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The Convergence of the Results of Exploratory and Confirmatory Factor Analysis in the Latent Structure of a Standardized Affective Measure.
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Michael, William B.; And Others – Educational and Psychological Measurement, 1988
For 271 middle-class tenth and eleventh graders, exploratory and confirmatory factor analyses were conducted on a correlation matrices of 90 items and 18 subtests, each containing five items. The Study Attitudes and Methods Survey was used. Via a multidimensional affective measure with homogeneous scales, both techniques yielded a high degree of…
Descriptors: Affective Measures, Correlation, Grade 10, Grade 11
A Comparison of the Orthogonal and the Oblique Factor Structures of Correlation Matrixes of Individual Items and of Composites of Items (Subtests) Derived from a Standardized Affective Measure.
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Michael, William B.; Bachelor, Patricia – Educational and Psychological Measurement, 1988
Analysis of data from standard affective measures showed both an orthogonally rotated and an obliquely rotated factor solution yielded psychological dimensions that correspond to instrument's scales. Study Attitudes and Methods Survey was studied, using data on a total of 483 eleventh graders. Both solutions afforded comparable inferences about…
Descriptors: Affective Measures, Factor Analysis, Grade 11, High School Students
A Correlational Study of Academic Self-Concept, Intellectual Achievement Responsibility, Social Cognition,
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Taylor, Louise Kathleen; Michael, William B. – Educational Research Quarterly, 1981
The importance of theory and experimental findings in giving direction, structure, and comprehensibility to research about self-concept is discussed. Analysis of the necessary affective variables to be included in the systematic experimentally-based development of effective educational programs in the affective domain is emphasized. (Author/AL)
Descriptors: Academic Achievement, Affective Measures, Cognitive Measurement, Correlation
Cognitive and Affective Factor Dimensions in Each of Four High School Samples of Different Ethnicity.
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Michael, William B.; And Others – Educational and Psychological Measurement, 1980
This investigation is an extension of TM 506 002. A factor analysis of the intercorrelations of academic self-concept and reading scores revealed three factors: Academic Achievement, Positive Academic Affect, and Anxiety. The results also showed that the factor structure served to explain the criterion-related validity coeffecients obtained in the…
Descriptors: Academic Achievement, Academic Aspiration, Affective Measures, Anxiety