Dimensions of children's classroom social behavior: A factor analytic investigation

Dimensions of children's classroom social behavior were investigated using the Social Behavior Assessment (SBA), a 136-item teacher rating scale (Stephens, T. M.Social Behavior Assessment. Columbus, Ohio: Cedars Press, 1979). Six relatively independent factors were identified as dimensions of children's classroom social behavior: Academic Responsibility, Social Responsibility, Cooperation, Compliance, Adaptive Behavior, and Participation. These six factors accounted for over two-thirds of the variance in teacher ratings and do not correspond with Stephens' (1979) original categorization. Consistent with past research, teachers appeared to consider those academic-related social skills associated with classroom order and control particularly salient. Directions for future research and recommendations concerning multifactored assessment of children's social skills are discussed.     

Dimensions of maltreated children's home behavior: A factor analytic approach

This study identified dimensions of home behavior of maltreating parents and their children through exploratory factor analysis. Five child factors were identified: self-directed behavior, affiliative behavior, negativity, positive social interaction, and questioning. Five parent factors were identified: positive social interaction, caretaking, discipline, refusal, and hostility. Multivariate analyses indicated that neglected children and abused children had less positive social interaction than adequately reared children. Children showed more questioning and less negativity at older ages. Abusing parents were most hostile, whereas neglecting parents showed the least positive social interaction. Abusing parents directed less hostility toward older children than the other child-rearing groups. Parents exhibited less caretaking behavior toward older children and directed more positive social interaction toward children with higher developmental quotients. The results suggest that factor analysis is a viable means of identifying dimensions of child and parent behavior which could facilitate comparison of effects across studies.     

The psychopathology of anorexia nervosa: A factor analytic investigation

To examine the psychopathology of anorexia nervosa, behavioral assessment measures sampling a wide range of relevant constructs were collected on 150 women diagnosed as having anorexia nervosa. The data were subjected to an exploratory factor analysis using maximum-likelihood estimation and oblique rotation. Five factors were extracted, which were titled Fasting and Restrictive Eating, Depression, Anxiety, and Negative Self-image, Bulimic Behaviors, Fear of Fatness/Body Image Disturbance, and Impulsive Behavior/Post-Traumatic Response. Discriminate function analysis suggested that, other than the bulimic behaviors factor, the Impulsive Behavior/Post-Traumatic Response factor best discriminated between bulimic and restrictor subtypes of anorexics. These data suggest that the underlying dimensions of anorexia nervosa are very similar to those of bulimia nervosa. The findings also have implications for the multidimensional assessment and treatment of anorexia nervosa as well as conceptual models of the disorder.     

A factor analytic study of manifest anxiety: a transsituational, transtemporal investigation

In this study, we investigated the factorial structure of the Manifest Anxiety Scale (MAS) among American, counseling graduate students (N = 227). The MAS was administered across transsituational and transtemporal conditions. The following four factors were yielded following orthogonal rotation: General Worries, Physiological Correlates of Anxiety, Distractibility, and Embarrassment. These four factors, however, explained less than one quarter of the common variance extracted. Following a comparison with previous factor analytic studies of the MAS, we discuss factors possibly contributing to the discrepant findings, with particular attention to the MAS's item content and psychometric properties and the nature of the population used.     

Repressive and defensive coping during fear and anger

In this study, the relationship between repressive and defensive coping styles and somatovisceral responses as well as emotion self-reports were investigated in 2 situational contexts conceived to induce fear and anger. Anxiety (State-Trait Anxiety Inventory; L. Laux, P. Glanzmann, P. Schaffner, and C. D. Spielberger, 1981) x Defensiveness (Marlowe-Crowne Social Desirability Scale; D. P. Crowne and D. Marlowe, 1960) x Emotion (fear, anger) moderated regression analyses revealed that compared with baseline during fear, defensiveness was related to a decrease in heart rate variability. Also during fear, repressive-defensive copers had lower self-reports of negative affect but showed higher behavioral negative affect (m. corrugator reactivity) than other participants. During anger, defensiveness was positively related to both diastolic blood pressure reactivity and m. zygomaticus reactivity. Additional analyses showed that emotional responses of repressive-defensive copers were strongly moderated by the situational context.     

