Structural validity of the Wechsler Intelligence Scale for Children (WISC-IV) in a French-speaking Swiss sample

Examining the factor structure of the WISC-IV in clinical and normal samples: a multiple-group confirmatory factor analysis

“…In most studies conducted with clinical groups, first-order and second-order models were tested, and both models were found to be confirmed in clinical samples (14,33,41,47). However, some studies reported that a different second-order model, the direct hierarchical (bifactor) model, is better (42,45,47). In this study, this model could not be tested due to the limitation of the lack of supplemental subtests, so as in other studies, the direct hierarchical model could not be compared with the four-factor and indirect hierarchical models.…”

“…On the other hand, in some studies, first and second-order models and five-factor models (these are the models that was formed within the frame of CHC theory, in which the perceptual reasoning cluster is taken in two separate clusters called visual processing and fluid reasoning), and this models were observed to be confirmed (29,36). It is also worth noting that there are a small number of CFA studies in literature using non-clinical samples as different from norm group data (44,45). For example, a study by Reverte et al (45) conducted with a non-clinical sample reported that the five-factor model had a better fit, although the second-order fourfactor model was significant.…”

“…It is also worth noting that there are a small number of CFA studies in literature using non-clinical samples as different from norm group data (44,45). For example, a study by Reverte et al (45) conducted with a non-clinical sample reported that the five-factor model had a better fit, although the second-order fourfactor model was significant. Similarly, Golay et al (44) demonstrated in their study that the four-factor model was confirmed, but the direct hierarchical (bifactor) model was stronger than the other models in their study with a non-clinical sample.…”

“…Similarly, in studies examining the WISC-IV factor structure with children only diagnosed with Specific Learning Difficulties (SLD) (37,38,51,52) or mental retardation (39), it is observed that the results differed when the mentioned different models were tested. Accordingly, in addition to studies reporting better direct hierarchical model in children with SLD diagnosis (32,33), there is also a study revealing that there is no difference between significant models (45). In their study in which they tested the indirect hierarchical model and the correlated four-factor model in children with SLD, Giofrè and Cornoldi (46) reported that both models were confirmed, but the Picture Concepts subtest in the correlated four-factor model was significantly loaded on both verbal comprehension and perceptual reasoning factors.…”

Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

“…In addition, these conceptions have a high impact on other variables such as the promotion of creativity in the classroom, respect for the individuality of students, the psychometric evaluation of students for academic orientation, and the commitment to cultivate effort as an important aspect for the progression of students in this key stage of their development [17][18][19].…”