Dimensionality assessment in ordinal data: a comparison between parallel analysis and exploratory graph analysis.

In the social sciences, accurately identifying the dimensionality of measurement scales is crucial for understanding latent constructs such as anxiety, happiness, and self-efficacy. This study presents a rigorous comparison between Parallel Analysis (PA) and Exploratory Graph Analysis (EGA) for assessing the dimensionality of scales, particularly focusing on ordinal data. Through an extensive simulation study, we evaluated the effectiveness of these methods under various conditions, including varying sample size, number of factors and their association, patterns of loading magnitudes, and symmetrical or skewed item distributions with assumed underlying normality or non-normality. Results show that the performance of each method varies across different scenarios, depending on the context. EGA consistently outperforms PA in correctly identifying the number of factors, particularly in complex scenarios characterized by more than a single factor, high inter-factor correlations and low to medium primary loadings. However, for datasets with simpler and stronger factor structures, specifically those with a single factor, high primary loadings, low cross-loadings, and low to moderate interfactor correlations, PA is suggested as the method of choice. Skewed item distributions with assumed underlying normality or non-normality were found to noticeably impact the performance of both methods, particularly in complex scenarios. The results provide valuable insights for researchers utilizing these methods in scale development and validation, ensuring that measurement instruments accurately reflect theoretical constructs.

Examination of Student-Teacher Interpersonal Relationships Circumplex Model in the Greek Educational Context.

Student-teacher interpersonal relationships contribute significantly to the academic trajectory and achievement of children and adolescents. The Questionnaire on Teacher Interaction (QTI) is one of the most widely applied measures for assessing students' perceptions about the teachers' interpersonal behaviour. QTI comprises eight subscales that are assumed to follow a circumplex model. Prior studies on QTI's psychometric properties are inconclusive and report mixed findings. The purpose of this study was to examine the applicability of QTI in the Greek cultural context, by testing its circumplex structure and levels of reliability. QTI was administered to 1669 secondary education students, from 85 different classrooms. A cross-validation approach and a variety of statistical techniques were employed. Subscales' internal consistency and their ability to discriminate among classes were satisfactory. Exploratory statistical techniques provided initial support of the circular pattern. Application of a specifically designed package for testing the circumplex structure of an instrument, showed that a model in which the eight QTI subscales are placed on the circumference of a circle with equal distances form the centre was tenable. However, the assumption of equal distances was not confirmed. Deviation from the theoretical position of the subscales was mainly due to students' difficulty to discriminate teachers' proximity behaviour, a finding reported in various studies and across different cultural contexts. Suggestions for improving the psychometric properties of the QTI are discussed.

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context.

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers' levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher's Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers' responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers' perceptions revealed that their principal implemented practices related to factor "intellectual; stimulation" more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the "principal" facet of teachers' job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

Applying Exploratory Structural Equation Modeling to Examine the Student-Teacher Relationship Scale in a Representative Greek Sample.

Teacher-child relationships in early childhood are a fundamental prerequisite for children's social, emotional, and academic development. The Student-Teacher Relationship Scale (STRS) is one of the most widely accepted and used instruments that evaluate the quality of teacher-child relationships. STRS is a 28-item questionnaire that assess three relational dimensions, Closeness, Conflict, and Dependency. The relevant literature has shown a pattern regarding the difficulty to support the STRS factor structure with CFA, while it is well-documented with EFA. Recently, a new statistical technique was proposed to combine the best of the CFA and EFA namely, the Exploratory Structural Equation Modeling (ESEM). The purpose of this study was (a) to examine the factor structure of the STRS in a Greek national sample. Toward this end, the ESEM framework was applied in order to overcome the limitations of EFA and CFA, (b) to confirm previous findings about the cultural influence in teacher-child relationship patterns, and (c) to examine the invariance of STRS across gender and age. Early educators from a representative Greek sample size of 535 child care and kindergarten centers completed the STRS for 4,158 children. CFA as well as ESEM procedures were implemented. Results showed that ESEM provided better fit to the data than CFA in both groups, supporting the argument that CFA is an overly restrictive approach in comparison to ESEM for the study of STRS. All primary loadings were statistically significant and were associated with their respective latent factors. Contrary to the existing literature conducted in USA and northern Europe, the association between Closeness and Dependency yielded a positive correlation. This finding is in line with previous studies conducted in Greece and confirm the existence of cultural differences in teacher-child relationships. In addition, findings supported the configural, metric, scalar, and variance/covariance equivalence of the STRS between males and females and between preschoolers (3-5 years) and early primary years (5-7 years). Latent factor means comparisons showed that females seem to have a warmer and more dependent relationship with their teachers and are less conflictual in comparison to males.

