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Research Presentation Richard E. Cleveland Georgia Southern University Monday February 3 rd , 2014

Psychometric Reanalysis of Happiness, Temperament, and Spirituality Scales with Children in Faith-Based Elementary Schools. Research Presentation Richard E. Cleveland Georgia Southern University Monday February 3 rd , 2014 Room1100-J

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Research Presentation Richard E. Cleveland Georgia Southern University Monday February 3 rd , 2014

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  1. Psychometric Reanalysis of Happiness, Temperament, and Spirituality Scales with Children in Faith-Based Elementary Schools Research Presentation Richard E. Cleveland Georgia Southern University Monday February 3rd, 2014 Room1100-J Materials & Handouts available at: http://richardcleveland.me/

  2. Outline • Background • Dissertation Research • Application • Questions

  3. Helping Students Flourish • Resiliency • Positive Psychology (Lopez et al., 2009) • Spirituality • Professional recognition (ACA, ASCA, CACREP) • Conceptualizing Spirituality • Internal & Possibly Secular (Noddings, 2006) • Religious (Fowler, 1981) • constructivist (Phillips, 1995) • Spirituality & General Well-Being • Developmental/Psychological (Kim & Esquivel, 2011)

  4. Holder, Coleman & Wallace (2010) • Correlations between Spirituality, Religiosity & Happiness in Children • 3 Happiness (FACES, OHQ-SF, SHS) • 1 Spirituality (SWBQ) • 1 Religiosity (PBS) • 1 Temperament (EAS) • Spirituality, but not Religiosity, correlated to Happiness

  5. But What About Children? • Instruments Created/Administered with Adult Samples • Dissimilar samples • Developmental level of item wording • Exploratory Factor Analysis

  6. Guiding Questions • Revisiting Holder, Coleman & Wallace (2010) • Guiding Questions: • Are the instruments psychometrically sound? • Are the derived factors similar to the original theorized structures?

  7. Sample • 2 ES Schools • Classroom teacher administration • Return rate approx. 92%

  8. The FACES Scale (FACES) • Oxford Happiness Questionnaire Short Form (OHQ-SF) • Subjective Happiness Scale (SHS) • Spiritual Well-Being Questionnaire (SWBQ) • Practices & Beliefs Scale – Behaviors (PBS-B) • Emotionality Activity and Sociability Temperament Survey (EAS)

  9. Methodology • Aggregated Dataset • Descriptive Statistics • Instruments • Descriptive Statistics • Reliability & Factorial Validity • Exploratory Factor Analysis (PAF)

  10. Skewness & Kurtosis • EFA Parameters • Skewness <│2│ • Kurtosis <│7│ (Fabrigar & Wegener, 2012) SWBQ Item #06 “I worship God.”

  11. Parallel Analysis • Determining the appropriate number of factors • Random data generated in a parallel (similar) model • Non trivial components in the model influence both raw & random data • Eigenvalues: Raw > Random • SPSS Syntax O’Connor (2000) (Fabrigar & Wegener, 2012; Fabrigar, Wegener, MacCallum, & Strahan, 1999; Hayton, Allen, & Scarpello, 2004; O’Connor, 2000)

  12. Results FACES Scale (Andrews & Withey, 1976) • Likert-type Scale • 7 facial drawings • Limited

  13. Results PBS-B (Holder et al., 2010) • Indices of sampling adequacy • EFA (PAF) no rotation • Scree Plot & Parallel Analysis • Support theorized unidimensionality • Less than adequate

  14. Results OHQ-SF (Hills & Argyle, 2002) • Indices of sampling adequacy • EFA (PAF) no rotation • Scree Plot & Parallel Analysis • Support theorized unidimensionality • Reasonable

  15. Results SHS (Lyubomirsky & Lepper, 1999) • Indices of sampling adequacy • EFA (PAF) no rotation • Scree Plot & Parallel Analysis • Support theorized unidimensionality • Reasonable

  16. Results SWBQ (Gomez & Fisher, 2003) • Indices of sampling adequacy • EFA (PAF) oblimin rotation • Scree Plot & Parallel Analysis • Support theorized 4 dimensional model Note. C = Communal; E = Environmental; T = Transcendental; P = Personal.

  17. Note. Loadings > .40 are in bold and underlined. Delta = 0.00; Loadings < .10 are omitted; C = Communal; E = Environmental; T = Transcendental; P = Personal.

  18. Results SWBQ (Gomez & Fisher, 2003) • Indices of sampling adequacy • EFA (PAF) oblimin rotation • Scree Plot & Parallel Analysis • Support theorized 4 dimensional model • Adequate

  19. Results EAS (Buss & Plomin, 1984) • Indices of sampling adequacy • EFA (PAF) oblimin rotation • Scree Plot & Parallel Analysis

  20. Note. R = reverse-coded item; EA = Emotionality: Anger; ED = Emotionality: Distress; EF = Emotionality: Fearfulness; A = Activity; S = Sociability; Loadings > .40 are in bold and underlined; PAF delta = 0.00; loadings < .10 are omitted.

  21. Results EAS (Buss & Plomin, 1984) • Scree Plot & Parallel Analysis suggest 2-factor model • Oblimin delta increased for parsimonious solution

  22. Note. R = reverse-coded item; EA = Emotionality: Anger; ED = Emotionality: Distress; EF = Emotionality: Fearfulness; A = Activity; S = Sociability; Loadings > .40 are in bold and underlined; PAF delta = 0.00; loadings < .10 are omitted.

  23. Results EAS (Buss & Plomin, 1984) • Not supportive of theorized 5 dimensional model • Inadequate

  24. Summary of Results • Empirical Support • PBS-B, OHQ-SF, SHS, SWBQ • Reliability with Children • Lower: PBS-B, SHS, SWBQ • Higher: OHQ-SF • Adequate Measures • OHQ-SF, SHS, SWBQ

  25. Limitations • Sampling • Instrument Administration • EAS Instrument

  26. Sampling • Purposeful sampling • ES-aged (4th through 6th) respondents • Majority identifying as European American/White

  27. Instrument Administration • Classroom teach administered • Minimal researcher footprint • IRB requirements

  28. EASI: Emotionality, Activity, Sociability, & Impulsivity (1973) EAS (Buss & Plomin, 1984) EASI-II: Emotionality, Activity, & Sociability (~1975) • Based on 4-dimensional model of temperament (EASI, 1973) • High correlations between Emo↔Act and Soc ↔ Imp • Emotionality & Activity items revised, Impulsivity dropped (EASI-II, ~1975) • New York Longitudinal Study paired with 54 EASI-II items (EAS, 1977) • Sociability & Shyness distinct and not a continuum • Sociability revised/renamed Shyness and “experimental” Sociability created (EAS, 1984) EAS: Emotionality, Activity, & Sociability (1977) EAS: Emotionality, Activity, & Shyness – Experimental Sociability (1984)

  29. Future Research Possibilities • Foundation for Correlational Analyses • Instrument Refinement • PBS-B • SHS • Defining the EAS • Clarifying the most recent version • Administering as self-report with children • Psychometrics of Mindfulness Instruments • Exploratory Factor Analysis

  30. Application • Empirical Support • Happiness/Subjective Well-Being (SWB) • Spirituality & Religiosity • Clinical Settings • Sound Instruments for Children • P-12 Educational Settings • “Expansion” of School Climate (Cohen, 2010) • School Improvement Plans (SIP)

  31. Questions & Conversation Image retrieved from: http://xkcd.com/

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