| Title: | Dandelion Plot for R-Mode Exploratory Factor Analysis |
|---|---|
| Description: | Contains the function used to create the Dandelion Plot. Dandelion Plot is a visualization method for R-mode Exploratory Factor Analysis. |
| Authors: | Artur Manukyan, Ahmet Sedef, Erhan Cene, Ibrahim Demir |
| Maintainer: | Artur Manukyan <[email protected]> |
| License: | GPL-2 |
| Version: | 1.6 |
| Built: | 2024-09-02 03:22:47 UTC |
| Source: | https://github.com/cran/DandEFA |
A Dandelion plot for R-mode Exploratory Factor Analysis methods. The loading matrix and the factor variances are being visualized.
dandelion(fact_load, bound = 0.5, mcex=c(1,1), palet)dandelion(fact_load, bound = 0.5, mcex=c(1,1), palet)
fact_load |
A "loadings" class object. Factor loading matrix. |
bound |
Minimum loadings to visualize. It should be set between 0 and 1. For example, bound=0.5 will only visualize loadings more than 0.5. |
mcex |
A vector with two points. First value determines the size of labels within dandelion plot, and the second determines the size of labels within uniquenesses and communalities graphs |
palet |
A vector of color pallette. The first and the last elements of the vector are the colors of positive and negative loadings. |
A Dandelion Plot visualizes both factor variances and loadings in the same time. Each central line represents a different factor and is connected to a star graph. These star graphs visualize the factor loadings for the corresponding factor. Negative and positive loadings are indicated by two different colors. Explained variance of each factor can be observed by the size of each star graph or by the angle between the current and the consecutive central line. For example, explained variance of first factor is determined by the angle between the first and second central line. Communalities and uniquenesses are also given on the right hand side along barchart of cummulative explanation ratios of factors (with individual variances on top).
Artur Manukyan, Ahmet Sedef, Erhan Cene, Ibrahim Demir
Artur Manukyan, Erhan Cene, Ahmet Sedef, Ibrahim Demir, Dandelion plot: a method for the visualization of R-mode exploratory factor analyses. Computational Statistics 29.6 (2014): 1769-1791.
# E.F.A. of Timss 2011 Student Questionnaire Example for 5 and 8 number of factors data(timss2011) timss2011 <- na.omit(timss2011) dandpal <- rev(rainbow(100, start = 0, end = 0.2)) facl <- factload(timss2011,nfac=5,method="prax",cormeth="spearman") dandelion(facl,bound=0,mcex=c(1,1.2),palet=dandpal) facl <- factload(timss2011,nfac=8,method="mle",cormeth="pearson") dandelion(facl,bound=0,mcex=c(1,1.2),palet=dandpal)# E.F.A. of Timss 2011 Student Questionnaire Example for 5 and 8 number of factors data(timss2011) timss2011 <- na.omit(timss2011) dandpal <- rev(rainbow(100, start = 0, end = 0.2)) facl <- factload(timss2011,nfac=5,method="prax",cormeth="spearman") dandelion(facl,bound=0,mcex=c(1,1.2),palet=dandpal) facl <- factload(timss2011,nfac=8,method="mle",cormeth="pearson") dandelion(facl,bound=0,mcex=c(1,1.2),palet=dandpal)
This function produces a factor loading matrix given by the specified factor extraction method, number of factors and rotation method. R-mode Exploratory Factor Analysis is based on the factorization of the variables. See "References" for more details.
factload(data, cormeth = "spearman", data.cor, method = "pc", nfac = 1, rotation = "varimax")factload(data, cormeth = "spearman", data.cor, method = "pc", nfac = 1, rotation = "varimax")
data |
Dataset to be analyzed for R-mode Exploratory Factor Analysis |
cormeth |
Correlation coefficient. Type |
data.cor |
Given correlation matrix. However, if |
method |
Factor extraction method. Type |
nfac |
The number of factors |
rotation |
Rotation method. Type |
Returns a loadings class factor loading matrix
Reyment, R., Joreskog, K.G., 1993. Applied Factor Analysis in the Natural Sciences. Cambridge University Press, Cambridge, United Kingdom.
Klinke, S., Wagner, C., 2008. Visualizing exploratory factor analysis models, in: Paulo, B. (Ed.), Compstat 2008: Proceedings in Computational Statistics: 18th Symposium Held in Porto, Portugal, 2008.