Working memory contributions to reading comprehension components in middle childhood children.

This study examined working memory contributions to reading comprehension subskills in Greek children (mean age 9 years, 1 month). The phonological loop of the Baddeley and Hitch working memory model was assessed with 3 recall tasks (words, nonwords, and digits) and a word list matching task. The central executive (CE) was assessed with 3 tasks (listening, counting, and backward digit recall). Participants were also given a receptive vocabulary task, a reading fluency task, and written stories accompanied by comprehension questions. Canonical correlation analyses showed that the comprehension variables were related to the CE rather than the phonological loop measures. CE functions were more strongly associated with elaborative inference generation (involving significant offline processing) and comprehension control (involving metacognitive monitoring). Smaller yet significant associations were observed between the CE and the necessary inference and literal comprehension measures, whereas a moderate relationship was found in the case of the simile comprehension variable. Among the CE variables, listening recall demonstrated the highest loading on the canonical function, followed by moderate yet significant counting and backward digit recall loadings. Vocabulary was found to fully mediate several associations between working memory and comprehension measures; however, the relationship between listening recall and elaborative inferences was partly mediated. Reading fluency and, on several occasions, Greek vocabulary knowledge did not mediate the relationships between CE measures and comprehension skills assessed. This study demonstrates the usefulness of CE measures for identifying young children's possible difficulties in carrying out specific reading comprehension processes.

The influence of multiple administration of a psychomotor test on performance and learning.

Exercise scientists frequently use criterion measure tests to assess levels of motor performance and physical fitness or to evaluate the success of their intervention programs. During this process, the same motor test might be administered multiple times. The aim of the present study was to examine whether familiarization with a psychomotor test would influence performance and/or learning. One hundred thirty (n = 130) primary school students participated in the study. Participants were randomly divided into two groups, experimental (n = 60, mean age = 10.74 years old, minimum = 9.08, maximum = 11.83) and control (n = 70, mean age = 10.68 years old, minimum = 9.5, maximum = 11.79). The flamingo balance test was used to examine the postulated hypothesis. Initially, both groups executed the balance test. Then, only the experimental group performed two additional trials, one trial every 3 days. A final trial was administered to all participants, followed by a retention trial 1 week later. The results revealed that both groups improved their performance. The experimental group outperformed the control group. The retention trial showed that performance levels for both groups continued to improve, suggesting that familiarization with the test influenced not only performance but learning as well. Exercise scientists who implement psychomotor tests, such as balance tests, for evaluative purposes should be aware that performance improvement does not necessary represent changes in individuals' performance, but it may reflect individuals' familiarization with the test.

Applicability of the planned behavior theory to attitudes of students in early childhood education toward teaching culturally diverse classes: the role of self-identity.

The present study was designed to examine the predictive utility of planned behavior theory to the multicultural education domain. One hundred and forty-eight students in early childhood studies (146 women, 2 men; M age = 21.8 yr., SD = 2.6) were asked to complete a questionnaire based on planned behavior theory to measure attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-identity. Hierarchical regression analysis showed that the planned behavior model components explained 52.5% of the students' intentions. Addition of self-identity increased the amount of variance accounted for by the model 157.3%). It was concluded that researchers may have increased confidence when applying the planned behavior theoretical framework to study prospective educators' attitudes, and that self-identity seems to represent a useful explanatory variable.

Sex and sport-related differences in satisfaction among Greek swimmers.

The purpose was to test the applicability of the Scale of Athlete Satisfaction for Greek swimmers and to assess sex and sport-related differences for swimers' mean satisfaction. The sample of 351 Greek swimmers comprised 186 males and 165 females competing in five categories of the National Swimming Championhip in Greece. Their mean age was 16 yr. (SD=2; range 13 to 28 years). A confirmatory factor analysis supported the factorial validity of the scale. Analysis indicated that sex, weekly practice schedule, and sport experience differentiated facets of satisfaction among these swimmers. This scale is reliable and valid for measuring athletes' satisfaction with individual sports.

