Факторная структура русскоязычной версии шкалы общей толерантности к неопределенности Д. Маклейна
Several questionnaires exist for brief estimation of the Big Five personality factors. The majority of the short forms of the Big Five instruments aim to estimate the Big Five factors but not the facets within each factor. Assessing facets can be beneficial because facets may explain external behavior better than factors do. This paper presents a short form of the Big Five Questionnaire (BFQ) designed to assess both factors and facets, validated on a sample of Russian adolescents (14-18 years old). We created a short version (BFQ – Russian Brief; BFQ-RB), using data from a sample of 1128 adolescents (14-18 years) and then confirmed the factor structure on another subsample of 1087 adolescents. The psychometric properties of the newly created instrument – the BFQ-RB (Russian Brief) – were evaluated via item-level confirmatory factor analysis. We estimated three main models. In the first model, the selected items represented the Big Five factors. In the second model, the selected items represented ten correlated latent factors (facets). The third model was the second-order factor model fitted the data well, suggesting that the BFQ-RB enabled the estimation of both facets and factors. Our final instrument consists of 43 items, with each facet represented by 3-4 items and each second-order factor consisting of two facets, including the Lie scale.
The study aimed to test measurement invariance of the Russian-language EmIn questionnaire (by D. Lyusin) for emotional intelligence assessment in two samples, from Russia (n = 275) and Azerbaijan (n = 275). Exploratory factor analysis on pooled sample revealed a 4-factor structure with dimensions interpreted as understanding of one’s own emotions, management of one’s own emotions, understanding of others’ emotions, management of others’ emotions. Using confirmatory factor analysis, strong factorial invariance (equivalence of factor loadings and intercepts) was established, which allows to compare means scores in two cultures. Russians, compared to the Azerbaijani, report better understanding of one’s own emotions and management of one’s own emotions. Russian males report better management of their own emotions, compared to Russian females (in all age groups). Azerbaijani females report better understanding of others’ emotions, compared to Azerbaijani males (except for the senior age group). The results are interpreted based on existing knowledge of cross-cultural differences between Russian and Azerbaijan in cultural values, such as individualism and masculinity.
The results of psychometric validation of a model of in-group identification (Leach et al., 2008) in three Russian samples are presented. The theoretical model is hierarchically structured. It includes five components (individual self-stereotyping, in-group homogeneity, in-group solidarity, satisfaction with in-group, and centrality of in-group identity) that form two second order factors (self-definition and self-investment). The samples included members of a social group («students», N = 196), an ethnic group («Russians», N = 146), and a religious group («Orthodox Christians», N = 249). In study 1 different measurement models were compared for each sample using confirmatory factor analysis. The results support the hierarchical model with two second-order factors. The sets of items comprising each of the five in-group identification components have high internal consistency and discriminant validity. Study 2 focused on the validity of the new instrument in the ethnic group subsample using a number of Russian-language ethnic identity measures. The data indicate convergent validity of the new measure, indicating that its five scales tap into cognitive, affective, and behavioral components of identity with an ethnic group. The results of two studies show that the new Russian-language instrument based on the model of in-group identification has convergent and discriminant validity. Limitations of the study and future directions for the development of the instrument are discussed.
Comparability of scores between culturally and socially different is always a problematic question. It is even more questionable when the scores of latent variables are compared. Latent variables are frequently measured with several indicators, and the structure of indicators may differ between groups, resulting in the scores of the latent variables that may turn to be very different in terms of configuration and scale. This problem was labeled measurement invariance (MI) and became a necessary part of the studies with latent constructs. The lack of MI between groups may lead to biased or wrong conclusions. MI is an issue especially in cross-cultural studies, in which cultural differences as well as translation of questionnaire may evolve differences in latent construct structures. The paper discusses different methods of assessing MI and uses multiple group confirmatory factor analysis to test MI of four Schwartz higher order values among four populations surveyed during 4 and 5th rounds of European Social Survey. Since our interest is the sources and the extent of MI, only samples surveyed in Russian language were selected. The results show only partial scalar invariance that allows for comparison of means across groups. However, full scalar invariance is not achieved due to the differences in translation to Russian between four countries.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.