A bayesian estimation of factor score in confirmatory factor model with polytomous, censored or truncated data

The posterior analysis in estimating factor score in a confirmatory factor analysis model with polytomous, censored or truncated data is investigated in this paper. For the above three types of data, posterior distributions of the factor score are studied, and the estimators of the factor score are obtained to be the location parameters of the posterior distributions. The accuracy of Bayesian estimates is studied via simulation studies.This research was supported by a Hong Kong UGC grant.     

The state version of the recovery experience questionnaire: A multilevel confirmatory factor analysis

Although many studies in the field of recovery from work utilize a quantitative diary design, little is known about the validity of the daily measures used in such studies. The present study analyses the factor structure of the state version of the Recovery Experience Questionnaire (REQ) on the between-person (trait) and within-person (state) levels. A total of 127 employees participated in the study. Most of them filled out the questionnaire on three consecutive workdays (N = 375 observations). Results of multilevel confirmatory factor analyses (MCFA) showed that a four-factor model fit the data better than alternative models at both levels of analysis (between and within). In addition, some factor loadings of the four recovery experience dimensions (particularly for relaxation and control) were lower on the day level as compared to the general level. Nevertheless, we conclude that both state and trait versions of the REQ show good psychometric properties. Implications for future research on recovery are discussed.     

Identification with deficient rank loading matrices in confirmatory factor analysis: Multitrait-multimethod models

This paper presents some results on identification in multitrait-multimethod (MTMM) confirmatory factor analysis (CFA) models. Some MTMM models are not identified when the (factorial-patterned) loadings matrix is of deficient column rank. For at least one other MTMM model, identification does exist despite such deficiency. It is also shown that for some MTMM CFA models, Howe's (1955) conditions sufficient for rotational uniqueness can fail, yet the model may well be identified and rotationally unique. Implications of these results for CFA models in general are discussed.     

Aboriginal perceptions of social and emotional wellbeing programs: A systematic review of literature assessing social and emotional wellbeing programs for Aboriginal and Torres Strait Islander Australians perspectives

Australian Aboriginal and Torres Strait Islander communities have been targets of social and emotional wellbeing programs for many years. However, the few health-care programs and services that are evaluated rarely provide insight into the participants' perspectives of program success or failure. This systematic review assessed 33 social and emotional wellbeing programs across Australia to better understand what Aboriginal community members think about the programs and how they could be improved. Results highlighted the interesting and valuable insights provided by Aboriginal participants, including what kinds of program activities and approaches are most suitable, what program characteristics are successful or desired, and their experiences of wellbeing change before and after program participation. They likewise voiced opinions about poorly received programs, culturally inappropriate services and negative experiences. This review highlighted how health and wellbeing programs must better engage Aboriginal and Torres Strait Islander clients to ensure that services are culturally safe, holistic, integrate appropriate staffing, include culturally relevant activities and value patient/participant experiences. These findings have significant implications for the health and wellbeing sector; specifically, research, policy, program design and implementation, evaluation methods, and self-determination.     

结构方程模型的应用及分析策略

差不多所有心理、教育、社会等概念,均难以直接准确测量,结构方程（SEM,Struc－tulalEquationModelling）提供一个处理测量误差的方法,采用多个指标去反映潜在变量,也令估计整个模型因子间关系,较传统回归方法更为准确合理。本文主要用一系列有关学习动机的虚拟例子,指出每个问题的主要分析策略,以展示SEM在教育及心理学可以应用的研究范畴。文内探讨的方法包括：验证性因素、高阶因子、路径及因果分析、多时段（multiwave）设计、单形模型（SimpleModel）、及多组比较等。     

So many lifetimes locked inside: reflecting on the use of music and songs to enhance learning through emotional and social connection in Trainee Clinical Psychologists

Music is universal; it can provide a common language that speaks from the heart enabling others to connect with the private felt experiences of others regardless of differences within or between people. This ability to empathise with, and understand, the position of others from differing backgrounds is an important competency within the therapeutic work of Clinical Psychologists. There are many facets to diversity just as there are many facets to music. Diversity in music genres can reflect diversity in people. Indeed, there is music to cater for all tastes, cultural/ethnic backgrounds, gender, age and generations with listening often being guided by individual preferences. In the United Kingdom training to become a Clinical Psychologist consists of a university-based 3-year full time professional research doctorate funded through the National Health Service. Trainees work on placements 3 days a week and attend university for academic and research teaching 2 days a week. As part of the academic programme, Trainees undertake experiential learning through workshops and methods such as Problem-Based Learning (PBL). One of the PBL exercises is based on a typical referral within an Adult Mental Health (AMH) service. For the AMH PBL exercise music is used to enhance trainees’ ability to connect emotionally with the personhood of referrals, consider associated complexities, and to reflect on personal and professional boundaries and reflective practice during training and beyond. This paper reflects on the utility of music and songs to enhance the learning experience.     

