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Complementary Exploratory and Confirmatory Factor Analyses of the French WISC–V: Analyses Based on the Standardization Sample

Canivez, Gary L.
Published in Psychological Assessment. 2018
Abstract Interpretation of the French Wechsler Intelligence Scale for Children–Fifth Edition (French WISC–V; Wechsler, 2016a) is based on a 5-factor model including Verbal Comprehension (VC), Visual Spatial (VS), Fluid Reasoning (FR), Working Memory (WM), and Processing Speed (PS). Evidence for the French WISC–V factorial structure was established exclusively through confirmatory factor analyses (CFAs). However, as recommended by Carroll (1995); Reise (2012), and Brown (2015), factorial structure should derive from both exploratory factor analysis (EFA) and CFA. The first goal of this study was to examine the factorial structure of the French WISC–V using EFA. The 15 French WISC–V primary and secondary subtest scaled scores intercorrelation matrix was used and factor extraction criteria suggested from 1 to 4 factors. To disentangle the contribution of first- and second-order factors, the Schmid and Leiman (1957) orthogonalization transformation (SLT) was applied. Overall, no EFA evidence for 5 factors was found. Results indicated that the g factor accounted for about 67% of the common variance and that the contributions of the first-order factors were weak (3.6 to 11.9%). CFA was used to test numerous alternative models. Results indicated that bifactor models produced better fit to these data than higher-order models. Consistent with previous studies, findings suggested dominance of the general intelligence factor and that users should thus emphasize the Full Scale IQ (FSIQ) when interpreting the French WISC–V.
Keywords WISC–VExploratory factor analysesConfirmatory factor analysisESEMSchmid-LeimanTransformation
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Research group Evaluation psychométrique et différences individuelles (EPEDI)
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LECERF, Thierry, CANIVEZ, Gary L. Complementary Exploratory and Confirmatory Factor Analyses of the French WISC–V: Analyses Based on the Standardization Sample. In: Psychological Assessment, 2018. doi: 10.1037/pas0000526 https://archive-ouverte.unige.ch/unige:101789

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Deposited on : 2018-01-30

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