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The Saint Louis Symptom Checklist: Factor Structure for an Adolescent Sample.
Peer reviewed Peer reviewed
Zand, Debra H.; Gouwens, Donald L.; Evenson, Richard C. – Psychology in the Schools, 2001
Investigates the factor structure and reliability of the Saint Louis Symptom Checklist (SLSCL) with an adolescent sample. An exploratory principal components factor analysis followed by a varimax rotation of 209 male and female adolescents yielded eight conceptually relevant factors. Discusses directions for future research. (Contains 11…
Descriptors: Adolescents, Factor Analysis, Factor Structure, High Schools
Child and Adolescent Multidimensional Self-Concept: A Five-Instrument Factor Analysis.
Peer reviewed Peer reviewed
Bracken, Bruce A.; Bunch, Sherry; Keith, Timothy Z.; Keith, Patricia B. – Psychology in the Schools, 2000
Investigates the factor structure of five self-concept scales from a hierarchical, multidimensional theoretical model. The scales were administered to 221 students in grades 5 through 8. Each scale yielded strong general factors and six dominant factors that coincide with the proposed theoretical model, which reflects social, affect, competence,…
Descriptors: Adolescents, Children, Factor Analysis, Intermediate Grades
Measuring Perceived Social Support: Development of the Child and Adolescent Social Support Scale (CASSS).
Peer reviewed Peer reviewed
Malecki, Christine Kerres; Demaray, Michelle Kilpatrick – Psychology in the Schools, 2002
Study conducts confirmatory factor, reliability, and correlational analyses of scores on the Child and Adolescent Social Support Scale (CASSS). Analyses revealed evidence of reliability, a four-factor structure (Parent, Teacher, Classmate, and Close Friend subscales), and construct validity. There is evidence that the CASSS can be used to…
Descriptors: Adolescent Attitudes, Childhood Attitudes, Factor Analysis, Measurement Techniques
Exploratory and Confirmatory Factor Analyses of the Woodcock Reading Mastery Tests--Revised with Special Education Students.
Peer reviewed Peer reviewed
Williams, Thomas Oliver, Jr.; Eaves, Ronald C. – Psychology in the Schools, 2001
Analyzes the factor structure of the Woodcock Reading Mastery Tests-Revised (WRMT-R) using data from a sample of special education students. Woodcock asserted that the WRMT-R measured two important aspects of reading ability: Basic Skills and Reading Comprehension. Results of the analyses indicated a robust single factor and provided little…
Descriptors: Elementary Education, Factor Analysis, Factor Structure, Learning Disabilities