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The present study aims to validate the Flourishing Scale (FS) in a convenience sample of 233 special education teachers. The FS's psychometric properties were investigated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA had a one‐factor solution that explained 49.9% of the variance, a Cronbach's alpha internal consistency of.83, and a McDonald omega coefficient of.83. For the scale validity, the FS had a 0.36 to 0.56 correlation with the Satisfaction with Life Scale (SLWS), Happiness Measures (HM), and Life Satisfaction (LS), indicating convergent validity. The FS was also correlated with the Center for Epidemiological Studies Depression Scale, implying its discriminant validity. The FS's one‐factor model produced good fit indices when running the CFA. Multi‐group confirmatory factor analysis (MGCFA) was used to evaluate measurement invariance. With one non‐invariant item, the result revealed partial scalar invariance across gender and marital status groups. There were no differences across gender and marital status when the latent mean differences were also evaluated. The results revealed no statistically significant differences in FS between males and females, or between single and married participants. The limitations and implications of the study are discussed. Practitioner points: Findings of this study indicated that the Arabic version of the Flourishing Scale has acceptable reliability and construct validity for the sample of special education teachers.The scores of positive perceptions of special education teachers were lower compared with those reported in previous studies with different samples.The Flourishing Scale with one‐factor model produced good fit and measurement invariance revealed partial scalar invariance across gender and marital status groups. [ABSTRACT FROM AUTHOR]

The Cognitive Avoidance Questionnaire (CAQ) is a self-reported measure relating to multidimensional cognitive avoidance. Prior research has supported its correlated five-factor model, however, the tenability of a bifactor model and its measurement invariance have not been examined. With a Chinese adolescent sample (N = 734), a bifactor model of the CAQ, comprising a general cognitive avoidance and five orthogonal urge-related domain-specific factors, was supported. Multiple-group confirmatory factor analysis showed strict measurement invariance (including configural, metric, scalar, and error invariances) across genders but only configural invariance across grades. Predominately the general factor was positively correlated with worry, depression, anxiety, and stress. This study suggests that general and distinct factors should be considered to properly contextualize cognitive avoidance in adolescents. [ABSTRACT FROM AUTHOR]

Given the crucial role of mastery motivation in the cognitive development of children, the present study investigates subject-specific mastery motivation in the multilingual educational system of the Republic of Moldova. We applied cross-sectional data from fifth, seventh, and ninth graders studying either in the Romanian (n = 583) or Russian (n = 353) language using the Subject Specific Mastery Motivation Questionnaire (SSMMQ). To ensure the validity of the comparison of latent mean differences, the Romanian and Russian versions of SSMMQ were validated and measurement invariance of the constructs across language, grade, and gender was assessed. The full scalar invariance across grades and gender and the partial scalar invariance across language held. Thus, a comparison of latent mean differences across these three groups is plausible. The findings proved that there was no difference between the Romanian and Russian samples, but we found girls self-rated themselves significantly higher than boys in the Reading, Art, and Music mastery motivation scales. Results with respect to the comparison of latent mean differences between the grade levels demonstrated that the Reading mastery motivation of the Moldovan students stayed stable from fifth to ninth grades, whereas Art had a constant declining path. [ABSTRACT FROM AUTHOR]

Modern theories of authoritarianism have stressed the importance of threat to the expression of authoritarian attitudes and intolerance. Arguably, authoritarian tendencies may have increased during COVID-19 pandemic, a major threat to life and security. One issue arising when comparing mean scores is that of measurement invariance. Meaningful comparisons are only possible, if latent constructs are similar between groups and/or across time. This prerequisite is rarely ever tested in research on authoritarianism. In this study, we aim to analyze the short scale for authoritarianism KSA-3 by investigating its measurement invariance on two levels (three first-order and one second-order factors) and latent mean changes using two German representative samples (N = 4,905). Specifically, we look at differences before and during the pandemic (2017 vs. 2020). While measurement invariance holds across both levels in all conditions, we find a decrease in latent means in 2020, contrary to expectations and established theories. Moreover, latent means differ with regard to gender, education, and east-west Germany. We conclude that analyses of latent means and measurement invariance instead of mean comparisons with composites should become the standard. Future studies should focus on threat as a moderator between authoritarianism and intolerance, and on possible interactions with context variables. [ABSTRACT FROM AUTHOR]

Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students' beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students' beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents' intelligence and effort beliefs were related to students' corresponding beliefs. Furthermore, parental feedback was associated with students' beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students' appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Modern theories of authoritarianism have stressed the importance of threat to the expression of authoritarian attitudes and intolerance. Arguably, authoritarian tendencies may have increased during COVID-19 pandemic, a major threat to life and security. One issue arising when comparing mean scores is that of measurement invariance. Meaningful comparisons are only possible, if latent constructs are similar between groups and/or across time. This prerequisite is rarely ever tested in research on authoritarianism. In this study, we aim to analyze the short scale for authoritarianism KSA-3 by investigating its measurement invariance on two levels (three first-order and one second-order factors) and latent mean changes using two German representative samples (N = 4,905). Specifically, we look at differences before and during the pandemic (2017 vs. 2020). While measurement invariance holds across both levels in all conditions, we find a decrease in latent means in 2020, contrary to expectations and established theories. Moreover, latent means differ with regard to gender, education, and east–west Germany. We conclude that analyses of latent means and measurement invariance instead of mean comparisons with composites should become the standard. Future studies should focus on threat as a moderator between authoritarianism and intolerance, and on possible interactions with context variables.

Establishing measurement invariance of the Brief Adolescents' Subjective Well-Being in School Scale (BASWBSS) across school levels is a prerequisite for using it to compare mean score differences as well as possible differential determinants, correlates, and consequences for students at different school levels. The current study thus aimed to test the configural, metric, and scalar invariance of BASWBSS scores across the elementary, middle, and high school levels as well as to compare the latent mean differences across these levels. A total of 799 Chinese students of ages 9–19 years (329 elementary school students, 303 middle school students and 167 high school students) participated in this study. The results of multiple-group confirmatory factor analyses showed that partial scalar invariance was supported across school levels, with three non-invariant items (i.e., Items 4, 6, and 7 from the School Satisfaction subscale). Comparisons of the latent mean differences across school levels revealed that elementary students reported higher school satisfaction than middle and high school students, with high school students reporting the lowest satisfaction. Additionally, high school students reported significantly less positive affect in school than elementary and middle school students, whereas there was no difference between elementary and middle school students and between middle and high school students. Furthermore, the results of gender latent mean comparisons showed that there were no significant gender differences for school satisfaction or affect in school. The findings provided further evidence for the usefulness of the BASWBSS with Chinese students. [ABSTRACT FROM AUTHOR]

The aim of this study was to validate the Wong and Law Emotional Intelligence Scale (WLEIS) in Chinese adolescents by examining factor structure, sex-related measurement invariance and latent mean differences, reliability, and criterion-related validity.A total of 1674 Chinese adolescents aged 12–17 years old (Mage = 15.26, SD =.58) were recruited. Results of confirmatory factor analysis (CFA) supported the four-factor model of the WLEIS as the best fit to the data. Multi-group CFA suggested that the measurement structure of the WLEIS was invariant across sex. Testing for the latent mean differences showed that male adolescents scored lower on the Other-Emotional Appraisal subscale, but scored higher on the Regulation of Emotion subscale than female adolescents. Furthermore, all the subscales of male and female adolescents had satisfactory composite reliability. Finally, the WLEIS had favorable criterion-related validity with self-esteem, life satisfaction, positive affect, negative affect and perceived stress. These findings suggested that the WLEIS is a reliable and valid instrument for assessing trait emotional intelligence of adolescents and can be generalized across sex. [ABSTRACT FROM AUTHOR]

