Exploratory Structural Equation Modeling Research Articles

Validity and Reliability of the Chinese Version of Digital Hoarding Scale

Objectives: To facilitate research on digital hoarding in China, this study evaluated the psychometric properties of the Digital Hoarding Scale (DHS). Methods: A total of 618 participants were recruited through an online survey. The factorial structure, measurement invariance (MI), reliability, and validity of the DHS were tested. Results: The Chinese version of DHS was best represented by a bifactor exploratory structural equation modeling representation, which contains one general factor and three specific factors. The MI of the DHS was established across gender and age groups. Reliabilities of the specific and general factors were demonstrated by high values of omega coefficients. Moreover, the criterion validity was supported by the positive associations between DHS and physical hoarding disorder, obsessive-compulsive disorder, and anxiety. Conclusions: The DHS is a reliable tool for future studies investigating digital hoarding in Chinese.

Psychopathic Traits in Adult versus Adolescent Males: Measurement Invariance across the PCL-R and PCL:YV

Both the Psychopathy Checklist–Revised (PCL-R) and the Psychopathy Checklist: Youth Version (PCL:YV), respectively, are established instruments for assessment of psychopathy and development of psychopathic propensity. To reliably compare scores from both instruments, measurement invariance must be established. The current study involved a combined sample of 1091 male participants (adults = 813; adolescents = 278) from correctional facilities in New Mexico. An exploratory structural equation modeling (ESEM) framework was used to test for measurement invariance. The four-factor ESEM model demonstrated good fit for the combined and individual samples. Results from the multiple group ESEM provide evidence for generally strong invariance, with equivalent factor loadings and thresholds. Adolescents exhibited decreased latent interpersonal traits but increased latent features on other PCL factors (affective, lifestyle, and antisocial) compared to adults. Findings suggest that the four-factor model and the measurement of psychopathic traits remain consistent across age groups. Implications of the findings within research and clinical contexts are discussed.

Development and Validation of the Sexual and Negative Dating Inventory (SANDI): A Measure of Dating and Sexual Protective Behaviors

ABSTRACT Adverse sexual experiences are highly prevalent among college students and associated with increased mental health symptoms and decreased use of protective behavioral strategies (PBS). The current study developed and validated a measure of dating and sexual PBS: the Sexual and Negative Dating Inventory (SANDI). Participants (64.28% female, 19.59 [2.90 SD] years old, 68.90% non-Hispanic, 71.42% white, and 76.06% heterosexual) responded to baseline (n = 1,298) and one-month (n = 336) surveys. Exploratory Structural Equation Modeling identified a 24-item measure with five-factors: Location Sharing, Assertiveness, Self-Protection, Risk Reduction, and Privacy. The model revealed good fit: χ2(242) = 2115.52, p < .001, CFI = .977, RMSEA = .077 (90% CI = .074, .080), SRMR = .043. Test-retest reliability revealed acceptable reliability of 0.74 at follow-up. Overall, SANDI showed acceptable reliability and adequate convergent and discriminant validity among college students.

Measurement Invariance of the HEXACO-100 Across Gender Groups: A Three-Sample Study.

We used exploratory structural equation modeling to examine gender-based measurement invariance (MI) in the HEXACO-100 across three samples that varied in terms of age (undergraduate students in Study 1, working adults in Studies 2 and 3) and testing context (research context in Studies 1 and 2, high-stakes selection context in Study 3). Across three studies, we consistently found support for configural and metric invariance but not scalar invariance. However, the effect size measures of non-invariance were generally small. That said, in the Emotionality scale, for the same latent score, females scored higher than males due to measurement non-invariance (between 0.26 and 0.48 standard deviation units). Thus, the observed mean gender differences overestimated the true mean gender differences. The current study provides detailed evidence regarding gender-based MI of HEXACO personality scales. More generally, it provides insight regarding the effect that measurement artifacts can have on understanding psychological gender differences at the latent level.

Development and initial validation of the Engagement in Athletic Training Scale.

