A Multi-Group Investigation of the CES-D's Measurement Structure Across Adolescents, Young Adults and Middle-Aged Adults
Why this work is in the frame
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Bibliographic record
Abstract
The aim of the present research was to investigate, via multi-group analyses, the dimensional structure of the CES-D (Radloff, 1977) across three age groups. For this, three studies were conducted on cross-sectional samples of French speaking respondents, varying in age and drawn from the Quebec educational system: 599 adolescent high school students, 291 young adults attending university, and 844 middle-aged adult employees of a school board. Five a priori hypothesized models were tested via structural equation modeling: a single-factor, two three-factors, a four-factor and a second-order factor model. The four-factor and the second-order factor model provided the best fit and the latter model remained largely invariant across the groups when tested via multi-group comparisons. Other psychometric characteristics of the French Canadian version of the scale (e.g., test-retest reliability, internal consistency, convergent-discriminant validity) were also shown to be satisfactory. Possible applications of subcomponent scores in research (based on the multidimensional structure of the scale), rather than the commonly used composite CES-D score, are discussed. Le but de cette recherche etait d'evaluer, a l'aide d'analyses multi-groupes, la structure factorielle de notre version francaise du CES-D (Radloff, 1977) parmi trois groupes d'âge. Trois etudes transversales ont ete realisees aupres d'echantillons francophones du Quebec provenant du systeme d'education : 599 eleves du secondaire, 291 etudiants a l'Universite et 844 employes d'une commission scolaire. Cinq modeles a priori ont ete evalues a l'aide d'analyses de modelisation par equations structurales : un modele unidimensionnel, deux modeles a trois dimensions, un modele a quatre facteurs et un modele hierarchique. Les deux derniers modeles se sont averes les meilleurs. Les analyses multi-groupes revelent que le modele hierarchique etait le plus invariant parmi les differents groupes d'âges. D'autres caracteristiques psychometriques de cette version canadienne francaise du CES-D, au niveau de la fiabilite temporelle, de la consistance interne et de la validite convergente-discriminante, se sont averees satisfaisantes. Les implications concernant l'utilisation des scores des dimensions plutot que du score total de l'ensemble de la mesure sont discutees.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.062 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it