A comparative investigation of the speech-associated coping responses reported by adults who do and do not stutter

The Behavior Checklist, a self-report test procedure, was administered to 42 adults who stutter and 76 who do not in order to investigate the number, frequency of usage, type and nature of the responses that they reportedly employ to cope with the anticipation and/or presence of speech disruption. As a group, the participants who stutter reported a significantly greater number of speech-associated coping responses and a greater use of them than their nonstuttering peers did. Moreover, factor analysis made apparent fundamental between-group differences in the type and nature of certain forms of the coping responses reported by those who stutter and those who do not. This suggests that the quantitative and qualitative differences in the coping responses of those who do and do not stutter are potentially useful with respect to differential diagnostic and therapeutic decision making. EDUCATIONAL OBJECTIVES: (1) The reader will be able to describe differences in the number, frequency and types of coping behaviors used by PWS and PWNS. (2) The reader will be able to list similarities and differences in the type and nature of coping behaviors used by PWS and PWNS. (3) The reader will be able to discuss the features and use of the Behavior Checklist, a self-report procedure for assessing the responses used by adults to cope with the anticipation and occurrence of speech disruption.     

A confirmatory factor analytic investigation of the TAS-20: corroboration of a five-factor model and suggestions for improvement

Alexithymia represents an individual difference dimension characterized by difficulties identifying emotions, difficulties describing emotions, and a utilitarian approach to thinking. The Toronto Alexithymia Scale-20 (TAS-20; Bagby, Parker, & Taylor, 1994) is a frequently used inventory to measure alexithymia, and although several studies have examined the factor structure of the TAS-20, a number of issues remain unresolved. Specifically, the severely unbalanced item-keyed nature of the TAS-20 has been suggested to limit the interpretation of the substantive Externally Oriented Thinking (EOT) factor. Further, it has also been suggested that the EOT factor may be better represented by 2 oblique factors. A review of the TAS-20 confirmatory factory analysis (CFA) literature has suggested that some improvement in CFA strategies could possibly be afforded by using a nested factors modeling approach. Based on a sample of 355 participants, we demonstrated that the TAS-20 was better represented by a nested factors model with 5 substantive factors. A novel, latent variable approach to estimating internal consistency reliability revealed that the subscales within the TAS-20 were associated with unacceptably low levels of reliability independently of the global alexithymia factor. Although there was some CFA evidence to suggest the plausibility of a negatively keyed factor, a thorough examination of the items in question offered an alternative interpretation. Further development of the TAS-20']s Externally Oriented Thinking subscale is encouraged.     

Anxiety sensitivity in traumatized Cambodian refugees: a discriminant function and factor analytic investigation

We examined the psychometric properties and factor structure of a Cambodian translation of the Anxiety Sensitivity Index (ASI) and an Augmented ASI (the ASI supplemented with a 9-item addendum that assesses additional Cambodian concerns about anxiety-related sensations). Both the ASI and the Augmented ASI distinguished among three diagnostic groups: highest score, PTSD with panic disorder (PP group); next, panic disorder without PTSD (P group); and then, other disorders than PTSD or panic disorder (O group). In the discriminant function analysis using the Augmented ASI, the best classificatory predictor (PP vs. P vs. O) was an Addendum item (“It scares me when I stand up and feel dizzy”). The principal component analysis (oblimin rotation) of the ASI yielded a 3-factor solution (I, Weak Heart Concerns; II, Control Concerns; III, Social Concerns) and of the Augmented ASI, a 4-factor solution (I, Weak Heart Concerns; II, Control Concerns; III, Wind Attack Concerns; IV, Social Concerns). The item clustering within the factor solution of both the ASI and Augmented ASI illustrates the role of cultural syndromes in generating fear of mental and bodily events.     

On the independence of stimulus evocation of fear and fear evocation of responses

Dogs in an experimental group were first trained in a shuttlebox on a free-operant avoidance response; then a second, discriminative avoidance response was trained in a second apparatus to a tone. Following criterion, the second avoidance response was “extinguished” through unsignaled. response-independent US presentations. Finally, the tone was presented in the shuttlebox as a test for residual fear. The tone produced as much facilitation of the free-operant avoidance responding as it did in two control groups; one control had not had the second avoidance response extinguished, while the other had received only Pavlovian conditioning in the second apparatus. Thus, the elimination of a discriminative avoidance response to a CS does not impair the CS's ability to control a second independent avoidance response. This result reflects and confirms the separability and independence of the CS-fear and fearavoidance response links hypothesized by two-process theories.     

