2/2/2014. Psychometric Reanalysis of Happiness, Temperament, and Spirituality Scales with Children in Faith-Based Elementary Schools.

Transcription

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 3 rd, 2014 Room1100-J Materials & Handouts available at: Outline Background Dissertation Research Application Questions 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) 1

2 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 But What About Children? Instruments Created/Administered with Adult Samples Dissimilar samples Developmental level of item wording Exploratory Factor Analysis Guiding Questions Revisiting Holder, Coleman & Wallace (2010) Guiding Questions: Are the instruments psychometrically sound? Are the derived factors similar to the original theorized structures? 2

3 Sample 2 ES Schools Classroom teacher administration Return rate approx. 92% Gender ES1 n ES2 n Male Female Missing Total N Grade Level 4 th Grade th Grade th Grade Missing Total 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) Methodology Aggregated Dataset Descriptive Statistics Instruments Descriptive Statistics Reliability & Factorial Validity Exploratory Factor Analysis (PAF) 3

4 Skewness & Kurtosis EFA Parameters Skewness < 2 Kurtosis < 7 (Fabrigar & Wegener, 2012) SWBQ Item #06 I worship God. 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) FACES Scale (Andrews & Withey, 1976) Likert-type Scale 7 facial drawings Limited % of Ratings Within Categories of FACES Scale Dissertation Holder et al. (2010) Very Unhappy Unhappy Somewhat Unhappy Neutral Somewhat Happy Happy Very Happy

5 PBS-B (Holder et al., 2010) Indices of sampling adequacy EFA (PAF) no rotation Scree Plot & Parallel Analysis Support theorized unidimensionality Less than adequate Factor Loadings (PBS-B) Item Factor Item 2: I pray or meditate.61 Item 3: I read religious books.53 Item 1: I go to a place of worship.45 Eigenvalue.86 % of Variance Cronbach s Alpha.54 OHQ-SF (Hills & Argyle, 2002) Indices of sampling adequacy EFA (PAF) no rotation Scree Plot & Parallel Analysis Support theorized unidimensionality Reasonable Factor Loadings (OHQ-SF) Item Factor Item 3: comfortable with my life.75 Item 1: happy with way I am.73 Item 2: life is rewarding.67 Item 6: time to do what I enjoy.54 Item 8: happy memories of the past.53 Item 5: see beauty around me.50 Item 4: think I look attractive.47 Item 7: pay attention.35 Eigenvalue 2.72 % of Variance Cronbach s Alpha.79 SHS (Lyubomirsky & Lepper, 1999) Indices of sampling adequacy EFA (PAF) no rotation Scree Plot & Parallel Analysis Support theorized unidimensionality Reasonable Factor Loadings (SHS) Item Factor Item 1: usually happy.78 Item 2: happier than most kids.76 Item 3: enjoy life most of time.59 Item 4: want to be happier.12 Eigenvalue 1.55 % of Variance Cronbach s Alpha.60 5

6 SWBQ (Gomez & Fisher, 2003) Indices of sampling adequacy EFA (PAF) oblimin rotation Scree Plot & Parallel Analysis Factor Inter-Correlation Matrix (SWBQ) Factor 1(C) 2(E) 3(T) 4(P) 1(C) (E) (T) (P) Eigenvalue % of Variance Support theorized 4 dimensional model Cronbach s Alpha Note. C = Communal; E = Environmental; T = Transcendental; P = Personal. Factor Loadings (SWBQ) Item 1 (C) 2 (E) 3 (T) 4 (P) h 2 Item 19: I am kind to other people (C) Item 17: I respect other people (C) Item 8: I trust other people (C) Item 1: I love other people (C) Item 3: I forgive other people (C) Item 10: I like being in nature (E) Item 4: I enjoy nature (E) Item 12: I feel peaceful in nature (E) Item 20: I feel special in nature (E) Item 7: I feel joyous when I am outside (E) Item 11: I feel close to God (T) Item: 2: I feel close to God (T) Item 6: I worship God (T) Item 15: I pray (T) Item 13: I am at peace with God (T).21 Item 14: I am joyful (P) Item 18: I have meaning in life (P) Item 5: I really know myself (P) Item 16: I am peaceful (P) Item 9: I leave about myself (P) Note. Loadings >.40 are in bold and underlined. Delta = 0.00; Loadings <.10 are omitted; C = Communal; E = Environmental; T = Transcendental; P = Personal. SWBQ (Gomez & Fisher, 2003) Indices of sampling adequacy EFA (PAF) oblimin rotation Scree Plot & Parallel Analysis Factor % Variance (SWBQ) Factor Eigenvalue % of Variance Cronbach s Alpha Communal Environmental Transcendental Personal Support theorized 4 dimensional model Adequate 6