The current study presents the development process and initial validation of the Engagement in Athletic Training Scale (EATS), which was designed to evaluate athletes' engagement in athletic training. In study 1, item generation and initial content validity of the EATS were achieved. In study 2, the factor structure of the EATS was examined using exploratory factor analysis (EFA) and exploratory structural equation modeling (ESEM). Internal consistency reliabilities of the subscales were examined (N = 460). In study 3, factor structure, discriminant validity, internal consistency reliability, and nomological validity of the EATS were further examined in an independent sample (N = 513). Meanwhile, measurement invariance of the EATS across samples (study 2 and study 3) and genders was evaluated. Overall, results from the 3 rigorous studies provided initial psychometric evidence for the 19-item EATS and suggested that the EATS could be used as a valid and reliable measure to evaluate athletes' engagement in athletic training.

Factor structure and psychometric properties of the L2 teacher boredom scale

The attention of researchers in the field of second language acquisition (SLA) has recently been drawn to boredom, recognized as one of the most prevalent and distressing emotions experienced by second and/or foreign language (L2) students. However, studies delving into boredom experienced by L2 teachers rather than learners are few and far between. This oversight is significant, considering that the emotions of both learners and teachers are bound to interact and feed into each other in classroom settings. In order to address this gap, the present research aimed to examine the factor structure and psychometric properties of the L2 Teacher Boredom Scale (L2TBS). The questionnaire was administered to 225 L2 teachers from different countries (e.g., Poland, Turkey, Hungary, Iran, USA). Data were subjected to exploratory factor analysis, confirmatory factor analysis and exploratory structural equation modeling (ESEM). The results identified the ESEM solution as the optimal model for measuring L2TBS. Five factors contributing to teacher boredom were identified: (F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest. The analysis also provided evidence for measurement invariance across gender, age, education and years of teaching experience.

Somatic symptoms in the general population of Spain: Validation and normative data of the Patient Health Questionnaire-15 (PHQ-15)

ObjectiveThe Patient Health Questionnaire (PHQ-15) has been widely used to assess somatic symptoms. This study aimed to analyze the psychometric properties of the Spanish version of the PHQ-15, its structure and score distribution across demographic variables in a Spanish sample. In addition, we examined variations in somatic symptoms among different demographic subgroups. Method1495 individuals from the Spanish population answered a series of self-reported measures, including PHQ-15. To examine the factorial structure of the PHQ-15, Confirmatory Factor Analysis (CFA) was performed. Additionally, a bifactor CFA model was examined using the Exploratory Structural Equation Modeling (ESEM) framework. ResultsWomen showed more somatic symptoms than men, and younger individuals showed more somatic symptoms than the older ones. It was also revealed positive associations between somatic symptoms and levels of depression, anxiety, and suspiciousness, while negative associations were found between somatic symptoms and perceived resilience and happiness. Regarding the factorial structure of the PHQ-15, although the one-factor and bifactor models were suitable, the bifactor model underscores the presence of a robust general factor. LimitationsIt is a cross-sectional study, not including non-institutionalized individuals. ConclusionSomatic symptoms are more frequent in women and younger individuals. Furthermore, the presence of physical symptoms is associated to other psychological aspects, such as depression or anxiety. Finally, bifactor model was the most appropriate to explain the factorial structure of the PHQ-15.

The Effort-Reward Imbalance Questionnaire for Teachers: Psychometric Properties Using the Bifactor ESEM Framework

This study is aimed at validating the French version of the Effort-Reward Imbalance Questionnaire for Teachers. The instrument was pretested before being administered in a large-scale study with elementary school teachers. Dimensionality of the instrument was examined using the bifactor exploratory structural equation modeling (ESEM) framework. The bifactor ESEM model showed the best fitting indices and parameters. Importantly, results suggested the existence of a continuum for ERI data concerning elementary teachers. The instrument showed concurrent validity with several measures of mental health, job satisfaction and work-life balance.

