Comparing the contribution of overall structure and its specific dimensions for competence-related constructs: A bifactor model

Abstract

Through structure, parents provide information that makes their children’s environment predictable, thereby contributing to the satisfaction of their need for competence. More recently, researchers have proposed that within parental structure, it is possible to identify six specific dimensions: clear and consistent rules, guidelines, and expectations; predictability; information feedback; opportunities to meet expectations; rationales for rules and expectations; and authority (Farkas & Grolnick, 2010). Because past studies typically assessed one or two of these dimensions, we do not know how useful adding other dimensions would be for predicting constructs related to competence satisfaction. The goal of this one-year prospective study was therefore to determine if including all dimensions of parental structure would improve the prediction of students’ competence-related constructs. The sample included 378 adolescents (53% girls) who completed a survey assessing the six dimensions of parental structure (Time 1) and competence-related constructs (academic achievement and adjustment, vocational efficacy and self-concept; Time 2). Using exploratory structural equation modeling, we tested a bifactorial model of structure, which allowed comparing within a single model the contribution of global structure to that of its underlying dimensions. Results supported the utility of considering all indicators of parental structure, without needing to discriminate among those relating to a specific dimension. Indeed, the global factor was a stronger predictor of constructs, compared to specific dimensions. Implications for research on motivation and parenting are proposed.