Confirmatory Factor Analysis Procedures Research Articles

Assessing teachers' social and emotional competence : the validation of SECTRS in Italy, Latvia, and Portugal

Despite growing interest in evaluating the social and emotional learning of students and the development of standardized assessment tools for this purpose, there remains a dearth of validated instruments for evaluating teachers’ social and emotional skills. We set out to address this knowledge gap by investigating the psychometric characteristics of the Social-Emotional Competence Teacher Rating Scale (SECTRS) questionnaire, an instrument originally developed and validated in North America. Participants were 572 teachers from Italy (n=324), Latvia (n=139), and Portugal (n=109) ranging from 40 to 59 years of age. We performed confirmatory factor analysis procedures to validate a four-factor model measuring Teacher-student relationships, Emotion regulation, Social awareness, and Interpersonal relationships. The data supported this factorial structure, with a total of 14 items included in the final model. The outcomes of a multi-group comparison indicated that the model exhibited partial invariance, up to and including metric invariance, across the three cultural settings. We discuss these findings in relation to selecting appropriate instruments for assessing the social and emotional skills of teachers in different cultural contexts.

Factors Influencing Job Performance among Academic Staff in Malaysian Public University

Extensive research has been conducted on the factors that determine job performance. The current study was required by a lack of research relating to the factors of job performance among academic staff in Malaysian public universities. The purpose of this study is to investigate the effects of personality traits, motivation, leadership style, and learner autonomy on job performance. Data was collected from the academic staff of a public university in Malaysia. The probability technique, which is simple random sampling was used in this study. The study is guided by an adapted ten-point Likert Interval Scale structured questionnaire as the main instrument used in collecting the data. Furthermore, the analysis of data was undertaken by using Confirmatory Factor Analysis (CFA) procedures. Structural equation modeling (SEM), a multivariate approach, was used to empirically evaluate and estimate the hypothesized link between constructs using Analysis of Moment Structure (AMOS) software version 20.0. The findings indicate that job performance is significantly and positively related to personality traits, motivation, leadership style, and learner autonomy. Motivation is a significant predictor of job performance when compared to other variables. The study proves that the combination of personality traits, motivation, learner autonomy, and leadership style on job performance may contribute to the optimal service delivery to stakeholders within Malaysia's educational system. Therefore, the implications of the findings, potential limitations, and directions for future research are also discussed

Exploring Digital Technology Usage among English Language Instructors at a Saudi Higher Education Institution and Validating a Hierarchical Structure of Usage Based on the SAMR Model

This study examined the usage of digital technology among English language instructors at a public university in Saudi Arabia as perceived by their students and tested the notion that such usage could be ranked in hierarchical levels. The SAMR model, developed by Puentedura (2014), was employed to categorise and rank technology usage into four incremental levels, i.e., Substitution, Augmentation, Modification and Redefinition, with Substitution being the most rudimentary level and Redefinition being the highest and most sophisticated usage. A 32-item questionnaire rated on a 5-point Likert scale measuring how frequently English language instructors used technology at the four SAMR levels was developed by the authors, content-validated by six instructional technology experts and pilot-tested with 63 students prior to its use in the actual survey. Data were gathered from a survey sample of 535 Saudi learners studying English in their foundation year programme and analysed using three statistical procedures, i.e., descriptive statistics, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The descriptive results pointed to instructors' technology usage revolving around the Substitution level of the SAMR model, indicating a predominant tendency among instructors to merely replace traditional teaching tools with digital alternatives. The EFA procedure (via Principal Axis Factoring with Promax rotation) produced conflicting results. While the extracted factor structure supported only two levels of usage, the scree plot suggested the existence of four usage levels consistent with the SAMR model. This was addressed by the subsequent CFA procedure performed on the data that confirmed the four SAMR levels, with the fit statistics indicating a good-fitting technology usage model; χ2(98) = 268.73; χ2/df = 2.74; CFI = .94; RMSEA = .078, CI: .067, .090. Sixteen out of the 32 technology usage items were successfully extracted and confirmed as the indicators SAMR’s four levels. The results corroborated previous findings that technology utilisation among English instructors is pervasive but rudimentary. They also supported the theoretical notion that technology usage can be categorised, ranked, and understood in hierarchical levels as purported by the SAMR model.