Introduction: This paper aims to examine the psychometric properties, i.e., validity, reliability, factorial invariance, and latent mean differences based on gender, of the Perfectionistic Self-Presentation Scale, PSPS, in the Ecuadorian context. Method: A sample consisting of 597 Ecuadorian undergraduates participated in the study. Results: Confirmatory Factor Analysis supported a 14-item and three-dimensional model of the scale: Perfectionistic Self-Promotion, Nondisplay of Imperfection, and Nondisclosure of Imperfection. This model presented configural; measurement, i.e., metric, strong, and strict; as well as structural invariance across genders. Discriminant validity was observed by analysing correlations between PSPS factors and perfectionism traits. Males exhibited higher latent means of Perfectionistic Self-Promotion and also Nondisplay of Imperfection than females. Conclusions: The Spanish-translated and brief version of the PSPS represents a reliable and valid tool for assessing perfectionistic self-presentation in Ecuador. [ABSTRACT FROM AUTHOR]

Given the crucial role of mastery motivation in the cognitive development of children, the present study investigates subject-specific mastery motivation in the multilingual educational system of the Republic of Moldova. We applied cross-sectional data from fifth, seventh, and ninth graders studying either in the Romanian (n = 583) or Russian (n = 353) language using the Subject Specific Mastery Motivation Questionnaire (SSMMQ). To ensure the validity of the comparison of latent mean differences, the Romanian and Russian versions of SSMMQ were validated and measurement invariance of the constructs across language, grade, and gender was assessed. The full scalar invariance across grades and gender and the partial scalar invariance across language held. Thus, a comparison of latent mean differences across these three groups is plausible. The findings proved that there was no difference between the Romanian and Russian samples, but we found girls self-rated themselves significantly higher than boys in the Reading, Art, and Music mastery motivation scales. Results with respect to the comparison of latent mean differences between the grade levels demonstrated that the Reading mastery motivation of the Moldovan students stayed stable from fifth to ninth grades, whereas Art had a constant declining path.

The aim of the present research is to examine the factor structure of the Interpersonal Behavior Questionnaire (IBQ), and the Interpersonal Behavior Questionnaire Self (IBQ-Self), two scales developed for the purpose of measuring supportive and thwarting interpersonal behaviors. Structural equation modeling was used to examine the psychometric proprieties, the nomological validity with the basic needs' satisfaction and frustration as well as the measurement invariance between gender, and differences across latent means. For the IBQ, 837 Portuguese gym members aged between 18 to 63 years old (M = 34.58; SD = 11.35) participated in this study. They had been practicing physical exercise for about 43.00 ± 37.00 months. For IBQ-Self, 612 trainers, with a professional experience that ranged from 12 to 492 months (M = 88.54; SD = 77.89), participated in this study. The analysis revealed that both scales had good fit, achieving convergent and discriminant validity. In addition, they show acceptable internal consistency and invariance between gender. Nomological validity displayed projected results, according to theoretical and empirical literature. Regarding analysis of the psychometric proprieties, IBQ and IBQ-Self can be applied to Portuguese exercisers and exercise physiologist to measure perceived behaviors from others and self-reported behaviors, respectively. [ABSTRACT FROM AUTHOR]

School attendance problems imply a serious threat to a child's academic, social and emotional development. The aim of this study was to validate the Spanish version of the School Refusal Assessment Scale-Revised (SRAS-R) in Ecuadorian adolescents. Participants were 1786 students (51% boys) aged 15 to 18 years (M = 16.31; SD = 1.01) randomly selected from 12 high schools located in different geographic zones of Quito (Ecuador). The measures used were the SRAS-R, the Social Anxiety Scale for Adolescents, the Depression Anxiety Stress Scale-21 and the School Anxiety Inventory. Results supported the four-factor structure (I. Avoidance of Negative Affectivity, II. Escape from Social and/or Evaluative situations, III. Pursuit of Attention and IV. Pursuit of Tangible Reinforcement). This model remained invariant across gender and age and adequate levels of internal consistency were obtained for the factors (.77,.81,.75 and.71). Girls reported higher levels of Escaping from Social Evaluation than boys, and boys reported higher levels of Pursuing Tangible Reinforcements than girls. The oldest students (17–18 years) scored higher on Avoiding Negative Affectivity and Escape from Social or Evaluation situations than the younger students. Discriminant validity was examined and significant correlations with other measures were found. These findings provide initial support for the use of the SRAS-R as a measure to assess school refusal in Ecuadorian adolescents. [ABSTRACT FROM AUTHOR]

