Sentences with phrase «with discriminant analysis»

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Additionally, we support and expand upon the hypothesis that X inactivation is primarily driven by gene loss on the Y. Using linear discriminant analysis, we show that X-inactivation status can successfully classify 90 % of X-linked genes into those with functional or nonfunctional Y homologs.

A linear discriminant function analysis was performed according to the above - mentioned variables, and animals were classified as healthy (group I) without CHF (group II) or with CHF (group III).

Analyses using the T1 dataset (N = 354) provided convergent evidence of validity with big - five personality traits and discriminant evidence with need for cognition.

Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary evidence of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.

The purpose of this study was to evaluate the following: 1) the construct validity of the Meaning in Life Questionnaire (Steger et al., 2006), Greek Version using different explorative and confirmative factorial analysis approaches like Bifactor EFA, ICM - CFA, Bifactor CFA and ESEM; 2) the measurement invariance of MLQ across gender; 3) the internal consistency reliability of the MLQ; and 4) the convergent and discriminant validity of the MLQ with measures of well - being and mental distress.

More specifically, the objectives of this study are the following: 1) To validate the construct validity of the Meaning in Life Questionnaire (Steger et al., 2006), Greek Version using both exploratory and confirmatory factorial analysis techniques like Bifactor EFA, Bifactor CFA and ESEM; 2) to examine measurement invariance of MLQ across gender; 3) to study the internal consistency reliability of the MLQ; and 4) to evaluate the convergent and discriminant validity of the MLQ with the constructs of well - being, hope, anxiety, depression, stress, hope and resilience.

ABSTRACT: The purpose of this study was to evaluate the structure, invariance, reliability, convergent and discriminant validity of the MLQ with exploratory and confirmatory factor analysis in 1561 Greek adults.

Results and Conclusion: Detailed exploratory and confirmatory factor analyses are presented from which the final items of the new questionnaires were chosen, for which he presents internal consistency estimates, convergent validity with similar measures, discriminant validity from social desirability, and incremental validity over similar constructs.

Weighted - average correlation coefficients between equivalent pairs of SDQ and Child Behavior Checklist subscales11 from 9 parent - reported studies were uniformly strong and positive (range: 0.52 < r < 0.71).10 Several studies showed strong correlations between SDQ subscales and «real world» outcomes such as clinical diagnoses (criterion validity); SDQ scores identified school - aged children with concurrent behavioral and emotional disorders, including attention - deficit / hyperactivity disorder (ADHD) and autism spectrum disorder / Asperger syndrome (ASD / AS), and predicted their occurrence 3 years later.4, 12,13 However, multitrait - multimethod analyses have not provided consistently strong evidence of discriminant validity of the school - age SDQ subscales.

Results highlighted a) through exploratory and confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary evidence of convergent and discriminant validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary evidence of criterion validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary evidence of incremental validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.

The SDQ's internal factor structure was assessed by using confirmatory factor analysis, with a series of competing models and extensions used to determine construct, convergent, and discriminant validity and measurement invariance over time.

Statistical analyses of the two age groups included: Pearson's correlations to explore the relationships among variables, Cluster Analysis to create groups with different levels of aggression, and finally discriminant analysis to determine which variables discriminate betweenAnalysis to create groups with different levels of aggression, and finally discriminant analysis to determine which variables discriminate betweenanalysis to determine which variables discriminate between groups.