Velicer, W. F., Eaton, C. A., & Fava, J. L. (2000). Construct Explication through Factor or Component Analysis: A Review and Evaluation of Alternative Procedures for Determining the Number of Factors or Components. In R. D. Goffin, & E. Helmes (Eds.), Problems and Solutions in Human Assessment: Honoring Douglas N. Jackson at Seventy (pp. 41-71). Boston, MA: Kluwer Academic.
https://doi.org/10.1007/978-1-4615-4397-8_3

has been cited by the following article:

• TITLE: Is the Greek Version of Teacher’s Evaluation of Student’s Conduct (TESC) a Valid and Reliable Measure?

  AUTHORS: Artemis Z. Giotsa, Andreas N. Zergiotis, Theodoros Kyriazos

  KEYWORDS: Teacher’s Evaluations, Students’ Conduct, Factor Analysis, EFA, CFA, Greece

  JOURNAL NAME: Psychology, Vol.9 No.5, May 31, 2018

  ABSTRACT: Teacher’s Evaluation of Student’s Conduct Questionnaire (TESC) evaluates students’ conduct as perceived by their teachers. No assumptions for an a priori structural model exist. Therefore, this study attempted to identify underlying relationships of the Greek TESC factorial structure initially using Exploratory Factor Analysis, followed by Confirmatory Factor Analysis. A sample of 1201 students was evaluated by 71 teachers. The sample was split in two to perform EFA and CFA in different subsamples. A two-factor structure emerged from the EFA, applying Kaiser > 1 rule, Velicer’s Minimum Average Partial Test and Horn’s Parallel Analysis. This solution confirmed a theoretical classification proposed by Rohner. The CFA supported the bi-dimensional structure developed in EFA, with a two-factor model showing optimal fit. Common Latent Factor (CLF) indicated that no method bias altered the CFA results. Internal Consistency reliability was adequate. This first attempt of factorial analysis of TESC, Greek version offered preliminary evidence of internal consistency and construct validity.