Student-teacher concordance on dimensions of student social competence: A multitrait-multimethod analysis

Teacher and self-ratings of social competence were obtained for 669 (341 males, 328 females) grades 3–6 students using the Social Behavior Assessment—Revised (SBA-R) and a self-report scale consisting of the identical items reworded in first person. Factor analysis and multitrait-multimethod matrix analysis were used to validate construct interpretations. The previous four-factor structure of the SBA-R was not replicated. However, the three-factor structure that did emerge was better defined. Although student-teacher concordance was moderate for the Self-Control/Social Convention and Academic Responsibility factors, it was minimal for the Social Participation factor. Evidence of discriminant validity was weak. As with other studies using rating scales, method bias was in evidence. Sex differences were found in terms of variance explained by each factor and convergent validity. Discussion focuses on problems associated with construct validation in general and validation of school-related social competence in particular.     

Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance.     

The exploratory and confirmatory factor analyses of two subjective career success instruments

This study investigated the psychometric properties of two subjective career success instruments within the South African context: Perceived Career Success (PCSS: Gattiker &; Larwood, 1986 Gattiker, U. E., &; Larwood, L. (1986). Subjective career success: A study of managers and support personnel. Journal of Business and Psychology, 1(2), 78–94. http://dx.doi.org/10.1007/BF01018805[Crossref] , [Google Scholar]) and Life Success Measures Scale (LSMS: Parker &; Chusmir, 1992 Parker, B., &; Chusmir, L. H. (1992). Development and validation of a life-success measures scale. Psychological Reports, 70(2), 627–637. http://dx.doi.org/10.2466/pr0.1992.70.2.627[Crossref], [Web of Science ®] , [Google Scholar]). Data were collected via a convenient sample of 708 South African Police Services (SAPS) personnel (females = 36.8%; Sotho language = 62.50%). Exploratory factor analysis (EFA) was conducted on both instruments, followed by confirmatory factor analyses (CFA). Both instruments showed acceptable construct validity and reliability of scores.     

Loneliness and solitude in adolescence: A confirmatory factor analysis of alternative models

The present study tested a four-factor model of adolescent loneliness and solitude that comprises peer-related loneliness, family loneliness, negative attitude toward solitude, and positive attitude toward solitude. Nine different instruments for a total of 14 scales and derivative subscales were completed by a sample of mid-adolescents (N = 534) from Grades 10 through 12 (aged 15–18 years) in the Dutch-speaking part of Belgium. As expected, the four-factor solution provided a better fit to the data than did alternative models that comprised just a single factor, or two and three factors. Use of the Loneliness and Aloneness Scale for Children and Adolescents (LACA) is recommended, because the instrument measures all four aspects of the model. Implications for current theories on adolescent loneliness and associated phenomena, such as adolescents’ attitude toward being on their own, are briefly discussed.     

PATHS in Croatia: A school‐based randomised‐controlled trial of a social and emotional learning curriculum

This study represents the first rigorous evaluation of a social‐emotional learning curriculum, PATHS (P romoting A lternative Th inking S trategies; Kusché & Greenberg, 1994), in elementary schools in Croatia. This study randomly assigned 29 schools to receive the universal preventive intervention or continue with usual practices. Within those schools, this study included 57 classrooms and 568 children. Teachers rated nine child behaviours in the middle of first grade (pre‐intervention) and near the end of second grade (post‐intervention). Hierarchical linear models, nesting children within classrooms, revealed few changes in behaviour across the sample as a whole or among higher risk children. However, there were changes on eight of the nine behaviours for lower risk children. The findings are considered in the context of the classroom culture and teachers' preparation and readiness to implement a social‐emotional learning curriculum in Croatia. This study highlights the need to supplement universal preventive interventions with selective preventive interventions that can provide more intensive and targeted skill practice for higher risk children. This study also highlights the nuanced effects of a universal preventive intervention in helping different children in different ways.     