Evaluating Cronbach’s Coefficient Alpha and Testing Its Identity to Scale Reliability: A Direct Bayesian Confirmatory Factor Analysis Procedure

ABSTRACT A Bayesian statistics-based approach is discussed that can be used for direct evaluation of the popular Cronbach’s coefficient alpha as an internal consistency index for multiple-component measuring instruments, as well as for testing its identity to scale reliability. The method represents an application of confirmatory factor analysis within the Bayesian inference framework and is widely applicable in empirical measurement research using popular latent variable modeling software. The procedure readily furnishes posterior median point estimates and credible intervals of coefficient alpha. The approach also permits testing a necessary and sufficient condition for population equality of the alpha and scale reliability coefficients, and under its plausibility provides in addition a dependable means for estimation of instrument reliability. The outlined procedure is illustrated using numerical data.

Cultural Insights into Pakistan: Development and Validation of Perceived Cultural Logic Scale

Dignity, honor, and face culture is a new and different normative script for behavior in social interaction and negotiations. The main objective of the study was to develop and validate a theoretical model to measure the cultural logic of dignity, honor, and face culture. The study was configured in three phases using samples from different Universities in Pakistan with an age range of 18-25. In phase A, items were developed using a literature review and Thematic Analysis of data obtained through focused group discussions and interviews. Phase B was comprised of scale development in which the factor structure of the scale was confirmed using Principal Axis Factoring on the sample of N=348 emerging adults. In phase C, the measure was further subjected to confirmatory factor analysis, reliability, and validity procedures (N= 422). It was established through CFA that the measure had construct validity. Coefficient alpha ranged from .93 to .95. Validity of the measure was established through Average Variance Extracted (AVE= .64-.73), Maximum Variance Extracted (MSV= .02-.10) Fornell - Lacker Criterion and Hetro-trait Mono-trait criteria. Overall results indicated that the Perceived Cultural Logic Scale is a self-report, psychometrically sound, and comprehensive measure comprised of 23 items that can be used to evaluate the perception of cultural logic among emerging adults.

Examination of the Factor Structure and Measurement Invariance of the SRSS-IE

Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect students with appropriate supports, we present new findings of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and ethnicity, as well as time point (fall, winter, spring) within each school level (elementary, middle, high). The sample includes 124 schools from four U.S. geographic regions in their first year of implementing the SRSS-IE collected over a 10-year span. Using confirmatory factor analysis procedures accounting for the nesting of students within teachers’ classrooms, we confirmed a two-factor structure (internalizing and externalizing) and determined three items may be removed from the instrument while maintaining adequate model fit, pending replication with schools in later stages of screening implementation. All model comparisons between configural, metric, scalar, and strict models met invariance criteria within a time point. Longitudinal models also met these invariance criteria. We discuss educational implications, limitations, and directions for future research.

Exploratory structural equation modeling: a streamlined step by step approach using the R Project software

Confirmatory Factor Analysis (CFA) has been a popular yet limited approach to assessing latent factor structures. Despite items rarely loading exclusively on one latent factor in multifactorial scales, CFA assumes all indicators/items should load uniquely on their allocated latent dimensions. To address this weakness, Exploratory Structural Equation Modeling (ESEM) combines exploratory factor analyses (EFA) and CFA procedures, allowing cross-loadings to occur when assessing hypothesized models. Although such advantages have enhanced ESEM popularity, its adoption is often limited by software rigidity and complex coding difficulties. To address these obstacles, the current tutorial presents a streamlined, step-by-step approach using the open-source software R while providing both R and Mplus ESEM syntax. The tutorial demonstrates the sequence of the ESEM stages by examining the frequently debated Strengths and Difficulties Questionnaire (SDQ) factor structure, using openly accessible data from the Longitudinal Study of Australian Children (LSAC). As ESEM may allow a better understanding of the complex associations in multidimensional scales, this tutorial may optimize the epidemiological and clinical assessment of common yet multifaceted psychiatric presentations.

