The Survey of Reading Attitudes was administered to fifth and sixth graders. A factor analysis revealed eight factors: Expressed Reading Difficulty, Reading as Enjoyment, Reading Group, Silent vs. Oral Reading, Alternative Learning Modes, Reading as Direct Reinforcement, Comics, and Reading Anxiety. The obtained factor structure was compared with…

Examined the relationship between personality and psychopathology using the Multivariate Personality Inventory (MPI) (N=100). Results showed significant differences among groups, which indicates that the personality groups as defined by the MPI in a normal population perform as would be predicted from work with pathological groups. (JAC)

Factor analyzed the Wechsler Adult Intelligence Scale-Revised (WAIS-R) across nine age groups in the standardization sample. When three- and four-factor analyses were performed, the familiar three-factor structure (Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility) was clearly visible. (Author/JAC)

Examined the factor structure of the Counselor Rating Form (CRF). Real clients (N=110) completed the CRF at the conclusion of counseling. The results suggest the existence of only one major factor underlying clients' perceptions of counselors. The one-factor model performed as well as the three-factor model. (Author/JAC)

The concurrent validity of Quality of Effort scales and background items from the College Student Experiences (CSE) questionnaire was estimated relative to criterion variables from the same CSE instrument that represented perceptions by students of grades earned to data and growth in selected cognitive and affective dimensions. (Author/PN)

Teachers' behavior ratings of normal and maladjusted children were factor analyzed to see if the dimensions of child behavior disturbance were invariant across samples. Results indicated that although there were some strong similarities across samples, there was also some uniqueness. (JKS)

Data from use of Rutter's Children's Behavior Questionnaire in a developing country suggest that the scale's factor structure is stable over sex and racial groups. (MP)

Examines the structure of the Philadelphia Geriatric Center (PGC) Morale Scale using a multiple indicator structural equation model. Based on the 1968 National Senior Citizens Survey, the model is consistently replicated across four subsamples. The claim that the PGC Morale Scale is multidimensional is only appropriate for first-order factors.…

A factor analysis was performed on data from the University Residence Environmental Scales (URES). Although 10 meaningful factors were derived, only 50 of the original items were retained as marker items. Only 36 percent of the variance was accounted for by the 10 factors. (Author/BW)

The Piagetian developmental stage of concrete operational thought and the theoretical groupement structures underlying children's performance of 12 concrete operations tasks are discussed. Tasks were shown to develop in five related sets. Three factor structures were found in this longitudinal study. (Author/CM)

For a sample of student clients who judged the effectiveness of their counselors in a university counseling and testing center on a modified form of the Evaluation of Counselors Scale (EOC), a factor analysis of the intercorrelations of student responses to 19 items provided four orthogonal dimensions. (Author/GK)

Reliability, factorial complexity, and predictive validity of the Test of Syntactic Abilities Screening Test were determined from the responses of mildly hearing impaired, severely hearing impaired, and profoundly deaf students. Results showed that the test was unifactorial. Use of the total score to discriminate among students is justified.…

Identified criterion variables known to be related to educational-vocational indecision. Determined if unique relationships existed between factor structure on the Career Decision Scale (CDS) adapted for graduate students and the criterion variables. Results suggested that factor scores of the CDS measure essentially equivalent components of…

The "factor" analyses published by Schultz, Kaye, and Hoyer (1980) confused component and factor analysis and led to unwarranted conclusions. The principal factors method yields two factors which support the a priori expectation of a difference between intelligence tasks and spontaneous flexibility tasks. (Author/RD)

A hierarchical factor solution was obtained from a psychometrized battery of Piagetian-type tasks individually administered to 660 kindergarten children. The first two levels of factors included Piagetian theoretical entities. A third level factor was identified as a g. The association of Piagetian tasks with academic achievement was through the g…