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 3rd, 2014 Room1100-J Materials & Handouts available at: http://richardcleveland.me/

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)

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) Are the instruments psychometrically sound? Are the derived factors similar to the original theorized structures?

Sample 2 ES Schools Classroom teacher administration Gender Male 110 105 215 Female 118 95 213 Missing 2 7 9 Total 230 207 437 Grade Level 4th Grade 71 62 133 5th Grade 75 137 6th Grade 94 70 164 3 2 ES Schools Classroom teacher administration Return rate approx. 92%

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 Instruments Descriptive Statistics Reliability & Factorial Validity Exploratory Factor Analysis (PAF)

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)

Results % of Ratings Within Categories of FACES Scale FACES Scale Dissertation Holder et al. (2010) Very Unhappy .23 .00 Unhappy 1.83 Somewhat Unhappy 3.21 3.00 Neutral 13.30 7.00 Somewhat Happy 29.82 19.00 Happy 37.16 47.00 Very Happy 14.45 24.00 FACES Scale (Andrews & Withey, 1976) Likert-type Scale 7 facial drawings Limited

Results Factor Loadings (PBS-B) PBS-B Indices of sampling adequacy 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 28.74 Cronbach’s Alpha .54 PBS-B (Holder et al., 2010) Indices of sampling adequacy EFA (PAF) no rotation Scree Plot & Parallel Analysis Support theorized unidimensionality Less than adequate

Results Factor Loadings (OHQ-SF) OHQ-SF Indices of sampling adequacy 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 33.95 Cronbach’s Alpha .79 OHQ-SF (Hills & Argyle, 2002) Indices of sampling adequacy EFA (PAF) no rotation Scree Plot & Parallel Analysis Support theorized unidimensionality Reasonable

Results Factor Loadings (SHS) SHS Indices of sampling adequacy 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 38.69 Cronbach’s Alpha .60 SHS (Lyubomirsky & Lepper, 1999) Indices of sampling adequacy EFA (PAF) no rotation Scree Plot & Parallel Analysis Support theorized unidimensionality Reasonable

Results Factor Inter-Correlation Matrix (SWBQ) SWBQ 4(P) .40 -.48 .54 -.23 .41 -.34 Eigenvalue 6.39 2.26 1.19 .46 % of Variance 31.93 11.27 5.96 2.31 Cronbach’s Alpha .77 .88 .86 .70 SWBQ (Gomez & Fisher, 2003) Indices of sampling adequacy EFA (PAF) oblimin rotation Scree Plot & Parallel Analysis Support theorized 4 dimensional model Note. C = Communal; E = Environmental; T = Transcendental; P = Personal.

Factor Loadings (SWBQ) Item 1 (C) 2 (E) 3 (T) 4 (P) h2 Item 19: I am kind to other people (C) .83 .68 Item 17: I respect other people (C) .76 -.13 -.10 .60 Item 8: I trust other people (C) .49 .13 .26 Item 1: I love other people (C) .42 .11 .24 .25 Item 3: I forgive other people (C) -.20 .23 Item 10: I like being in nature (E) .91 .85 Item 4: I enjoy nature (E) -.12 .84 Item 12: I feel peaceful in nature (E) .69 .47 Item 20: I feel special in nature (E) .66 .12 .45 Item 7: I feel joyous when I am outside (E) .51 .28 .33 Item 11: I feel close to God (T) -.96 Item: 2: I feel close to God (T) -.93 .86 Item 6: I worship God (T) -.77 .59 Item 15: I pray (T) -.57 .35 Item 13: I am at peace with God (T) .21 .36 Item 14: I am joyful (P) .29 Item 18: I have meaning in life (P) .44 Item 5: I really know myself (P) .40 .18 Item 16: I am peaceful (P) .34 .39 Item 9: I leave about myself (P) .14 Note. Loadings > .40 are in bold and underlined. Delta = 0.00; Loadings < .10 are omitted; C = Communal; E = Environmental; T = Transcendental; P = Personal.

