Exploratory and hierarchical factor analysis of the WJ-IV Cognitive at school age.

2017 ◽  
Vol 29 (4) ◽  
pp. 394-407 ◽  
Author(s):  
Stefan C. Dombrowski ◽  
Ryan J. McGill ◽  
Gary L. Canivez
Keyword(s):  
Factor Analysis ◽  
School Age ◽  
Hierarchical Factor Analysis

An experience of using factor analysis for studying eating behaviour of children and adolescents of school age

2019 ◽  
Vol 9 (3) ◽  
pp. 22-27
Author(s):  
N.V. Tapeshkina ◽  
◽  
A.Ya. Perevalov ◽  
О.P. Vlasova ◽  
L.V. Popkova ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Children And Adolescents ◽  
Eating Behaviour ◽  
School Age

Development and validation of a food and nutrition literacy questionnaire for Chinese school-age children

2020 ◽  
Author(s):  
Tan Liu ◽  
Xiao Su ◽  
Niuniu Li ◽  
Jing Sun ◽  
Guansheng Ma ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Literature Review ◽  
Exploratory Factor Analysis ◽  
Internal Consistency ◽  
Pearson Correlation ◽  
School Age Children ◽  
School Age ◽  
Food And Nutrition ◽  
Chinese School ◽  
Core Components

Abstract Background : This study aimed to develop and validate a Food and Nutrition Literacy Questionnaire for Chinese School-age Children (FNLQ-SC). Methods : A comprehensive literature review and a qualitative study were initially performed to identify food and nutrition literacy dimensions and core components. A cross-sectional survey was conducted in 4359 school-age children, and the junior middle school students were used to analyze the reliability and validity (n=2452). The reliability of the questionnaire was determined by internal consistency. The construct validity was assessed by exploratory factor analysis (EFA), and the content validity was assessed by Pearson correlation coefficient. Results : By literature review and qualitative methods, 19 core components of FNLQ-SC were developed, including five dimensions of food and nutrition knowledge, the ability of access, selection, preparing of food and healthy eating. The overall FNLQ-SC questionnaire had high internal consistency (Cronbach’s α = 0.698). The exploratory factor analysis of skill components extracted 5 factors which were included in the conceptual framework, but a little different model, and cumulative contribution of variance accounted to 50.60％. The commonality was more than 0.20 for all components. The Pearson correlation coefficients between dimensions and total questionnaire were from 0.370 to 0.877. For all 4395 students, the average FNLQ-SC score of all participants was 61.91 ± 9.22, the score of knowledge and understanding was higher than that of skill dimensions. Multiple linear regression analysis indicated not only the social demographic characteristics (girls, only child, non-resident in school, urban registered permanent residence, in a more affluent family, and cared by their parents/grandparents with a higher education level), but also the home food environment were the predictors of food and nutrition literacy in school-age children (R 2 =0.226, F =81.401, P <0.05). Conclusion : The developed Food and Nutrition Literacy Questionnaire (FNLQ-SC) had good reliability, and it could potentially be a useful instrument for assessing food and nutrition literacy for Chinese school-age children.

Hierarchical Factoring in a Standardized Achievement Battery

1985 ◽  
Vol 45 (2) ◽  
pp. 343-351 ◽  
Author(s):  
David J. Martin ◽  
Stephen B. Dunbar
Keyword(s):  
Factor Analysis ◽  
Cognitive Abilities ◽  
Visual Information ◽  
General Factor ◽  
Factorial Validity ◽  
Cognitive Abilities Test ◽  
Language And Mathematics ◽  
Information Group ◽  
And Mathematics ◽  
Hierarchical Factor Analysis

This study was concerned with the factorial validity of the Iowa Tests of Basic Skills (ITBS). Previous research identified a strong general factor for this battery, which was taken as evidence of redundancy among the subtests. Hierarchical factor analysis was done with a subset of the standardization data to explore the presence of second-order group factors. The results supported the construct validity of the Language and Mathematics subscales, though a degree of factorial complexity was found in both. Verbal and Visual Information group factors were also identified. Extension of the ITBS general and group factors to subtests of the Cognitive Abilities Test supported the interpretations made of the various group factors.

Confirmatory Factor Analysis of the Nepsy for Younger and Older School-Age Children

2008 ◽  
Vol 102 (3) ◽  
pp. 861-866 ◽  
Author(s):  
Matthew Mosconi ◽  
Lauren Nelson ◽  
Stephen R. Hooper
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Age Groups ◽  
Error Variance ◽  
School Age Children ◽  
School Age ◽  
Entire Sample ◽  
Fit Statistics ◽  
Confirmatory Factor

Using the standardization sample from the NEPSY, confirmatory factor analysis was conducted to examine the factor structure for ages 5 through 12 of the NEPSY sample, as well as for the younger (5 to 8 years, n = 400) and older (9 to 12 years, n = 400) age bands, to explore possible differences in test structure at different developmental epochs. Using four standard fit indices, results indicated that a 5-factor model was less than adequate for the entire sample and produced negative error variance for the younger and older age groups, making any solutions for the two subgroups inadmissible. A 4-factor model without the Attention/Executive Function subtests produced satisfactory fit statistics for the entire sample and the younger group, but did not fit the data as well for the older group. A 1-factor model did not fit well for the full sample. These results indicated that the structure for the NEPSY is not invariant across development, with the 4-factor model best fitting the data for the younger age group and for the entire school-age sample.

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