Can secondary school students' self-reported measures of height and weight be trusted? An effect size approach.

BACKGROUND: Self-reported measures of height and weight are a cost-effective alternative to direct measures in large-scale studies. This study was designed to examine the accuracy of adolescent students' self-reported height and weight taking into consideration the magnitude of the differences. METHODS: Self-reported height and weight were taken from 300 secondary public schools students. Participants' actual height and weight were subsequently verified. Body mass index (BMI; kg/m2) was calculated separately from reported and from actual measures. Adolescents' whose measured BMI was above the 85th percentile were characterized as 'at risk for overweight/obese'. RESULTS: There was no gender effect on the discrepancy between reported and actual measures. Overall adolescents significantly underestimated their weight and BMI. Although correlation coefficients were high, eta-square (eta2) values indicate large bias for weight (0.36) and BMI (0.31). 'At risk for overweight/obese' individuals underestimated their weight and BMI to a greater extent than their 'normal weight' counterparts. CONCLUSIONS: The magnitude of the discrepancies call into question the accuracy of self-reported weight and consequently the estimated BMI. Correlation coefficients did not provide any valuable information about the discrepancy between the self-reported and actual measures. A better understanding of the validity of self-reported height and weight could be reached if interpretation of the results is based on both statistical significance and magnitude of the differences.

Temporal stability of the intrinsic motivation inventory.

To examine the temporal stability of the Intrinsic Motivation Inventory a Greek version was administered to 144 undergraduate students after an endurance field test. The same procedure was repeated one week later. Factor analysis followed by varimax rotation showed that three factors (Perceived Competence, Interest/enjoyment, and Effort/importance) explained 65.26% of the total variance. Computed intraclass correlation coefficients (ICC) were .61 for the Perceived Competence subscale, .86 for the Interest/enjoyment, .60 for the Effort/importance, and .70 for the overall scale. The results, however, were modified when the sample was divided in two groups. The first represented small changes in perceived competence between the first and the second measurement, while the second one represented large changes between the two measurements. Recalculated intraclass correlation coefficients for individuals whose Perceived Competence score remained relatively stable yield a high value (.92), whereas individuals whose Perceived Competence changed yield an extremely low value (.60). It was concluded that the Intrinsic Motivation Inventory provides a temporally stable measure, given that perceived competence has not been markedly changed.

Construct Validity of the Test of Gross Motor Development: A Cross-Validation Approach.

This study was designed to examine the underlying structure of the Test of Gross Motor Development (TGMD) in Ulrich (1985). The TGMD was administered to 644 children who were randomly divided into two groups (calibration group and validation group). The calibration group (n = 324) included 150 boys and 174 girls, and the validation group included 160 boys and 160 girls, ranging from 3 to 10 years. A two-factor model was postulated and supported. According to the model, seven variables measuring children's ability for moving into space loaded on one factor (locomotor skills), while five variables measuring children's ability for controlling objects loaded on the other factor (object control skills). In addition, the proposed model was found to be invariant across the two groups. Good cross-generalizability of the TGMD appears to support its validity. Physical educators working with young children may use it with confidence when assessing and planning physical education programs involving locomotor and object control skills.

Test-retest reliability of the Eurofit test battery administered to university students.

The purpose of this study was to examine the test-retest reliability of the Eurofit motor fitness tests performed by university students. A total of 98 undergraduate students who were enrolled in physical education departments in Greece participated (29 men aged 19.5 +/- 2.7 hr. and 66 women aged 19.4 +/- 2.7 yr.). All Eurofit motor fitness tests and anthropometric measurements were obtained twice with one week between the two measurements. Intraclass correlation coefficient indicated satisfactory coefficients above .70 for most tests. The only exception was the plate-tapping test, which yielded a low value (R = .57). Further, the majority of the Eurofit test battery fitted well within the 95% confidence interval, and only three Eurofit motor fitness test items (flamingo balance, plate tapping, and sit-ups) presented a confidence limit below the value of .70. These findings indicated that the Eurofit test battery yielded reliable data for undergraduate students. However, modifications should be considered to improve the reliability of certain test items, for application to undergraduates.