The author of the test provides results from confirmatory factor analyses in the technical manual supporting the five-factor structure of the instrument. Other authors have examined this factor structure through EFA using the standardization sample, and have not found evidence of a five-factor model. The purpose of the current study was to examine the internal construct validity of the SB5 using an independent sample of high-functioning students. Participants included 201 high-functioning, third-grade students ranging in age from 8 years, 4 months to 10 years, 11 months. Five models of the SB5 were analyzed using Analysis of Moment Structures (AMOS). Our findings indicated that a hierarchical, four-factor, post-hoc model provided the best fit to the data. Generally, implications for school psychologists include a better understanding of the factor structure of the SB5, especially as it relates to high-achieving children. Directions for future research are also discussed. (Contains 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10