Harman, Harry H., and Wayne H. Jones. "Factor analysis by minimizing residuals (minres)." Psychometrika 31.3 (1966): 351-368.
data(timss2011) timss2011 <- na.omit(timss2011) factload(timss2011,nfac=5,method="prax",cormeth="spearman") factload(timss2011,nfac=8,method="pc",cormeth="pearson",rotation="promax") timsscor <- cor(timss2011) factload(data.cor=timsscor,nfac=10,method="mle")data(timss2011) timss2011 <- na.omit(timss2011) factload(timss2011,nfac=5,method="prax",cormeth="spearman") factload(timss2011,nfac=8,method="pc",cormeth="pearson",rotation="promax") timsscor <- cor(timss2011) factload(data.cor=timsscor,nfac=10,method="mle")
The data set on the perception of science and attitude towards science for eigth grade students in Turkey data of TIMSS 2011. Data set is obtained from TIMSS 2011 Student Questionnaire. Among 42 questions, first 16 questions are on students' general opinion about school, and last 26 questions are on students' attitude and perception towards science lessons. The variables are measured with likert type scale with four choices where '1' indicates "Every Day or Almost Every Day / Agree A Lot / At Least Once A Week" and '4' indicates "Never or Almost Never / Disagree A Lot / Never" depending on the question.
data(timss2011)data(timss2011)
Data consists of 6925 students with their 42 perception variables. Variables have been assigned according to last three letters of their coding in the questionnaire.
X10AHow often do you use a computer at home?
X10BHow often do you use a computer at school?
X10CHow often do you use a computer at some other place?
X11AHow often do your parents ask what you learned in school?
X11BHow often do you talk about schoolwork with your parents at home?
X11CHow often do your parents make sure that you set aside time for your homework?
X11DHow often do your parents check if you do your homework?
X12AHow much do you agree that you like being in school?
X12BHow much do you agree that you feel safe when you are at school?
X12CHow much do you agree that you feel like you belong at your school?
X13ADuring this year, how often were you made fun of or called names at school?
X13BDuring this year, how often were you left out of games or activities by other students at school?
X13CDuring this year, how often did someone spread lies about you at school?
X13DDuring this year, how often was something stolen from you at school?
X13EDuring this year, how often were you hit or hurt by other student(s) at school?
X13FDuring this year, how often were you made to do things you didn't want to do by other students at school?
X17AHow much do you agree that you enjoy learning science?
X17BHow much do you agree that you wish you did not have to study science?
X17CHow much do you agree that you read about science in your spare time?
X17DHow much do you agree that science is boring?
X17EHow much do you agree that you learn many interesting things in science?
X17FHow much do you agree that you like science?
X17GHow much do you agree that it is important to do well in science?
X18AHow much do you agree that you know what your teacher expects you to do in your science lessons?
X18BHow much do you agree that you think of things not related to the lesson in your science lessons?
X18CHow much do you agree that your teacher is easy to understand in your science lessons?
X18DHow much do you agree that you are interested in what your teacher is saying in your science lessons?
X18EHow much do you agree that your teacher gives you interesting things to do in your science lessons?
X19AHow much do you agree that you usually do well in science?
X19BHow much do you agree that science is more difficult for you than for many of your classmates?
X19CHow much do you agree that science is not one of your strengths?
X19DHow much do you agree that you learn things quickly in science?
X19EHow much do you agree that science makes you confused and nervous?
X19FHow much do you agree that you are good at working out difficult science problems?
X19GHow much do you agree that your teacher thinks you can do well in science <programs/classes/lessons> with difficult materials?
X19HHow much do you agree that your teacher tells you that you are good at science?
X19IHow much do you agree that science is harder for you than any other subject?
X19JHow much do you agree that learning science will help you in your daily life?
X19KHow much do you agree that you need science to learn other school subjects?
X19LHow much do you agree that you need to do well in science to get into the <university> of your choice?
X19MHow much do you agree that you need to do well in science to get the job you want?
X19NHow much do you agree that you would like a job that involves using science?
TIMSS 2011 Student Questionnaire http://timssandpirls.bc.edu/timss2011/frameworks.html
TIMSS 2011 User Guide for the International Database. 2013 International Association for the Evaluation of Educational Achievement