Multidimensional Emotional Disorder Inventory: reliability and validity in a Colombian non-clinical sample

BackgroundContemporary diagnostic frameworks in the realm of mental health have garnered criticism due to their categorical paradigm. Given the propensity of emotional disorders to manifest overlapping features, these frameworks fall short in comprehensively encapsulating their intricate nature. As a strategic response, Brown and Barlow introduced an innovative composite approach, amalgamating dimensions and categorical classifications, to adress this concern. Their strategic implementation hinged on the Multidimensional Emotional Disorder Inventory (MEDI), a transdiagnostic self-report instrument. Objective: this study undertakes the task of refining and validating the applicability of the MEDI within a non-clinical sample of Colombian university students (n = 808).MethodsThis study employed Exploratory Structural Equation Modeling (ESEM) to explore the structure of the measure. Results: ESEM suggested that the 8-dimension model with 48 items was the best-fitting solution, aligning with most dimensions identified by the original MEDI validation. Reliability was adequate for almost all dimensions (α: 0.69 – 0.92). An 8-dimension model with 48 items emerged as the most fitting solution, aligning with most dimensions identified by the original MEDI validation.ConclusionThe ensuing validation and contextual adaptation of the MEDI for use in the Colombian population augments the transdiagnostic evaluation of emotional disorders, with potential implications for enhanced stratification of targeted therapeutic interventions. By optimizing the assessment of both dimensional and cross-diagnostic paradigms, the MEDI portends a noteworthy impact in realms encompassing both academic inquiry and clinical practice.

The Event-Related Rumination Inventory: How Does Scale Validity Change with Time Instructions?

Two types of rumination following a traumatic event can be identified: intrusive and deliberate rumination. Intrusive rumination is defined as a series of intrusive and undesired thoughts, whereas deliberate rumination is characterized by voluntary repetitive thoughts that help make sense of the experience. The Event-Related Rumination Inventory (ERRI) is an instrument capable of assessing both types of rumination. This study aimed to define the best modality of administration for the ERRI, by comparing the two original time frame instructions (immediate vs recent) and examining its psychometric properties in an Italian sample. To achieve this goal, 601 participants who experienced a trauma at different times (subsample 1: 1 year maximum; subsample 2: more than 1 year) were recruited and asked to complete an online survey assessing the following constructs: rumination, post-traumatic growth, post-traumatic stress and depressive symptoms. ERRI’s reliability and validity were evaluated using the exploratory structural equation modeling (ESEM) method, i.e. combining the power and flexibility of traditional confirmatory and exploratory factor analyses. The ESEM model for the “recent” time frame achieved the best indices in terms of goodness of fit. The correlation network revealed significant connections with related constructs, indicating the validity of intrusive and deliberate scores. Finally, the two dimensions of the scale demonstrated a significant ability to discriminate both intrusive and deliberate rumination as participants moved away from the time of the trauma. ERRI has shown very good psychometric properties and appears to be a good instrument to assess ruminative processing after a highly stressful event.

The Spanish Adaptation of the Tampa Scale for Kinesiophobia Heart: Psychometric Evidence in Cardiac Rehabilitation Patients.

The factor structure of the Tampa Scale of Kinesiophobia Heart version has rarely been adequately analyzed. We aimed to evaluate the psychometric properties of this scale through a variety of exploratory and confirmatory factorial approaches. To perform a translation, cross-cultural adaptation, and psychometric evaluation of the Spanish version of the Tampa Scale of Kinesiophobia Heart in patients attending Cardiac Rehabilitation (TSK-SPA). Cross-sectional study. A Cardiac Rehabilitation unit. Adults with the principal diagnosis of coronary artery disease (83%) who were referred to Cardiac Rehabilitation (N.=194; mean age, 64.28±9.2; 15% women). We performed a translation and a cross-cultural adaptation of the TSK-SPA. The psychometric properties of validity comprising the face, content, and construct validity were then tested. Five factorial models were proposed to analyze the data structure. We examined the validity evidence of the TSK-SPA based on the relationships with other analyzed variables using the SF12 quality of life Questionnaire, the International Physical Activity Questionnaire, the Hospital Anxiety and Depression Scale and the Beck Depression Inventory. The reliability tests included internal consistency and stability over time. The results suggested a four-dimensional structure. Models with more than 1 dimension exhibited undesirable factor loadings or inadequate fit indices. Based on these results, a short version of the scale with 13 items is proposed. In terms of reliability, the TSK-SPA Heart was found internally consistent (α=0.79) and stable over time (test-retest = 0.82). An Exploratory Structural Equation Modeling (ESEM) analysis provided an acceptable fit for a hypothesized 4-factor model with the inclusion of a method factor: the root mean squared error of approximation was <0.05 (RMSEA = 0.046), and the comparative fit indices were >0.95 or close (CFI=0.994, TLI=0.934). Significant positive correlations were observed between the TSK-SPA scores and the measures of anxiety and depression, with correlation coefficients ranging from 0.35 to 0.48. A best-fitting model was identified, and the proposed 13-item TSK-SPA Heart showed sufficient evidence of validity and reliability for Spanish patients with cardiovascular disease. The scale's overall reliability is deemed acceptable, although the factor reliability could be further enhanced. Using this questionnaire on fear or avoidance of movement will improve our understanding of cognitive-behavioral factors in patients with cardiovascular disease, aiding their rehabilitation and optimizing their prognosis.

