Psychometricians working in factor analysis and econometricians working in regression with measurement error in all variables are both interested in the rank of dispersion matrices under variation of diagonal elements. This paper reviews both fields; points out various small errors; and presents a methodological comparision of factor analysis and…

An instrument designed to measure teacher job satisfaction was developed using randomly selected elementary, junior high school, and senior high school teachers. Factor analysis was undertaken as an exploratory technique to help discover underlying factors and as a psychometric procedure for the development and refinement of the instrument.…

A review of model-selection criteria is presented, suggesting their similarities. Some problems treated by hypothesis tests may be more expeditiously treated by the application of model-selection criteria. Multivariate analysis, cluster analysis, and factor analysis are considered. (Author/GDC)

The reviewer praises the book as a good elementary introduction to theory and method in factor analysis as it applies to psychometrics and social science research. (TJH)

Examined whether common factor structure was evident in Wechsler Intelligence Scale for Children-Revised and Adaptive Behavior Scale-School Edition for 171 children referred for evaluation of learning and behavior problems. Results indicated no common factor structure in instruments, Verbal Comprehension, Perceptual Organization, Independent…

This article demonstrates that the usual first-order factor model is inappropriate for analyzing the factor structure of creativity and intelligence tests. An alternative model that allows for the estimation of unique covariance between the fluency and originality scores is proposed. (Author/JAZ)

Four classes of children, aged 12 to 18, responded to drawings of teachers' nonverbal signals on a questionnaire. Analysis of the responses produced four factors: dour/helpful, affable/serious, unhelpful/boring, and calm/easygoing. Implications for teachers are discussed. (Author/MT)

High school students' views about what the aims of education should be, their personal goals in school, and their perceptions of the causes of success in school were found to be related to one another in a logically consistent fashion. (Author/LMO)

Prior standardization of scores when an aggregate score is formed has been criticized. This article presents a demonstration of the effects of differential weighting of aggregate components that clarifies the need for prior standardization. The role of standardization in statistics and the use of aggregate scores in research are discussed.…

Surveyed 77 mothers to see if reactions to their severely handicapped child (13-128 months) fit a five-category adjustment model (shock-confusion, refusal-denial, guilt-anger, despair-depression-disorganization, and adjustment-recovery-acceptance). Factor analysis indicated that a three-factor model, (shock-guilt-despair, refusal-denial, and…

A three subscale inventory designed by Fenigstein, Scheier, and Buss to measure self-consciousness was administered to 297 college students. Fenigstein et al.'s representation was found to fit the data in its original form. Items on the subscales differ nearly as much statistically as they do substantively. (Author/LMO)

Reports on a study to examine learning styles as they interact with learning environment. Learning styles included convergers, divergers, assimilators, and accommodators. Environments were conforming or independent. Two levels of learning, rote and understanding, were measured. (CH)

A factor analysis was conducted on Home Observation for Measurement of the Environment (HOME) item scores of low-income black and white urban mothers of infants 13 to 30 months of age to determine the extent to which the existing subscales were evident in this factor analysis.

Explores whether there is a component of mathematics anxiety distinct from numerical anxiety and mathematics test anxiety. A 30-item instrument was administered to 365 community college students. A factor involving anxiety associated with specific mathematics topics, labeled "abstraction anxiety," was found. (MNS)

The applicability of a new multiple-group factor analysis of dichotomous variables is shown and contrasted with the item response theory approach to item bias analysis. Situations are considered where the same set of test items has been administered to more than one group of examinees. (Author/BS).