An investigation of the normative and factor analytic composition of six questionnaires used for subject selection

Six self-report instruments which have been widely used for subject screening were administered to large samples of males and female college students. Normative information and bivariate correlations between scales were derived. Principal components analysis was applied to the individual scales to determine substructures. Finally, factor scores from the scales were examined in terms of second-order factors from an additional principal components analysis. The results are discussed in terms of comparisons with the results of previously published reports and implications for the discriminant validity of the scales and factor scores. The use of factor scores for more homogeneous subject selection is suggested.We wish to thank Arnold Holzman, Cynthia Volinsky, Ellen Tuckner, and Patricia Tolchin for their assistance in administering the questionnaires. Appreciation is also extended to Paul Malloy for his aid and suggestions concerning data analysis and to an anonymous reviewer for insightful comments which improved the quality of the final report. This study was conducted while the first author was at the State University of New York at Binghamton.     

European American and Chinese parents' responses to children's success and failure: implications for children's responses

The authors examined cultural differences in parents' responses to their children's performance. In Study 1 (N = 421), Chinese 5th graders reported that their parents de-emphasized their academic success and emphasized their academic failure, whereas their American counterparts reported that their parents did the opposite. This partially accounted for Chinese (vs. American) children responding less positively to success and more negatively to failure. In Study 2 (N = 128), Chinese and American mothers' responses to their 4th and 5th graders' performance were observed in the laboratory. The cultural differences in children's reports of parents' responses documented in Study 1 were replicated; mothers' responses were also associated with children's subsequent performance. In addition, Chinese mothers were more involved than were American mothers, but their affect was similar. Taken together, the results suggest that parents' responses to children's performance may be a channel for cultural transmission and perpetuation of responses to performance.     

Parental conflict and children's coping styles in litigating separated families: Relationships with children's adjustment

The influence of interparental verbal and physical aggression, children's coping styles, and relevant demographic factors on children's adjustment was examined in a group of 52 families who were disputing custody and/or access arrangements after separation. It was hypothesized that parental conflict and specific children's coping strategies (i.e., cognitive redefinition and social support seeking) would be important predictors of children's adjustment. Consistent with previous research, aggressive styles of resolving conflict between parents were related to more frequent and severe behavior problems and diminished competence among children. Conversely, greater flexibility in coping and greater use of cognitive coping strategies among children were related to decreased behavioral disturbance. The unique and combined influence of these variables is discussed.This research was supported in part through a grant from the LaMarsh Research Programme on Violence and Conflict Resolution, York University, Toronto, Ontario. The author acknowledges the help of Cathy Melville and Susan Dickens in the data analyses. In addition, the author thanks the staff and families at the Toronto and London, Ontario, Family Court clinics who participated in this project.     

A factor analytic study of structural family therapy constructs

The lack of empirical work on therapists' use of Structural Family Therapy (SFT) concepts is discussed. The important SFT dimensional models are briefly reviewed. Three groups of therapists were required to make judgements of video-taped interviews using a set of SFT concepts. The data were factor analysed and the results discussed in terms of the relationship between the therapists' produced factors and theoretical models of SFT.     

Predicting parenting stress: children's behavioural problems and parents' coping

This study examined the effects of child characteristics and parent coping practices on parenting stress, based on a sample of parents of 64 boys with behavioural problems and a comparison group with parents of 128 boys. All parents completed questionnaires about stress, length of education, child characteristics, social support, sense of coherence and coping practices, in addition to interviews in their home about daily activities and relations with the child. A hierarchical regression model for predicting parenting stress was tested, and the results showed that having a child with behavioural problems predicted 57% of the variance in parenting stress. Social support and parental resources and strategies added to the prediction of parenting stress after controlling for family demographics and child characteristics. The parents in the clinical group (with boys referred to psychiatric units) were more often single parents with lower education, more often unemployed, less content with social support, and had lower scores on comprehensibility. These parents were significantly more stressed than parents in the comparison group. All these risk factors might be barriers against establishing a protective frame around a child. These parents, with a difficult child‐rearing situation, who perceived less support and had fewer material benefits, seemed to be more vulnerable. Copyright © 2010 John Wiley & Sons, Ltd.