Results Factor % Variance (SWBQ) SWBQ Indices of sampling adequacy Eigenvalue % of Variance Cronbach’s Alpha Communal 6.39 31.93 .77 Environmental 2.26 11.27 .88 Transcendental 1.19 5.96 .86 Personal .46 2.31 .70 SWBQ (Gomez & Fisher, 2003) Indices of sampling adequacy EFA (PAF) oblimin rotation Scree Plot & Parallel Analysis Support theorized 4 dimensional model Adequate

Results EAS Indices of sampling adequacy EFA (PAF) oblimin rotation Factor Inter-Correlation Matrix (EAS) Factor 1 2 3 4 5 6 .19 -.06 .43 -.31 -.16 .12 .21 .06 -.36 -.14 .02 -.24 -.30 .01 Eigenvalue 4.43 1.65 .98 .83 .59 .41 % of Variance 22.14 8.25 4.90 4.16 2.95 2.04 EAS (Buss & Plomin, 1984) Indices of sampling adequacy EFA (PAF) oblimin rotation Scree Plot & Parallel Analysis

Factor Loadings (EAS – Initial Rotated Extraction) Item 1 2 3 4 5 6 h2 Item 16R: I get upset easily (ED) .78 .60 Item 8R: I get angry easily (EA) .77 Item 18: It takes a lot to upset me (EA) .64 .40 Item 13R: I get annoyed easily (EA) .51 .26 Item 1: I like to be with people (S) .79 .63 Item 15: I like to work with other people (S) .69 .47 Item 20: I would rather spend time with people than do anything else (S) .43 .18 Item 10: I am always doing things (A) .56 .32 Item 2: I usually seem to be in a hurry (A) .53 .28 Item 7: I like to be busy (A) .00 Item 11R: I feel nervous about things that happen every day (ED) .72 .52 Item 4R: I am usually stressed (ED) Item 6R: I often feel alone (S) .27 Item 9R: I feel frustrated a lot (ED) .49 .50 .48 Item 12: I usually feel confident (EF) .16 Item 3R: I am easily frightened (EF) -.70 Item 14R: I panic when I get scared (EF) -.55 .30 Item 19: I only have a few fears (EF) -.54 .29 Item 5: I let people know when I am unhappy (EA) -.48 .23 Item 17: I have a lot of energy (A) -.33 .11 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.

Results EAS Scree Plot & Parallel Analysis suggest 2-factor model Factor Inter-Correlation Matrix (EAS) Delta Value r -.20 .05 .00 .20 .06 .40 .60 .08 .80 .24 EAS (Buss & Plomin, 1984) Scree Plot & Parallel Analysis suggest 2-factor model Oblimin delta increased for parsimonious solution

Factor Loadings (EAS – Final Rotated Extraction) Item 1 2 h2 Item 16R: I get upset easily (ED) .78 -.12 .62 Item 8R: I get angry easily (EA) .75 .56 Item 9R: I feel frustrated a lot (ED) .72 .14 .53 Item 14R: I panic when I get scared (EF) .63 -.33 .50 Item 4R: I am usually stressed (ED) .10 .40 Item 13R: I get annoyed easily (EA) .61 .37 Item 6R: I often feel alone (S) .49 .24 Item 3R: I am easily frightened (EF) -.26 .31 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) .43 .21 .23 Item 2: I usually seem to be in a hurry (A) -.36 .13 Item 19: I only have a few fears (EF) .34 -.11 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) .28 Item 5: I let people know when I am unhappy (EA) -.16 .33 Item 17: I have a lot of energy (A) .12 .11 Item 7: I like to be busy (A) .05 Item 10: I am always doing things (A) .16 .04 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.

Results Factor % Variance (EAS) EAS Eigenvalue % of Variance Cronbach’s Alpha Emotionality 4.28 21.41 .81 Sociability 1.52 7.61 .55 EAS (Buss & Plomin, 1984) Not supportive of theorized 5 dimensional model Inadequate

Summary of Results Empirical Support Reliability with Children PBS-B, OHQ-SF, SHS, SWBQ Reliability with Children Lower: PBS-B, SHS, SWBQ Higher: OHQ-SF Adequate Measures OHQ-SF, SHS, SWBQ

Limitations Sampling Instrument Administration EAS Instrument

Sampling Purposeful sampling ES-aged (4th through 6th) respondents Majority identifying as European American/White

Instrument Administration Classroom teach administered Minimal researcher footprint IRB requirements

EASI: Emotionality, Activity, Sociability, & Impulsivity (1973) 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-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 Clinical Settings 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)

Questions & Conversation Image retrieved from: http://xkcd.com/