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Children’s Depression Inventory: A Unidimensional Factor Structure for American Indian and Alaskan Native Youth

Overview of attention for article published in Psychological Assessment, January 2016
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Mentioned by

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1 peer review site

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84 Mendeley
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Article details
Title
Children’s Depression Inventory: A Unidimensional Factor Structure for American Indian and Alaskan Native Youth
Published in
Psychological Assessment, January 2016
DOI 10.1037/pas0000145
Pubmed ID
Authors
Abstract

Given that American Indian and Alaskan Native (AI/AN) youth are at increased risk for a variety of depression-related outcomes and may experience depression uniquely, the fact that the factor structure of the Children's Depression Inventory (CDI; Kovacs, 1992) is unknown for these populations represents a significant obstacle. In Study 1 with an AI youth sample, we conducted confirmatory factor analyses and failed to find support for either of the 2 predominant CDI multifactor models (Craighead, Smucker, Craighead, & Ilardi, 1998; Kovacs, 1992). In subsequent exploratory structural equation modeling, we found the most support for a unidimensional factor structure. In Study 2, using confirmatory modeling with independent AI/AN youth samples, we found further support for this unidimensional model. Finally, in Study 3, we found support across AI/AN groups varying in gender and age for measurement invariance with respect to both factor structure and factor loadings. Overall, for these AI/AN youth populations, our findings support the practice of calculating total CDI scores, and they suggest a unique construction of the depression experience. (PsycINFO Database Record

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Mendeley demographics

Mendeley demographics

The data shown below were compiled from readership statistics for 84 Mendeley readers of this research output. Click here to see the associated Mendeley record.
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Geographical breakdown

Geographical breakdown
Country Count As %
United States 1 1%
Unknown 83 99%

Demographic breakdown

Readers by professional status
Readers by professional status Count As %
Student > Ph. D. Student 9 11%
Researcher 8 10%
Student > Doctoral Student 7 8%
Student > Master 7 8%
Student > Bachelor 6 7%
Other 18 21%
Unknown 29 35%
Readers by discipline
Readers by discipline Count As %
Psychology 20 24%
Medicine and Dentistry 9 11%
Nursing and Health Professions 6 7%
Social Sciences 5 6%
Unspecified 4 5%
Other 8 10%
Unknown 32 38%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 26 September 2016.
All research outputs
#17,285,036
of 25,371,288 outputs
Outputs from Psychological Assessment
#862
of 1,776 outputs
Outputs of similar age
#242,374
of 399,662 outputs
Outputs of similar age from Psychological Assessment
#21
of 48 outputs
Altmetric has tracked 25,371,288 research outputs across all sources so far. This one is in the 21st percentile – i.e., 21% of other outputs scored the same or lower than it.
So far Altmetric has tracked 1,776 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 5.3. This one is in the 12th percentile – i.e., 12% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 399,662 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 30th percentile – i.e., 30% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 48 others from the same source and published within six weeks on either side of this one. This one is in the 14th percentile – i.e., 14% of its contemporaries scored the same or lower than it.