Confirmatory factor analysis of the Kuwaiti adaptation of the WISC-R

Date of Award




Degree Name

Doctor of Philosophy (Ph.D.)


Educational Research

First Committee Member

Maria M. Llabre, Committee Chair


The purpose of this study was to examine the psychometric properties of the Kuwait Wechsler Intelligent Scale for Children (WISC-K) and compare its factorial composition to that reported by Kaufman (1975) on the original English version. The WISC-K 1986 standardization sample, which includes 200 children (100 males and 100 females) at each of the eleven age groups provided the data source for this study (N = 2200). Both descriptive analyses and confirmatory factor analyses were performed. The confirmatory factor analyses tested the three-factor model proposed by Kaufman (1975) and the two-factor model proposed by Wechsler (1974) with various levels of equality constraints. Both individual and simultaneous confirmatory factor analyses were performed using LISREL VI (Joreskog & Sorbom, 1986). The results of the descriptive analyses indicated that the reliability coefficients for the subtests of the Verbal Scale, which were not directly translated, were satisfactory; whereas the reliability coefficients for the Performance Scale subtests, which are exactly the same as in the original WISC-R, were low at some age levels. The results of the confirmatory factor analyses indicated that neither the three-factor model nor the two-factor model explained the variation in the WISC-K for all age groups simultaneously. However, the three and two-factor models were able to explain the variation in the WISC-K subtests at ages 6$1\over2$, 10$1\over2$, 11$1\over2$, 14$1\over2$, and 15$1\over2$. Of the two models, the three-factor model with no constraints appeared most appropriate for these five age groups. The findings of this study supported only in part the factorial validity for the WISC-K. The results also pointed out certain limitations in the WISC-K in need of modification, particularly in the Picture Arrangement subtest. Finally, the findings support previous recommendations for the construction of tests patterned after a model test of another culture provided all the items are constructed to fit the new culture, rather than based on a direct translation of the model test items.


Education, Tests and Measurements

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