Validation of the Compassion Fatigue Short Scale among Portuguese firefighters

This study aimed to adapt the Compassion Fatigue-Short Scale to Portugal and examine the reliability and validity of the Portuguese version of the scale (Pt-CF-Short Scale) among Portuguese firefighters. The factor structure of the Pt-CF-Short Scale was compared to the one-factor model fit and a two-factor model and second-order factor model in a sample of 512 firefighters. Confirmatory factor analysis procedures confirmed the good fit of a second-order factor model with two first-order factors (secondary trauma and job burnout). The Pt-CF-Short Scale showed good internal consistency evidence. The Kessler Psychological Distress Scale (K-10), the Brief Symptom Inventory (BSI) and WHOQOOL-Bref were used as convergent measures to assess psychological distress, anxiety, depression, and interpersonal sensitivity and quality of life, respectively. The measure presented a strong correlation with psychological distress and weak and negative association with quality of life. The Pt-CF-Short Scale contributes to understanding compassion fatigue and its correlates within the context of emergency workers. Results indicate that this scale is a valid and reliable assessment tool in evaluating compassion fatigue.

Evaluating graphing quadratic worksheet on visual thinking classification: A confirmatory analysis

Applying a graphing quadratic worksheet as a medium for learning the concept of a Quadratic Function clearer is an alternative instrument to accommodate the needs of developing students' mathematical visual thinking. In implementing graphing quadratic worksheet should show details of the dominant and recessive visual thinking classification aspects that develop in students. Classification of dominant and recessive aspects of visual thinking needs to be completed to determine stages in improving the worksheet and learning instructions that are applied especially to recessive aspects. Therefore, there is a need to evaluate the factors and trace the classification aspects of visual thinking that developed in students after practicing the graphing quadratic worksheet. The purpose of this research is to determine the categorization aspects of visual thinking in graphing quadratic worksheet items that develop and do not develop in students. Confirmatory factor analysis was employed as a research method on 12 sub-variables from the three classifications of visual thinking. As research data, 93 student records were used. Four main factors were formed as a result of the confirmatory factor analysis procedure, with the top two factors, namely factors 1 and 2, completely representing each aspect of the visual thinking classification and achieving the factor loading significance criteria. The implication is that the variables developed in the graphing quadratic worksheet for each aspect of the visual thinking classification have a strong relationship with the visual thinking ability overall. Enhanced by a cumulative variance value for factors 1 and 2 specifically 56.88% of the total 81.78% for all factors. Thereby it can be said that the categorization aspect of visual thinking that develops in students after implementing a graphing quadratic worksheet is achieved sensibly.

VALIDATING THE CONSTRUCTS OF EMPLOYEES’ COMPETENCE MODEL TROUGH CONFIRMATORY FACTOR ANALYSIS: EVIDENCE FROM NIGERIA

In recent decades, the confirmatory factor analysis (CFA) has been embraced by several scholars in assessing the fitness of measurement model through structural equation modeling procedure. In this study, five variables namely HRM practices (recruitment and selection, training and development, performance appraisal, compensation), psychological empowerment, affective commitment, work engagement, and employee competence were applied in carrying out the CFA. Applying the CFA procedure determines the researcher’s attempt to increase the ability of latent measurement model to be more outlined and précised in drawing conclusions as well as avoiding the violation of regression assumption. It appears more efficient with the use of Cronbach Alpha, Convergent validity, Discriminant Validity and Composite Reliability in the study analysis for the researcher to apply the result for further steps. Hence, findings of this study appear to be more corresponding with the overall aim of the study. Empirically, CFA is an effective tool for ensuring the best fit of measurement model. The inability of the current analysis to carry out the CFA using individual measurement serves as a great limitation. The application of pooled CFA is certainly a key to researchers in the quest to achieve the requirement for measurement model in a study with complex constructs/items. This paper aimed at presenting to the readers particularly those at the beginning stage, the importance of applying pooled CFA in empirical studies by highlighting the findings of the current study.

Psychometric Properties and Cross-Cultural Invariance of the Beck Depression Inventory-II and Beck Anxiety Inventory among a Representative Sample of Spanish, Portuguese, and Brazilian Undergraduate Students.