호텔, 외식, 관광 전공 대학생의 감성지능이 창의성과 문제해결능력에 미치는 영향

This study aimed to suggest implications for enhancing creativity and problem-solving abilities by examining how the emotional intelligence of university students majoring in hotel, foodservice, and tourism influences problem-solving abilities through creativity. Based on previous research, emotional intelligence was divided into four sub-factors: self-emotion appraisal, others' emotion appraisal, use of emotion, and regulation of emotion. The relationships between these sub-factors, creativity, and problem-solving abilities were explored. A convenience sampling method was used to select 285 university students majoring in hotel, foodservice, and tourism from three universities located in Gyeonggi-do and Chungcheongnam-do. A questionnaire created using Google Forms was distributed via mobile phone, and 250 responses were collected. The collected data were analyzed using exploratory factor analysis and structural equation modeling with SPSS 29.0 and AMOS 23.0 programs. The results showed that all four sub-factors of emotional intelligence had significant effects on creativity. Additionally, it was found that creativity had a significant effect on problem-solving abilities. This study is theoretically significant in that it expands the scope of previous research by empirically verifying the relationships between emotional intelligence, creativity, and problem-solving abilities. Practically, it suggests that universities should provide leadership education, creative activities, psychological counseling, club activities, and interpersonal skill improvement programs to promote the understanding of emotions in both oneself and others. Furthermore, it indicates that creative teaching methods and conducive teaching environments are necessary to enhance the creativity of university students.

Readiness for change: Understanding the importance of empowering leadership

This study investigates the connections between empowerment, leadership, learning culture, physical environment, and readiness for change among social workers in child welfare organizations. Utilizing data from a comprehensive organizational health assessment survey of 2,832 individuals, exploratory structural equation modeling (PLS-SEM) is employed to analyze the direct and indirect effects of empowerment variables on readiness for change, as well as the influence of leadership, learning culture, and physical environment. The findings highlight the importance of trust, self-determination, personal consequence, and meaning in enhancing social workers’ sense of empowerment, with trust emerging as the most influential factor. Effective leadership, a positive learning culture, and professional development are identified as key factors contributing to increased readiness for change. These results offer practical insights for child welfare organizations to enhance caseworker empowerment and readiness for change, emphasizing the significance of trust, autonomy, skill recognition, and meaningfulness, as well as investing in leadership development and fostering a supportive learning culture. Future research can explore these relationships further and identify additional factors to improve organizational effectiveness and support vulnerable children and families.

VOLCANO TOURISM: HOW DO DESTINATION AWARENESS AND CREDIBILITY DEVELOP VISIT INTENTION FOR MOUNT BROMO IN INDONESIA

This study investigates the impact of destination awareness, credibility, reputation, and association on visit intention. The study was conducted at Mount Bromo, in Indonesia’s East Java Province, which has become a popular destination for domestic and international tourists. The study involved 227 participants selected through the convenience sampling method, and the collected data were analysed using exploratory and confirmatory factor analysis and structural equation models. The study found that destination awareness and credibility significantly influenced destination reputation and association, which, in turn, had a significant impact on visiting intentions. These research findings are essential in advancing volcano tourism studies and provide a deeper understanding of the factors influencing tourist intention to visit such destinations. The implications of these research findings can guide tourism industry practitioners and decision -makers in developing more effective marketing strategies, and this study contributes significantly to volcano tourism literature.

