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Su, Hsu-Lin; Chen, Po-Hsi – Educational and Psychological Measurement, 2023
The multidimensional mixture data structure exists in many test (or inventory) conditions. Heterogeneity also relatively exists in populations. Still, some researchers are interested in deciding to which subpopulation a participant belongs according to the participant's factor pattern. Thus, in this study, we proposed three analysis procedures…
Descriptors: Data Analysis, Correlation, Classification, Factor Structure
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Yang, Yanyun; Xia, Yan – Educational and Psychological Measurement, 2019
When item scores are ordered categorical, categorical omega can be computed based on the parameter estimates from a factor analysis model using frequentist estimators such as diagonally weighted least squares. When the sample size is relatively small and thresholds are different across items, using diagonally weighted least squares can yield a…
Descriptors: Scores, Sample Size, Bayesian Statistics, Item Analysis
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Guertin, Wilson H. – Educational and Psychological Measurement, 1971
Descriptors: Classification, Cluster Analysis, Cluster Grouping, Factor Analysis
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Wiggins, Nancy – Educational and Psychological Measurement, 1971
Descriptors: Classification, Clinical Diagnosis, Factor Structure, Individual Characteristics
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Haynes, Jack R. – Educational and Psychological Measurement, 1975
Descriptors: Classification, Comparative Analysis, Factor Analysis, Factor Structure
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Khan, S. B.; Roberts, Dennis M. – Educational and Psychological Measurement, 1975
The survey was administered to high school seniors. Analysis supported 3 of the 4 hypothesized factors: Delay Avoidance (DA), Work Methods (WM), and Teacher Approval (TA). The Educational Acceptance (EA) factor was not supported. Implications for counseling are discussed. (Author/BJG)
Descriptors: Academic Achievement, Attitude Measures, Classification, Factor Analysis
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Kingma, Johannes; TenVergert, Elisabeth M. – Educational and Psychological Measurement, 1987
Two studies investigated the functional equivalence of three different scoring systems used to assess the child's ability to understand and carry out multiplicative classification tasks. All three scoring criteria produced reliable and homogeneous tests. Their factor matrices were similar, and the corresponding factor structures were invariant…
Descriptors: Classification, Cognitive Measurement, Comparative Analysis, Developmental Tasks