Clinical psychologists often use the Beck Depression Inventory, 2nd edition (BDI-II), and Beck Anxiety Inventory (BAI) to aid in the diagnosis of mental health issues and verify the effectiveness of treatments. Despite this common practice, studies that implement a cross-cultural design to check psychometric properties and the invariance of these scales are still scarce in the literature, which can lead to biased results that prevent comparisons among different groups. The present study investigated the internal structure of both tools and their level of invariance. From a representative sample of undergraduate students from Spain (n = 1216), Portugal (n = 426), and Brazil (n = 315), Confirmatory Factor Analysis and Multigroup Confirmatory Factor Analysis were performed. The results revealed suitable fit indices for the two-factor structure of the BDI-II and BAI, assessed by Confirmatory Factor Analysis procedures. Additionally, the two-factor model of the BDI-II reached invariant properties at three levels, whereas the structural model of the BAI did not. Altogether, these results suggest using the BDI-II in this group in these three countries and imply that BAI scores should be interpreted cautiously.

Validating an Instrument for Measuring Newly Graduated Nurses' Adaptation.

A long-established approach, Confirmatory Factor Analysis (CFA) is used to validate measurement models of latent constructs. Employing CFA can be useful for assessing the validity and reliability of such models. The study adapted previous instruments and modified them to suit the current setting. The new measurement model is termed NENA-q. Exploratory factor analysis (EFA) revealed the instruments of the NENA-q model formed a construct of the second order with four dimensions, namely organizational contribution (OC), academic institution contribution (AIC), personality traits (PT), and newly employed nurses' adaptation (NENA). Researchers administered the questionnaires to a sample of 496 newly employed nurses working in hospitals under the Ministry of Health (MOH) for the confirmation of the extracted dimensions. The study performed a two-step CFA procedure to validate NENA-q since the model involves higher-order constructs. The first step was individual CFA, while the second step was pooled CFA. The validation procedure through confirmatory factor analysis (CFA) found the model achieved the threshold of construct validity through fitness index assessment. The model also achieved convergent validity when all average variance extracted (AVE) exceeded the threshold value of greater than 0.5. The assessment of the composite reliability (CR) value indicates all CR values exceeded the threshold value of 0.6, which indicates the construct achieved composite reliability. Overall, the NENA-q model consisting of the OC construct, AIC construct, PT construct, and NENA construct for CFA has met the fitness indexes and passed the measurements of the AVE, CR, and normality test. Once the measurement models have been validated through CFA procedure, the researcher can assemble these constructs into structural model and estimate the required parameter through structural equation modelling (SEM) procedure.

The Mediating Role of Self-Esteem on the Relationship between Teachers Students Interaction and Students Academic Achievement of Wolaita Sodo University Students

This study examined the meditational role of self-esteem on the relationship between student teacher interaction and academic achievements in the graduating class students of Wolaita Sodo University, Ethiopia. A survey-based study was performed among 313 students, randomly selected from four colleges and one school, by using a well-established questionnaire. To analyze the data, a confirmatory factor analysis and structural equation modeling procedure was used. The analysis result revealed that student teacher interaction has a positive and significant relationship both with self-esteem and academic achievement. Further, self-esteem played a mediating role in the relationship between student teacher interaction and academic achievement. Thus according to the analysis finding, all hypothesis of the present study were supported. Based on the findings of the present study, Ministry of Education of Ethiopia and Wolaita Sodo University leaders can review the display rules, designed for teachers, in a way that teachers can perform appropriate care and emotional attachment strategies while interacting with the students. Besides by using the model of the present study, the university leaders and practitioners can identify core area to be considered in hiring teachers, in giving life skill training, interpersonal relationship training, and self-esteem building workshops for all students and teachers as well.

