Studied the construct validity of the Fairy Tale Test (C. Coulacoglu, 1993), a personality projective test for children, in a sample of 800 Greek children aged 8, 10, and 12. Factor analysis led to identification of eight primary factors, and correlations with other measures provide construct validity evidence. (SLD)

Discusses the lack of classification systems as a major deficiency in the field of comparative education. Examines previous typologies of education systems and of forms of intergroup relations. Offers a tentative classification of 135 national education systems based on 15 conventional indicators using factor analysis and cluster analysis.…

The Aiken Attitude to Mathematics Scale (L. Aiken, 1974, 1979) was administered to 430 adult students in a tertiary preparation program, and the factorial validity of the scale was investigated through exploratory factor analysis. Two factors were extracted with high reliabilities, as opposed to Aiken's four-factor structure. (SLD)

Alumni of Rutgers University business administration programs (235 of 500) identified factors that influenced their long-term retention of course material. Four qualities that should be emphasized in teaching are traditional (textbook, lecture, homework); interactive (group work); rejuvenating (variables relieving monotony); and relevant. (SK)

Examines the extent to which three self-report multicultural scales were measuring the predominant three-factor conceptualization of multicultural counseling competence. Results of a confirmatory factor analysis reveal that the three-factor model was not fully supported. Implications of the findings for clinical practice, training, and research…

Based on the observation that scale-level methods are sometimes exclusively used to investigate measurement invariance for test translation, describes results of a simulation study investigating whether item-level differential item functioning (DIF) manifests itself in scale-level analyses such as single and multigroup factor analyses and per…

Investigates the factoral validity of the Millon Adolescent Clinical Inventory (MACI) in a sample of 250 adolescent offenders. Results revealed a two-factor structure for the seven clinical scales. Findings suggest that the MACI may provide important information that psychologists find useful in the formulation of treatment plans as well as…

Results are reported from a study which explored which play behaviors are characteristic of the field dependent and field independent cognitive styles. Social factors underlying cognitive style and play are identified. Subjects were 300 3- to 5-year-old children. Implications for teachers and researchers are discussed. (IAH)

Surveys most important intellectual abilities for physics students. Found four factors: visualization; mathematics; logic; and problem solving. Explores the variations between respondent classification (researcher, teacher) and student goal (physicist, scientifically aware layman) on the ratings. (Author/YP)

A response to comments on internal correlation for statistical analysis, as proposed by the present authors (1989), is provided. Focus is on issues raised by W. W. Rozeboom (1989). Comments by J. H. Schuenemeyer (1989) and R. Bargmann (1989) are briefly considered. (TJH)

In restricted factor analysis, each element of the matrices of factor loadings and correlations and unique variances and covariances can be constrained. It is argued that the practice of constraining some parameters at zero is not psychologically meaningful. Alternative procedures are presented and illustrated. (TJH)

The structural validity of the Index of Organizational Reactions (IOR)--an eight-factor job satisfaction scale--was investigated via confirmatory factor analysis. Results of first- and second-order factor analyses of data concerning a stratified random sample of 445 employees of a large financial institution are reported. (TJH)

A survey of 123 rehabilitation counseling students' perceptions of supervisory style and supervisor behaviors during practicum was conducted. Using the Supervisory Style Inventory and the Supervisory Questionnaire-Revised, confirmatory factor analysis did not support the original factor structure of either scale and no consistent relationship…

From 105 samples of 300 observations each and 87 samples with 3,000 observations each, constrained factor analyses of 96 normally distributed variables in a three-stage hierarchical structure were computed by maximum likelihood and unweighted least squares (ULS). ULS took less time and computer resources and led to better estimates. (SLD)

The joint factor structure of the Differential Abilities Scale (DAS) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) was investigated with 115 normal children (ages 8-15). Analysis supported the DAS structure and the WISC-III four-factor reinterpretation of the WISC-R. (Author/DB)