1. 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:

2. Outline
Background
Dissertation Research
Application
Questions

3. 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)

4. 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

5. But What About Children?
Instruments Created/Administered with Adult Samples
Dissimilar samples
Developmental level of item wording
Exploratory Factor Analysis

6. Guiding Questions Revisiting Holder, Coleman & Wallace (2010)
Are the instruments psychometrically sound?
Are the derived factors similar to the original theorized structures?

7. 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%

8. 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)

9. Methodology Aggregated Dataset Instruments Descriptive Statistics
Reliability & Factorial Validity
Exploratory Factor Analysis (PAF)

10. Skewness & Kurtosis EFA Parameters Skewness <│2│ Kurtosis <│7│
(Fabrigar & Wegener, 2012)
SWBQ Item #06
“I worship God.”

11. 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)

12. 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

13. 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

14. 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

15. 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

16. 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.

17. 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.

18. 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

19. 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

20. 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.

21. 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

22. 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.

23. 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

24. 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

25. Limitations
Sampling
Instrument Administration
EAS Instrument

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

27. Instrument Administration
Classroom teach administered
Minimal researcher footprint
IRB requirements

28. 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)

29. 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

30. 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)

31. Questions & Conversation
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