Gives a set of minimally sufficient axioms to define and distinguish common factor theory, image theory, and component theory and analyzes claims that have been made for image theory as a device for improving factor theory. (Author/RC)

Determined the factoral strucuture of the Wechsler Adult Intelligence Scale-Revised in a clinical sample (N=85) receiving vocational counseling and compared this structure to that reported by Silverstein (1982) for the normative group. Results showed a high rate of consistency with those reported by Silverstein. (LLL)

Examined the internal structure of the Jenkins Activity Survey. Results include identification of five factors, three of which are similar to factors identified in earlier studies, identification of a subset of items that show consistency across studies, and discovery that two scales are essentially the same in their defining items. (Author/BL)

Studied the degree of factor structure invariance of self-concept measurement across ethnic and gender groups using data from the National Education Longitudinal Study of 1988. Findings suggest it would be reasonable to consider the factor pattern coefficients and factor variances and covariances as invariant across ethnic and gender groups. (SLD)

Presents a construction method for all factors that satisfy the assumptions of the model for factor analysis, including partially determined factors where certain error variances are zero. Illustrates that variable elimination can have a large effect on the seriousness of factor indeterminacy. (SLD)

A cross-validation method is described for selecting the significant components from a principal components analysis, and properties of the method are discussed. Parallels are drawn with other related methods in covariance structure modeling, and some comparisons among methods are illustrated with two data sets previously analyzed. (SLD)

Some problems of multiple-group factor rotation based on the parallel proportional profiles and confactor rotation of R. B. Cattell are described, and several alternative modeling solutions are proposed. Benefits and limitations of the structural-modeling approach to oblique confactor resolution are examined, and opportunities for research are…

Examined whether delayed recall factor could be found by substituting percent retained (saving) scores for existing Wechsler Memory Scale-Revised (WMS-R) delayed recall subtests scores. Principal component analyses of age-corrected WMS-R immediate and save scores in mixed clinical sample (n=168) failed to find hypothesized save factor. (Author/NB)

Examined the factor structure of the Organizational Identification Questionnaire (G. Cheney, 1982), widely used to assess organizational identification. Analysis of results from 369 social-service employers yields four first-order and two second-order components. Contains 33 references. (SLD)

Explores the relationship between the higher-order factor model and the hierarchical factor model and shows that the Schmid-Leiman transformation process (J. Schmid and J. Leiman, 1957) produces constrained hierarchical factor solutions. Shows that the two models are not mathematically equivalent unless appropriate direct effects are added. (SLD)

Investigated descriptive statistics for and factor validity of scores on the Revised Conflict Tactics Scale (CTS2) (M. Straus, 1979) based on the responses of 295 high-risk postpartum women. Results are similar to those obtained from a sample of college students in a previous study and support a five-factor model. (SLD)

A previous study confirmed the factor structure (scholastic competence, social acceptance, athletic competence, physical appearance, behavior, and global self-worth) of the Self-Perception Profile for Children (SPPC) for a sample of Protestant adolescents living in Northern Ireland. The present study replicated the SPPC factor structure for a…

Analysis of the factor structure of a large database of participant reactions to training (n=9,128) supported a multidimensional view; the utility of training was an important factor. Perceptions of the instructor carried great weight in perceptions of training. (SK)

Investigated the factor structure of the Study Process Questionnaire (SPQ), a 42-item questionnaire designed to measure approaches to learning, using a theoretical approach and found strong support for the three approaches to learning structure of the instrument. (EV)

Discusses techniques to account for unmeasured third variables in longitudinal designs, introducing a series of less restrictive synchronous common factor models as an extension of the synchronous common factor model. Recommends the use of such models, which can be tested by structural equation modeling, when possible third variables might have…