This study aims to examine the factorial invariance and latent mean differences across gender of the Spanish version of the Child and Adolescent Social Adaptive Functioning Scale (Study 1) and to value the function of social functioning as a protective ability of school refusal behavior (Study 2). Participants were Spanish students aged 8–12 years carefully chosen by simple random cluster, 345 for the first study (M = 9.17; SD = 1.03) and 1,032 students for the second study (M = 10.02; SD = 1.77). The measures used were the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) and the School Refusal Assessment Scale-Revised (SRAS-R). Results about the validation of the scale supported the model proposed in this study for the CASAFS, with 15 items and a four-factor structure (school performance, peer relationships, family relationships, and home duties/self-care). Findings revealed invariance across gender for this model and good internal consistency levels were exhibited in each of the four dimensions of the CASAFS (0.76, 0.72, 0.74, and 0.71). Latent mean differences did not report differences between boys and girls. Regarding the second study, the social functioning acted as a protective factor of school refusal behavior by negatively and significantly predicting high scores in school refusal behavior due to anxiety symptoms or feelings of negative affect linked to the obligation to attend school. Opposite results were found for those students who justify their refusal to attend school in pursuing tangible reinforcements outside the school setting. These findings strengthen the reliability and validity of the CASAFS and the idea of social functioning as a person’s ability which could prevent school refusal behavior is discussed.

This study aims to examine the factorial invariance and latent mean differences across gender of the Spanish version of the Child and Adolescent Social Adaptive Functioning Scale (Study 1) and to value the function of social functioning as a protective ability of school refusal behavior (Study 2). Participants were Spanish students aged 8–12 years carefully chosen by simple random cluster, 345 for the first study (M = 9.17; SD = 1.03) and 1,032 students for the second study (M = 10.02; SD = 1.77). The measures used were the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) and the School Refusal Assessment Scale-Revised (SRAS-R). Results about the validation of the scale supported the model proposed in this study for the CASAFS, with 15 items and a four-factor structure (school performance, peer relationships, family relationships, and home duties/self-care). Findings revealed invariance across gender for this model and good internal consistency levels were exhibited in each of the four dimensions of the CASAFS (0.76, 0.72, 0.74, and 0.71). Latent mean differences did not report differences between boys and girls. Regarding the second study, the social functioning acted as a protective factor of school refusal behavior by negatively and significantly predicting high scores in school refusal behavior due to anxiety symptoms or feelings of negative affect linked to the obligation to attend school. Opposite results were found for those students who justify their refusal to attend school in pursuing tangible reinforcements outside the school setting. These findings strengthen the reliability and validity of the CASAFS and the idea of social functioning as a person's ability which could prevent school refusal behavior is discussed. [ABSTRACT FROM AUTHOR]

The Acceptance and Action Questionnaire-II (AAQ-II) was developed as a self-report instrument meant to measure experiential avoidance (EA), the central construct of Acceptance and Commitment Therapy. Although it is generally accepted that there are no systematic gender differences on AAQII scores, some studies revealed higher scores of EA in women. The seemingly contradictory results leave open the question of whether the observed differences should be regarded as a genuine construct level difference between the two populations, or rather as a methodological artifact due to measurement non-invariance of AAQ-II. Our study aims to address the measurement invariance across gender groups of the Hungarian version of the AAQ-II. N=342 participants (37.75% male, and 62.25% female) completed the 7- item AAQ-II. Measurement invariance was assessed through multi-group CFA, using IBM AMOS ML estimation. Differences between the nested models were assessed through Δχ² complemented by changes of CFI (ΔCFI). Our results sustained the unidimensional structure of AAQ-II, and it's construct validity. Partial measurement invariance of the AAQ-II and statistically significant latent mean differences across gender was also found, women showing higher levels of EA. These results were discussed from the perspective of cultural differences in the socialization of emotions. [ABSTRACT FROM AUTHOR]