Measuring illness perceptions in the family context: psychometric properties of the IPQ-R adapted for adolescent–caregiver dyads

Objectives: Given the lack of validated measures assessing illness perceptions in families, the aim of our study was the development and psychometric testing of an adapted version of the Illness Perceptions Questionnaire-Revised (IPQ-R) allowing for Common Sense Model-based dyadic assessment of adolescents’ and caregivers’ perceptions of a chronic illness in adolescence.

Methods: Using a cross-sectional survey design, factor structure, reliability and validity of the adapted measure You-IPQ-R were tested in a sample of adolescents with asthma (N?=?155) and their primary caregivers (N?=?132). Analysis included a dyadic methodology (dyadic confirmatory factor analyses) and examination of the suitability of the measure for different age groups.

Results: Both the adolescent and the caregiver versions of the You-IPQ-R revealed good overall validity and reliability. For all Common Sense Model dimensions except for timeline cyclical in the caregiver version, unidimensional scales aligning with the original IPQ-R structure could be confirmed. Age-specific analyses revealed good to excellent measurement properties in adolescents aged 14 years or older, but considerably poorer indices in younger adolescents.

Conclusion: The dyadically validated You-IPQ-R will enable researchers and clinicians to compare illness perceptions in adolescent–caregiver dyads and to assess the effects of family illness perceptions’ congruence upon medical, psychosocial and behavioural outcomes.     

Using emotional cues in a discrimination learning task: Effects of trait emotional intelligence and affective state

Individuals may differ in their ability to learn the significance of emotional cues within a specific context. If so, trait emotional intelligence (EI) may be associated with faster cue learning. This study (N = 180) tested whether trait EI predicts faster learning of a critical cue for discriminating “terrorists” from “non-terrorists”, using virtual-reality heads as stimuli. The critical cue was either facial emotion (positive or negative), or a neutral feature (hat size). Cognitive ability and subjective state were also assessed. Participants were faster to learn with an emotive cue. Surprisingly, high trait EI was correlated with poorer performance, especially early in learning. Subjective distress was also associated with impaired learning to emotive cues.     

The structure of the Beck Hopelessness Scale: A confirmatory factor analysis in UK students

The aim of this paper was to confirm the factor structure of the 20-item Beck Hopelessness Scale in a non-clinical population. Previous research has highlighted a lack of clarity in its construct validity with regards to this population.Based on previous factor analytic findings from both clinical and non-clinical studies, 13 separate confirmatory factor models were specified and estimated using LISREL 8.72 to test the one, two and three-factor models.Psychology and medical students at Queen’s University, Belfast (n = 581) completed both the BHS and the Beck Depression Inventory (BDI).All models showed reasonable fit, but only one, a four-item single-factor model demonstrated a non-significant chi-squared statistic. These four items can be used to derive a Short-Form BHS (SBHS) in which increasing scores (0-4) corresponded with increasing scores in the BDI. The four items were also drawn from all three of Beck’s proposed triad, and included both positively and negatively scored items.This study in a UK undergraduate non-clinical population suggests that the BHS best measures a one-factor model of hopelessness. It appears that a shorter four-item scale can also measure this one-factor model.     

The Male Body Attitudes Scale: A confirmatory factor analysis with a sample of gay men

The Male Body Attitudes Scale (MBAS; Tylka, Bergeron, & Schwartz, 2005) is a recently created instrument which assesses males’ attitudes regarding their muscularity, body fat, and height. Although the MBAS was created via exploratory and confirmatory factor analyses, its factor structure has yet to be replicated with more diverse samples. The aim of the current study was to conduct a confirmatory factor analysis of the MBAS with a sample of gay men. Results from an online sample of 207 self-identified gay men revealed that the original three-factor structure of the MBAS, as well as a two-factor structure, consisting of muscularity and body fat, displayed strong factorial validity. These findings suggest that either a two- or three-factor structure may be used when assessing body image concerns in gay men.     

Self-esteem,body-esteem,emotional intelligence,and social anxiety in a college sample: the moderating role of weight

To examine the relationships between self-esteem, body-esteem, emotional intelligence, and social anxiety, as well as to examine the moderating role of weight between exogenous variables and social anxiety, 520 university students completed the self-report measures. Structural equation modeling revealed that individuals with low self-esteem, body-esteem, and emotional intelligence were more likely to report social anxiety. The findings indicated that obese and overweight individuals with low body-esteem, emotional intelligence, and self-esteem had higher social anxiety than others. Our results highlight the roles of body-esteem, self-esteem, and emotional intelligence as influencing factors for reducing social anxiety.