THE CAUSAL RELATIONSHIP BETWEEN SELF-DETERMINATION AND ACADEMIC MOTIVATION AMONG HIGH-SCHOOL STUDENTS IN BANDA ACEH

This cross-sectional study purpose is to examine both of the self-determination and academic performance-hypothesized to be a multidimensional construct. Another purpose was to examine the relationship between students’ self-determination and their academic motivation. The sample consisted of 300 senior high school students from 5 selected schools in Banda Aceh, Indonesia. The data was collected using a self-reported of 21-item questionnaire measuring students’ self-determination and academic motivation. Confirmatory Factor Analysis procedures confirmed the structure’s measurement validity. SEM fit statistics indicated strong influences of self-determination on academic motivation. The results confirmed the study’s hypotheses regarding the multidimensionality of SDT and academic performance, the adequacy of the measurement model of Self-Determination Theory (SDT) and its strong positive role in influencing academic motivation. The results of the study supported and extended the results of previous work on STD. The study also found evidence that students’ self-determination is a valid and reliable multidimensional construct. The findings are useful in making evidence-informed the important of self-determination on students’ personality development and their motivation. This research is also significant for its contribution towards students’ academic motivation in school before they further their study in higher learning education.

The relationship between distinctive capabilities system, learning orientation, leadership and performance

PurposeThis paper conceptualised the distinctive capabilities system and tested its relationship between small and medium enterprise (SME) non-financial and financial performance, encompassing leadership and learning orientation as mediators, moderators and moderators’ mediators.Design/methodology/approachThe research design is exploratory, quantitative and cross-sectional. The study employed partial least squares path modelling for testing the direct, mediation and moderation effects, and, for testing moderated mediation, the author adopted PROCESS analysis. Before testing the hypotheses, a confirmatory factor analysis procedure was applied to the measurement model validity test.FindingsOur empirical findings confirm that (1) learning orientation has a positive and significant implication as a moderator between the distinctive capabilities system and SME performance; (2) the distinctive capabilities system has a significant relationship with leadership and learning orientation, and leadership has a significant relationship with learning orientation and (3) the distinctive capabilities system has no direct impact on performance. These findings suggest that, by nature, the distinctive capabilities system has an indirect impact on SME performance, which must be understood as a consequence of living “far-from-equilibrium” and being forced to learn and adapt to come up with better market configurations.Originality/valueThis study intends to contribute to the existing literature in three ways: (1) it proposes the distinctive capabilities system definition; (2) it highlights the system’s features and benefits that make it a core construct for SMEs surviving and thriving and (3) it shows the causal relationship between the leadership capability and learning orientation and the distinctive capabilities system and performance.

Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece

The Home Learning Environment (HLE) plays a prominent role in children’s development. Several measures have been developed to assess its quality; however, most of them seem to mainly focus on specific aspects of the HLE construct. The aim of this study was to develop and validate the Home Learning Environment Questionnaire (HLEQ); and to examine the characteristics of the HLE and the HLE profiles using the new instrument in the Greek educational context. The HLEQ is a parent-reported measure addressing both activities and interactions, comprising of six factors that are considered key elements of the HLE: indoor, outdoor, and digital learning activities, warmth/support, conflict, and inconsistent discipline. The development of HLEQ followed a robust methodological approach, including the collection of an initial pool of items, expert review to examine its content validity, and piloting. The HLEQ was administrated to 814 parents (Mage = 37.86 years, SD = 4.84) of children (Mage = 64.12 months, SD = 7.19) attending 84 state funded kindergartens in Greece. A cross-validation approach was used to examine the factor structure of the HLEQ. Exploratory and confirmatory factor analysis and exploratory structural equation modeling procedures were implemented. Latent profile analysis was employed to identify the HLE profiles. Results provided initial support for the factor structure, reliability, and validity of the HLEQ. The HLEQ displayed good psychometric properties for measuring the quality of home learning activities and home learning interactions in the contemporary early HLE. Four HLE profiles were revealed, representing different parent-child interaction patterns during the learning activities. Limitations and implications for policy and practice are discussed.

Use of a brief, retrospective Comprehensive Feeding Practices Questionnaire in a bariatric-surgery seeking adult population

Parental feeding practices in childhood have been shown to contribute to childhood eating habits, behaviors, and weight status. Less understood is the longitudinal impact of parental feeding practices on these variables in adulthood. Therefore, the aim of the present work was to validate a modified, brief, Comprehensive Feeding Practices Questionnaire (CFPQ) reformatted to account for retrospective recollections of parental feeding practices experienced in childhood among a sample of adults with obesity. Adults (n = 719, mean age = 44.3 years, mean BMI = 47.1 kg/m2) completed a modified, brief, retrospective CFPQ containing seven pre-defined subscales of the original CFPQ. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) procedures were used to evaluate survey factor structure and associations with gender, BMI, and self-reported race. An EFA derived six-factor model demonstrated better model fit and reliability than the originally proposed seven-factor model. Gender and self-reported race were not correlated with subscales of the brief, retrospective, CFPQ, while BMI was positively correlated with the Food as Reward subscale. This six-factor, brief, retrospective, CFPQ can be used to provide insight into the potential origins of individual eating behaviors, and warrants use in future work attempting to clarify the relationships between parental feeding practices and eating behaviors in adulthood.