Likert-type rating scales are among the most widely used tools in psychological research. Different numbers of response categories would likely affect response style, data distribution, reliability, and construct validity. There is a lack of research in factor structure invariance under Likert scales with different numbers of categories. The purpose of this study is to examine the effects of varying numbers of Likert points (4-11) on scale properties such as factor structure, external validity, and latent means based on the Rosenberg Self-Esteem Scale (M. Rosenberg, 1989). The sample consists of 1,807 students from secondary schools in Macau. Confirmatory factor analysis shows that the correlated two-factor model is the most appropriate one; longitudinal invariance analysis reveals that measurement invariance across Likert scales was satisfied at the scalar level. In addition, latent mean scores on the two factors as well as observed means on the subscales are comparable across Likert scales. Moreover, the measurement model across Likert scales exhibit similar external validity. Although psychometric properties are mostly similar among a different number of points, the 4-point Likert scale is not recommended for its higher skewness and lower loadings; the 11-point Likert scale from 0 to 10 is slightly preferred for its higher loadings and composite reliability. [ABSTRACT FROM AUTHOR]

This study analyzes the dimensionality, reliability, metric invariance, and convergent validity of the Schoolwork Engagement Inventory (SEI) in secondary education. Participants in the study were 679 students in compulsory and post-compulsory secondary education in a large city in Eastern Spain during the 2014-2015 academic year. Confirmatory factor analysis (CFA) showed that the one-factor model of the SEI is superior to the other alternative models considered, providing an overall schoolwork engagement score in this educational stage. Reliability was also adequate and the instrument was found to be invariant by gender and educational level. Latent mean comparisons revealed a significant decline in schoolwork engagement throughout secondary compulsory education, and returning to higher levels in post-compulsory secondary education. A CFA also showed SEI’s convergent validity with self-regulated learning, given its direct relationship with metacognitive strategies and self-efficacy for learning, and its inverse relationship with test anxiety. [ABSTRACT FROM AUTHOR]

This study examines the factor structure and invariance of the instruments measuring burnout (Maslach Burnout Inventory - General Survey / MBI-GS) and work engagement (Utrecht Work Engagement Scale / UWES) in a sample of Dutch (N = 162) and Greek (N = 206) employees. Confirmatory factor analyses in both samples supported the superiority of the proposed three-factor structure of both the MBI-GS (exhaustion, cynicism, and reduced professional efficacy) and the UWES (vigor, dedication, and absorption). Alternative two-factor and one-factor models did not show a better fit to the data. In addition, results of multigroup analyses partly supported the invariance of the three-factor model of the MBI-GS, and fully supported the invariance of the three-factor model of the UWES across the two national samples. These results suggest that the MBI-GS and the UWES are not only valid instruments for testing burnout and engagement but also allow comparisons across countries.

Measurement invariance of the Beck Depression Inventory-Second Edition across race (Blacks and Whites) was examined in a sample of university students, from two universities from diverse geographical areas of South Africa (N = 870). Multigroup confirmatory factor analysis (i.e., means and covariance structures) was used to test the factorial invariance of the hierarchical four-factor structure, composed of three first-order factors (i.e., Negative Attitude, Performance Difficulty, and Somatic Complaints) and one second-order general factor (Depression) found with South African students. Evidence of measurement invariance was established at the level of configural, metric, and scalar invariance. However, there were some evidence of differential additive response style across race—with two non-invariant intercepts (Item 5 and 14) being identified. Results also revealed significant latent mean differences favoring Black students on the Performance Difficulty and Somatic Complaints factors but not on the Negative Attitude factor. Findings suggest that the Beck Depression Inventory-Second Edition provides an assessment of the severity of depressive symptoms that is equivalent across race in university students. [ABSTRACT FROM AUTHOR]

