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John B. Bartholomew, Alexandra Loukas, Esbelle M. Jowers, and Shane Allua

Background:

Design and evaluation of physical activity interventions depends upon valid instruments to assess mediating processes. The Physical Activity Self-Efficacy Scale (PASES) has been used in a variety of forms within samples of African American and Caucasian children.

Method:

This study was designed to extend the statistical validity of the scores from the PASES by comparing 1 and 3-factor models and testing measurement invariance between Hispanic and Caucasian children. 883 fourth and fifth graders were recruited (mean age, 9.71 y; 48% female, 52% male; 67% Hispanic, 33% Caucasian). The factor structure was tested with confirmatory factor analysis, using two-group analyses to model ethnic differences.

Results:

The 17-item, 3-factor version of the PASES evidenced poor fit with the data. In contrast, an 8-item, 1-factor solution provided adequate fit for both samples.

Conclusions:

The 8-item, 1-factor version of the PASES provides statistically valid scores for Hispanic and Caucasian children.

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Fotini Venetsanou, Irene Kossyva, Nadia Valentini, Anastasia-Evangelia Afthentopoulou, and Lisa Barnett

-GR in boys and girls a multi-group analysis was used, adopting three models: (1) configurational invariance to assess whether the number of factors and the items within the factors was acceptable in the groups; (2) metric invariance to assess whether the factor loadings were equal in the groups; (3

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Breanna Drew and James Matthews

take action for better mental health . American Psychologist, 67 , 231 – 243 . PubMed ID: 22040221 doi:10.1037/a0025957 10.1037/a0025957 Kelly , Y. , Fitzgerald , A. , & Dooley , B. ( 2017 ). Validation of the Resilience Scale for Adolescents (READ) in Ireland: A multi-group analysis

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Andre Koka and Heino Sildala

students have not behaved as asked could lead to students’ feelings of unappealing characteristics of learning tasks. Furthermore, the multi-group analysis revealed that girls’ perceptions of negative conditional regard from teachers were significantly stronger related to unappealing characteristics of

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questionnaire. A multi-group analysis method was employed to relate differences between groups. The SEM showed a good fit to the data (χ 2  = 1.26, p = .198, CFI = .976, RMSEA = .027). Invariance testing revealed significant differences in pathway estimates between boys and girls. Overall, boys’ cognitive