Eastern Illinois University, Charleston, Illinois.
Baylor University, Waco, Texas.
Br J Educ Psychol. 2019 Jun;89(2):195-224. doi: 10.1111/bjep.12230. Epub 2018 Jun 4.
There is inadequate information regarding the factor structure of the Wechsler Intelligence Scale for Children - Fifth UK Edition (WISC-V ; Wechsler, 2016a, Wechsler Intelligence Scale for Children-Fifth UK Edition, Harcourt Assessment, London, UK) to guide interpretation.
The WISC-V was examined using complementary exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for all models proposed by Wechsler (2016b, Wechsler Intelligence Scale for Children-Fifth UK Edition: Administration and scoring manual, Harcourt Assessment, London, UK) as well as rival bifactor models.
The WISC-V standardization sample (N = 415) correlation matrix was used in analyses due to denial of standardization sample raw data.
EFA did not support a theoretically posited fifth factor because only one subtest (Matrix Reasoning) had a salient pattern coefficient on the fifth factor. A model with four group factors and a general intelligence factor resembling the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV; Wechsler, 2003, Wechsler Intelligence Scale for Children-Fourth Edition, Psychological Corporation, San Antonio, TX, USA) was supported by both EFA and CFA. General intelligence (g) was the dominant source of subtest variance and large omega-hierarchical coefficients supported interpretation of the Full Scale IQ (FSIQ) score. In contrast, the four group factors accounted for small portions of subtest variance and low omega-hierarchical subscale coefficients indicated that the four-factor index scores were of questionable interpretive value independent of g. Present results replicated independent assessments of the Canadian, Spanish, French, and US versions of the WISC-V (Canivez, Watkins, & Dombrowski, 2016, Psychological Assessment, 28, 975; 2017, Psychological Assessment, 29, 458; Fennollar-Cortés & Watkins, 2018, International Journal of School & Educational Psychology; Lecerf & Canivez, 2018, Psychological Assessment; Watkins, Dombrowski, & Canivez, 2018, International Journal of School and Educational Psychology).
Primary interpretation of the WISC-V should be of the FSIQ as an estimate of general intelligence.
目前关于韦氏儿童智力量表第五版英国版（WISC-V；Wechsler，2016a，韦氏儿童智力量表第五版英国版，Harcourt Assessment，伦敦，英国）的因素结构的信息不足，无法指导解释。
使用互补的探索性因素分析（EFA）和确认性因素分析（CFA）对 Wechsler（2016b，韦氏儿童智力量表第五版英国版：管理和评分手册，Harcourt Assessment，伦敦，英国）提出的所有模型以及竞争的双因素模型进行了检查。
由于拒绝提供标准化样本原始数据，因此在分析中使用了 WISC-V 标准化样本（N=415）相关矩阵。
EFA 不支持理论上假定的第五个因素，因为只有一个子测验（矩阵推理）在第五个因素上有明显的模式系数。一个具有四个组因素和类似于韦氏儿童智力量表第四版（WISC-IV；Wechsler，2003，韦氏儿童智力量表第四版，心理公司，圣安东尼奥，德克萨斯州，美国）的一般智力因素的模型得到了 EFA 和 CFA 的支持。一般智力（g）是子测验方差的主要来源，大的 omega-层次系数支持全量表智商（FSIQ）分数的解释。相比之下，四个组因素仅占子测验方差的一小部分，低的 omega-层次子量表系数表明，在独立于 g 的情况下，四个因素指数分数的解释价值是有疑问的。本研究结果复制了对 WISC-V 的加拿大、西班牙、法国和美国版本的独立评估（Canivez、Watkins 和 Dombrowski，2016，心理评估，28，975；2017，心理评估，29，458；Fennollar-Cortés 和 Watkins，2018，国际学校和教育心理学杂志；Lecerf 和 Canivez，2018，心理评估； Watkins、Dombrowski 和 Canivez，2018，国际学校和教育心理学杂志）。
WISC-V 的主要解释应该是 FSIQ 作为一般智力的估计。