A Confirmatory Factor Analysis of the Fraud Pentagon Instruments for Measurement of Fraud in the Context of Asset Misappropriation in Malaysia

The purpose of this study is to create and validate a tool for measuring constructs in the context of asset misappropriation among Malaysian public sector employees. The instrument was adapted from a prior study and adjusted to meet the needs of the present study. The target audience consists of public sector employees in the Malaysian Accountant General's Department. Cluster and proportional stratified random sampling techniques were used to choose a sample of 300 participants from the sampling frame of selected Accountant's General Department personnel throughout the country. Before the confirmatory factor analysis, the instrument was subjected to content validity and exploratory factor analysis (EFA). The confirmatory factor analysis (CFA) approach proved the presence of the perceived pressure, opportunity, rationalization, capability and arrogance constructs from the fraud pentagon theory. The CFA procedure eliminated five items because of inadequate factor loading (less than 0.6). All fitness indexes for fit categories reached the required level of model fitness. In addition, the average variance extracted (AVE) and composite reliability (CR), which represent convergent validity and construct reliability, respectively, have met the acceptable degree of model fit. The revised instrument for evaluating the perceived pressure, perceived opportunity, rationalization, capability, and arrogance constructs of the public sector in Malaysia is therefore valid and trustworthy for determining the issue of asset misappropriation among public sector employees in Malaysia.

Physicians’ Brand Personality: Building Brand Personality Scale

ABSTRACT Both healthcare industry marketers and physicians have been paying more attention to the growth and potential competition in the healthcare market. This research developed a theoretical model for physician brand personality (PBP), which is intended to present applicable traits that professional physicians could consider for increasing their brand personality associations. This scale was developed through the use of some listing and item reduction techniques in combination with the explanatory and confirmatory factor analysis procedures. The findings extend previous research on human brand and brand personalities of physicians and suggest that patients view physician as a human brand with a unique brand personality.

Supporting the Policy Implementation Performance of Public Primary School Leaders in Malaysia: A Confirmatory Factor Analysis (CFA) of Public Leadership

Policy implementation requires the act of translating the goals and objectives of policy into actions. Policy implementation is a difficult process because how policy actors and implementers act on the policy on a large scale may decide whether it succeeds or fails. There is a growing recognition that policies do not succeed or fail on their own, but instead due to a lack of leadership qualities in policy implementation. The study aims to develop and validate the instrument for measuring the public leadership construct of school leaders in Malaysia. The instrument was adapted from the previous study and modified to suit the current study. The study also added ten new items to complement the original instrument of public leadership initiated by Tummers and Knies (2016). The target population is school leaders in the national-type primary schools in Malaysia. A simple random sampling method was utilized to select a random sample of 381 participants from the sampling frame of eligible school leaders in the country. Content validity and exploratory factor analysis (EFA) was conducted on the instrument before the confirmatory factor analysis. The Confirmatory Factor Analysis (CFA) procedure confirmed the existence of four sub-constructs of the public leadership construct that are accountability leadership, rule-following/lawfulness leadership, political loyal leadership, and network governance leadership. The CFA process has deleted four items due to poor factor loading (less than 0.6). The fitness indexes for all fit categories have achieved the required level of a model fit. Meanwhile, the Average Variance Extracted (AVE) and Composite Reliability (CR), which reflect the convergent validity and construct reliability, respectively, have also achieved the required level of a model fit. Hence, the revised instrument for measuring the public leadership construct of school leaders in Malaysia is valid and reliable for use to determine the policy implementation performance of the public primary school leaders in Malaysia.