Subjective well-being is a research arena that has grown almost exponentially: over the last 20 years, the number of publications on subjective well-being has increased approximately 16-fold (Diener, 2009). The cognitive aspect of subjective well-being or life satisfaction is referred to a conscious cognitive judgment of life (Diener, Emmons, Larsen, & Griffin 1985), in which person’s quality of life is globally assessed (Shin & Johnson, 1978). The Satisfaction With Life Scale (SWLS, Diener et al., 1985) is the most widely used instrument for its measurement. A reliable, valid and invariant measurement is critical for meaningful comparisons. The aim of this study is to examine the configural, metric and scalar invariance across age in the Portuguese version of the SWLS with a sample of 5630 Angolans. A standard measurement invariance procedure has been applied both across gender and age. Results shown that scalar invariance of the SWLS held across gender and age. This strong invariance allowed for meaningful latent mean comparisons. There were latent mean differences due to gender and age, but while gender differences were modest, the age differences were larger. Results are discussed in their relation with existing literature. [ABSTRACT FROM AUTHOR]

This study analyzed the influence of the occupational context on the conceptualization of career satisfaction measured by the career satisfaction scale (CSS). In a large sample of N = 729 highly educated professionals, a cross-occupational (i.e., physicians, economists, engineers, and teachers) measurement invariance analysis showed that the CSS was conceptualized according to occupational group membership, that is, 4 of the 5 items of the scale showed measurement noninvariance. More specifically, the relative importance, the response biases, and the reliabilities associated with different career satisfaction content domains measured by the CSS (i.e., achieved success, overall career goals, goals for advancement, goals for income, and goals for development of new skills) varied by occupational context. However, results of a comparison between manifest and latent mean differences between the occupational groups revealed that the observed measurement noninvariance did not affect the estimation of mean differences. [ABSTRACT FROM PUBLISHER]

As fathering gains increasing attention in parenting studies, the same instrument is always used to measure fathering and mothering concurrently and comparisons are made without prior establishment of measurement invariance. It is common that parenting scales possess different factor structures across different cultural settings. This study aimed to examine the factor structure, measurement invariance and latent mean differences of the Father/Mother Involvement Scale across adolescents' perceived paternal and maternal involvement and by adolescent gender. A random sample of 720 Malaysian high school adolescents (M = 16 years; SD = 0.16) was used in the current study. Initial confirmatory factor analysis (CFA) indicated that the original factor structure had inadequate fit in the current sample. Subsequent exploratory factor analysis (EFA) yielded a three-factor structure that demonstrated good fit in further CFAs. Multigroup CFA provided support for configural invariance, metric invariance and scalar invariance across adolescents' perceived paternal and maternal involvement and across adolescent gender. The latent factor mean comparisons showed that mothers were perceived to have higher expressive, instrumental and leisure/companionship involvement. Female adolescents perceived higher paternal expressive and instrumental involvement and maternal expressive, instrumental and leisure/companionship involvement than did male adolescents. These mean differences found at the latent level may reflect true differences. Taken together, the Father/Mother Involvement Scale is a sound measure of paternal and maternal involvement in Asian people, at least in Malaysian adolescents. The differences in factor structure may be attributable to sample variations in cultural background and/or family form. [ABSTRACT FROM AUTHOR]

Abstract: Based on Jessor''s theory (1987) the comparability of a second-order problem behavior model (SPBM) was investigated across gender and grade-level among adolescents. In addition, gender and grade-level differences in problem behavior engagement were addressed examining latent mean differences. Using a sample of 6504 adolescents drawn from the National Longitudinal Study of Adolescent Health, a series of invariance tests evidenced partial invariance. The non-invariance of SPBM resulted from aggression across gender and grade-level. Latent mean difference test results showed greater differences in academic failure, aggression, substance use, and risky sexual activity among males compared to females. Results also showed greater engagement in academic failure, substance use, and risky sexual activity among upper vs. lower grade students. Overall, analyses revealed that both gender and grade-level differences could be explained by the common cause problem behavior syndrome (PBS), offering further support for Jessor''s theory. [Copyright &y& Elsevier]

Abstract: proposed a spiritual well-being model, comprising primary factors for the domains of personal, communal, environmental and transcendental well-being, that cohere to form a single higher order or global spiritual well-being dimension. In line with this model, published the Spiritual Well-Being Questionnaire (SWBQ), with scales for measuring personal, communal, environmental and transcendental spiritual well-being. This study used multi-group confirmatory factor analysis (CFA) to examine gender equivalencies of the measurement and structural models of the SWBQ, and the latent mean in the four SWBQ factors. A total of 3101 females and 1361 males, with age ranging from 15 to 32years, completed the SWBQ. The statistical fit results supported the invariance of the measurement model, and some aspects of the structural model. The practical fit indices results provided support for the invariance of both the measurement and structural models. The results also showed little gender differences. Together, these findings support gender equivalencies for the SWBQ. [Copyright &y& Elsevier]

