Help for package DandEFA

Type:

Package

Title:

Dandelion Plot for R-Mode Exploratory Factor Analysis

Version:

1.6.1

Date:

2025-03-30

Author:

Artur Manukyan [aut, cre], Ahmet Sedef [aut], Erhan Cene [aut], Ibrahim Demir [aut]

Depends:

R(≥ 3.2.3), gplots, polycor

Maintainer:

Artur Manukyan <artur-man@hotmail.com>

Description:

Contains the function used to create the Dandelion Plot. Dandelion Plot is a visualization method for R-mode Exploratory Factor Analysis.

License:

GPL-2

NeedsCompilation:

Packaged:

2025-03-30 20:55:57 UTC; amanuky

Repository:

CRAN

Date/Publication:

2025-04-14 00:10:02 UTC

Dandelion Plot

Description

A Dandelion plot for R-mode Exploratory Factor Analysis methods. The loading matrix and the factor variances are being visualized.

Usage

 
dandelion(fact_load, bound = 0.5, mcex=c(1,1), palet)

Arguments

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.

Details

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).

Author(s)

Artur Manukyan, Ahmet Sedef, Erhan Cene, Ibrahim Demir

References

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.

Examples

# 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)

R-mode Exploratory Factor Analysis

Description

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.

Usage

factload(data, cormeth = "spearman", data.cor, 
         method = "pc", nfac = 1, rotation = "varimax")

Arguments

data

Dataset to be analyzed for R-mode Exploratory Factor Analysis

cormeth

Correlation coefficient. Type polycor for polychoric correlation coefficient (see polychor), for else see cor. If data is NULL, and data.cor is specified; cormeth will be ignored.

data.cor

Given correlation matrix. However, if data is specified, data.cor will be replaced.

method

Factor extraction method. Type pc for Principal component factor analysis, mle for Maximum likelihood estimation and prax for Principal axis factor analysis (see "References")

nfac

The number of factors

rotation

Rotation method. Type varimax for orthogonal and promax for oblique rotation.

Value

Returns a loadings class factor loading matrix

References

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.

Examples

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")

Science Perception of Eigth Grade Students, TIMSS 2011

Description

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.

Usage

data(timss2011)

Format

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.

X10A: How often do you use a computer at home?
X10B: How often do you use a computer at school?
X10C: How often do you use a computer at some other place?
X11A: How often do your parents ask what you learned in school?
X11B: How often do you talk about schoolwork with your parents at home?
X11C: How often do your parents make sure that you set aside time for your homework?
X11D: How often do your parents check if you do your homework?
X12A: How much do you agree that you like being in school?
X12B: How much do you agree that you feel safe when you are at school?
X12C: How much do you agree that you feel like you belong at your school?
X13A: During this year, how often were you made fun of or called names at school?
X13B: During this year, how often were you left out of games or activities by other students at school?
X13C: During this year, how often did someone spread lies about you at school?
X13D: During this year, how often was something stolen from you at school?
X13E: During this year, how often were you hit or hurt by other student(s) at school?
X13F: During this year, how often were you made to do things you didn't want to do by other students at school?
X17A: How much do you agree that you enjoy learning science?
X17B: How much do you agree that you wish you did not have to study science?
X17C: How much do you agree that you read about science in your spare time?
X17D: How much do you agree that science is boring?
X17E: How much do you agree that you learn many interesting things in science?
X17F: How much do you agree that you like science?
X17G: How much do you agree that it is important to do well in science?
X18A: How much do you agree that you know what your teacher expects you to do in your science lessons?
X18B: How much do you agree that you think of things not related to the lesson in your science lessons?
X18C: How much do you agree that your teacher is easy to understand in your science lessons?
X18D: How much do you agree that you are interested in what your teacher is saying in your science lessons?
X18E: How much do you agree that your teacher gives you interesting things to do in your science lessons?
X19A: How much do you agree that you usually do well in science?
X19B: How much do you agree that science is more difficult for you than for many of your classmates?
X19C: How much do you agree that science is not one of your strengths?
X19D: How much do you agree that you learn things quickly in science?
X19E: How much do you agree that science makes you confused and nervous?
X19F: How much do you agree that you are good at working out difficult science problems?
X19G: How much do you agree that your teacher thinks you can do well in science <programs/classes/lessons> with difficult materials?
X19H: How much do you agree that your teacher tells you that you are good at science?
X19I: How much do you agree that science is harder for you than any other subject?
X19J: How much do you agree that learning science will help you in your daily life?
X19K: How much do you agree that you need science to learn other school subjects?
X19L: How much do you agree that you need to do well in science to get into the <university> of your choice?
X19M: How much do you agree that you need to do well in science to get the job you want?
X19N: How much do you agree that you would like a job that involves using science?

Source

TIMSS 2011 Student Questionnaire http://timssandpirls.bc.edu/timss2011/frameworks.html

References

TIMSS 2011 User Guide for the International Database. 2013 International Association for the Evaluation of Educational Achievement