7 EAS (Buss & Plomin, 1984) Indices of sampling adequacy EFA (PAF) oblimin rotation Scree Plot & Parallel Analysis Factor Inter-Correlation Matrix (EAS) Factor Eigenvalue % of Variance Factor Loadings (EAS Initial Rotated Extraction) Item h 2 Item 16R: I get upset easily (ED) Item 8R: I get angry easily (EA) Item 18: It takes a lot to upset me (EA) Item 13R: I get annoyed easily (EA) Item 1: I like to be with people (S) Item 15: I like to work with other people (S) Item 20: I would rather spend time with people than do anything else (S) Item 10: I am always doing things (A) Item 2: I usually seem to be in a hurry (A) Item 7: I like to be busy (A).00 Item 11R: I feel nervous about things that happen every day (ED) Item 4R: I am usually stressed (ED) Item 6R: I often feel alone (S) Item 9R: I feel frustrated a lot (ED) Item 12: I usually feel confident (EF) Item 3R: I am easily frightened (EF) Item 14R: I panic when I get scared (EF) Item 19: I only have a few fears (EF) Item 5: I let people know when I am unhappy (EA) Item 17: I have a lot of energy (A) 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. EAS (Buss & Plomin, 1984) Scree Plot & Parallel Analysis suggest 2-factor model Oblimin delta increased for parsimonious solution Factor Inter-Correlation Matrix (EAS) Delta Value r

8 Factor Loadings (EAS Final Rotated Extraction) Item 1 2 h 2 Item 16R: I get upset easily (ED) Item 8R: I get angry easily (EA) Item 9R: I feel frustrated a lot (ED) Item 14R: I panic when I get scared (EF) Item 4R: I am usually stressed (ED) Item 13R: I get annoyed easily (EA) Item 6R: I often feel alone (S) Item 3R: I am easily frightened (EF) Item 18: It takes a lot to upset me (EA) Item 11R: I feel nervous about things that happen every day (ED) Item 12: I usually feel confident (EF) Item 2: I usually seem to be in a hurry (A) Item 19: I only have a few fears (EF) Item 1: I like to be with people (S) Item 15: I like to work with other people (S) Item 20: I would rather spend time with people than do anything else (S) Item 5: I let people know when I am unhappy (EA) Item 17: I have a lot of energy (A) Item 7: I like to be busy (A) Item 10: I am always doing things (A) 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. EAS (Buss & Plomin, 1984) Factor % Variance (EAS) Factor Eigenvalue % of Variance Cronbach s Alpha Emotionality Sociability Not supportive of theorized 5 dimensional model Inadequate Summary of 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 8

9 Limitations Sampling Instrument Administration EAS Instrument Sampling Purposeful sampling ES-aged (4 th through 6 th ) respondents Majority identifying as European American/White Instrument Administration Classroom teach administered Minimal researcher footprint IRB requirements 9

10 EAS (Buss & Plomin, 1984) 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) EASI: Emotionality, Activity, Sociability, & Impulsivity (1973) EASI-II: Emotionality, Activity, & Sociability (~1975) EAS: Emotionality, Activity, & Sociability (1977) EAS: Emotionality, Activity, & Shyness Experimental Sociability (1984) 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 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) 10

11 Questions & Conversation Image retrieved from: 11