The purpose of this investigation was to examine the psychometric properties of a place-attachment scale using data collected from visitors to the Appalachian Trail in the United States. These data supported a correlated three-factor model consisting of place identity, place dependence, and social bonding. Multigroup confirmatory factor analysis was used to cross-validate the model using two subsamples of the data. Latent factor means were also compared. Although these analyses provided mixed evidence indicating the scale to be a valid and reliable measure of place attachment, there remains some concern about the performance of several indicators (i.e., low factor loadings, low reliability). Latent mean differences were also observed between the two groups on the place identity dimension. The analyses presented in this investigation provide an example of the utility of covariance structure analysis for testing the psychometric properties of scales and for comparing latent mean differences among groups within populations. [ABSTRACT FROM AUTHOR]

• Measurement invariance and latent mean differences for Arabic TTCT-Verbal were tested. • Strict invariance was supported across gender, year of study, and academic major. • Latent mean differences emerged by year of study, not by gender or academic major. The Torrance Test of Creative Thinking-Verbal (TTCT-Verbal) is a commonly used measure of creative potential. The present study examined the factor structure, measurement invariance, and latent mean differences across gender, year of study, and academic major for the Arabic version of the TTCT-Verbal. Data were collected among 621 Egyptian undergraduate students. The results supported a bifactor structure for the TTCT-Verbal scores, in which a general divergent thinking factor coexisted alongside six activity-specific factors. Strict invariance was supported for this structure across gender, year of study, and academic major. Latent means were found to significantly differ by year of study, but not by gender or academic major. In contrast, comparisons of observed means showed significant differences by year of study and academic major, but not by gender. Implications of these findings for creativity measurement and development as well as directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Positive (PA) and negative affect (NA) are related with aspects that are part of people's psychological well-being, and the possibility of combining both dimensions to create four affective profiles, self-fulfilling (high PA and low NA), low affective (low PA and low NA), high affective (high PA and high NA) and self-destructive (low PA and high NA), has recently appeared. The current work aims to validate the short version of the Positive and Negative Affect Schedule (PANAS) in Ecuador, test the existence of the four affective profiles and analyze its relation with social anxiety. The Positive and Negative Affect Schedule for Children and the Social Anxiety Scale for Adolescents was employed in a sample of 1786 Ecuadorian students aged from 15 to 18 years (M = 16.31, SD = 1.01). The factorial invariance of the scale across sex and age groups was proved and latent mean analyses showed that girls and 18-year-old students obtained the highest scores in negative affect. With regard to the affective profiles, the cluster analyses confirmed the existence of the four mentioned profiles, and the self-fulfilling profile obtained the lowest scores in all the dimensions of social anxiety, whereas the self-destructive profile obtained the highest scores. [ABSTRACT FROM AUTHOR]

Perfectionistic Automatic Thoughts (PATs) are currently being studied due to their association with maladaptive variables. This study aims to validate the Spanish version of the Perfectionism Cognitions Inventory (PCI) in a sample of Ecuadorian undergraduates as well as to analyze latent mean differences across sex. The sample was composed by 3060 undergraduates ( M age = 22.7, SD = 2.46). The Spanish model of the PCI composed by 17 items divided into three first-order dimensions (perfectionistic concerns, strivings, and demands) and a second-order factor was supported by confirmatory factor analysis. Acceptable levels of reliability and factorial invariance across sex were observed. Higher latent mean scores for males in comparison with females in the second-order factor of the PCI were found. The three dimensions of the PCI significantly and positively correlated with interpersonal difficulties. Overall, results demonstrate that the Spanish version of the PCI is a valid and reliable measure to evaluate PATs in Ecuadorian undergraduates.