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PubMed Publications| Keyword search (4,163 papers available) |  |
"Confirmatory factor analysis" Keyword-tagged Publications:
| Title | Authors | PubMed ID | |
|---|---|---|---|
| 1 | A guide to exploratory structural equation modeling (ESEM) and bifactor-ESEM in body image research | Swami V; Maïano C; Morin AJS; | 39492241 PSYCHOLOGY |
| 2 | The Body and Appearance Self-Conscious Emotions Scale (BASES): A comprehensive examination of its factorial validity, with recommendations for researchers | Swami V; Maïano C; Morin AJS; | 35750012 PSYCHOLOGY |
| 3 | Validation of a Revised Version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R) | Olivier E; Lacombe C; Morin AJS; Houle SA; Gagnon C; Tracey D; Craven RG; Maïano C; | 34716523 PSYCHOLOGY |
| 4 | Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities | Dubé C; Olivier E; Morin AJS; Tracey D; Craven RG; Maïano C; | 34185237 PSYCHOLOGY |
| Title: | Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities | ||||
| Authors: | Dubé C, Olivier E, Morin AJS, Tracey D, Craven RG, Maïano C | ||||
| Link: | https://pubmed.ncbi.nlm.nih.gov/34185237/ | ||||
| DOI: | 10.1007/s10803-021-05117-2 | ||||
| Publication: | Journal of autism and developmental disorders | ||||
| Keywords: | Confirmatory factor analysis; Intellectual disability; Measurement; Parent-child relationships; Scale validation; Special education needs; Student-teacher relationships; | ||||
| PMID: | 34185237 | Category: | Date Added: | 2021-06-29 | |
| Dept Affiliation: |
PSYCHOLOGY
1 Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada. 2 Département de psychopédagogie et d'andragogie, Université de Montréal, Montreal, Canada. 3 Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada. alexandre.morin@concordia.ca. 4 School of Education, Western Sydney University, Sydney, Australia. 5 Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia. 6 Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|Campus de Saint-Jérôme), Saint-Jérôme, Canada. |
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Description: |
This study proposes a multi-informant (youth, teachers, and parents) measure of relationship quality with adults for youth with intellectual disabilities (ID). A sample of 395 youth with mild (49.15%) and moderate (50.85%) ID, aged 11-22 (M = 15.82) was recruited in Canada (French-speaking, N = 142), and Australia (English-speaking, N = 253). Results support the reliability, factor validity, discriminant validity (in relation to sex, ID level, country, and comorbidity), convergent validity (depression, anxiety, aggressiveness, and prosocial behaviors), and one-year longitudinal stability of the measure. Youth self-reports provide a complementary perspective on relationship quality with adults relative to teachers' or parents' reports, whereas teachers and parents seem unable to differentiate their own perspective from that of the target youth. |
