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The Concurrent Validity and Factor Structure of Seventeen Structure-of-Intellect Measures Reflecting Behavioral Content.

Peer reviewed

Favero, Jane; And Others – Educational and Psychological Measurement, 1979

For a sample of 152 children in grades 2 to 6, interest centered upon concurrent validity of measures of empathy and social sensitivity as conceptualized within the behavioral segment of Guilford's structure-of-intellect model and a criterion measure represented by a standardized test of academic performance. (Author/CTM)

Descriptors: Achievement Tests, Cognitive Ability, Cognitive Tests, Divergent Thinking

The Factorial Structure and Item Composition of the Comprehensive Tests of Basic Skills, Reading Comprehension Test, When Administered to ESEA Title I Sixth and Seventh Grade Students.

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Powers, Stephen; Gallas, Edwin J. – 1980

The general purposes of this study were to investigate the factorial validity of the Comprehensive Tests of Basic Skills (CTBS), Reading Comprehension subtest, and to study the item difficulties in order to determine areas of strengths and weaknesses of sixth and seventh grade Elementary Secondary Education Act (ESEA) Title I students. A sample of…

Descriptors: Achievement Tests, Compensatory Education, Factor Analysis, Factor Structure

Cognitive and Affective Factor Dimensions in Each of Four High School Samples of Different Ethnicity.

Peer reviewed

Michael, William B.; And Others – Educational and Psychological Measurement, 1980

This investigation is an extension of TM 506 002. A factor analysis of the intercorrelations of academic self-concept and reading scores revealed three factors: Academic Achievement, Positive Academic Affect, and Anxiety. The results also showed that the factor structure served to explain the criterion-related validity coeffecients obtained in the…

Descriptors: Academic Achievement, Academic Aspiration, Affective Measures, Anxiety