Factor analysis and scale revision.

This article reviews methodological issues that arise in the application of exploratory factor analysis (EFA) to scale revision and refinement. The authors begin by discussing how the appropriate use of EFA in scale revision is influenced by both the hierarchical nature of psychological constructs and the motivations underlying the revision. Then they specifically address (a) important issues that arise prior to data collection (e.

Predicting medical students' academic performances by their cognitive abilities and personality characteristics.

Purpose: To utilize multiple regression analyses with both linear and quadratic models to explore and confirm the relationships among students' cognitive abilities, personality traits, and medical school performances at the University of Los Angeles, California, UCLA School of Medicine.

Method: Ninety-seven "not-disadvantaged" students' pre-medical grade-point averages (GPAs), Medical College Admission Test (MCAT) scores, and personality traits as measured by the Comrey Personality Scales (administered at their application to medical school in 1985) were used to predict their medical school performances according to several criteria. "Disadvantaged" students were excluded from the study because their poor performances on all criteria would confound the relationships of personality, cognitive ability, and performance.

A profile of personality for a Russian sample: as indicated by the Comrey Personality Scales.

The purpose of our study was to present a personality profile, based on data from the Comrey Personality Scales (CPS), for a diverse, Russian sample. The CPS was administered to 457 subjects drawn from convenience samples throughout St. Petersburg, Russia.