The structure of ability beliefs in EFL classrooms: A cross-theoretical analysis bridging self-efficacy and perceived competence needs satisfaction

Theoretical parsimony represents one avenue forward for the study of positive psychology in language education. This study examined two well-recognized but interconnected concepts in the context of second language classrooms: academic self-efficacy rooted in Social Cognitive Theory and competence need satisfaction derived from Self Determination Theory. The investigation sought to show the distinctions and intersections in these constructs, underscoring the necessity for empirical scrutiny to establish their coherent definitions. We aim to present both concepts within a unified framework in order to facilitate a meaningful connection between the two theories. A sample comprising 181 students attending a private junior-high school in urban Japan participated in this study by completing widely used scales measuring self-efficacy and perceived competence. The research employed conventional independent cluster confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), bifactor-CFA, bifactor-ESEM, and the S-1 model for comparative analysis. Among these, the S-1 model emerged as the most theoretically sound model with a good fit and absence of anomalies. Furthermore, the factor representing global perceived competence needs satisfaction exhibited a strong association with students’ later academic achievements. These results indicate the potential cross-theoretical nature of competence beliefs and carry implications for both theory and practice in the psychology of language learning.

Factor structure and measurement invariance of the Depression anxiety stress scale (DASS-21) in Chinese left-behind and non-left-behind children: an exploratory structural equation modeling approach

BackgroundComprehensive data has shown that adolescents often suffer from depression, anxiety, and low self-esteem, and are in a particularly fragile stage of psychological, physiological, and social development. Left-behind children in particular tend to have significantly higher, state anxiety and depression compared to non-left-behind children. The Depression, Anxiety, and Stress Scale (DASS-21) is an effective tool for evaluating depression, anxiety, and stress, and is used to measure levels of depression, anxiety, and stress in groups from a variety of backgrounds. The purpose of this study was to determine the effectiveness, reliability, and measurement invariance of the DASS-21 in Chinese left-behind children.MethodThe test and re-test method was used (N = 676), and the exploratory structural equation model (Mplus v.8.3) used to verify basic measurement models. For measurement invariance, the configural, weak, strong, and strict models were tested. The reliability of the DASS-21 was also tested using the collected data.ResultsAnalysis results showed that the DASS-21 had a stable three-factor structure in the sample of left-behind children in China. The measurement invariance test showed that gender and time not only had strong invariance, but also strict invariance. The results of cross left and non-left invariance indicated a lack of strict invariance. Finally, the McDonald’s omega coefficient of the DASS-21 total scale was 0.864, and the internal consistency of each subscale was also good.ConclusionsThe DASS-21 is shown to be an effective and reliable tool for measuring depression, anxiety and stress in Chinese left-behind children.

School culture and teaching practices for the effective student- centred learning during emergency remote teaching

ABSTRACT This paper explores teaching practices during emergency remote teaching, drawing on data from a nationwide online survey of Estonian high schools. The study was motivated by an attempt to understand effective teaching under conditions of emergency-related logistic, online teaching and economic constraints faced by the schools during the COVID-19 pandemic. The study design adopted a quantitative approach, employing exploratory factor analyses and structural equation modelling of self-report data from a sample of 1,788 teachers. The model brought out three teaching strategies employed during the emergency remote teaching period and their relationship to school-level factors, perceived workload and perceived effectiveness of student learning. Student-centred learning strategies were especially perceived as effective and influenced by stronger collaboration at the school level. Our findings illuminate the necessity of implementing a varied and flexible teaching methodology under emergency remote teaching contexts, backed by a proactive and dynamic collaboration among school members and parents.

Aspects of Identity Questionnaire-IV: An Examination of Structural Validity, Gender Invariance, and Relationships with Mental Health and Basic Psychological Needs Among Adolescents

The present research evaluated evidence for structural and convergent validity and measurement invariance across gender of the Aspects of Identity Questionnaire-IV (AIQ-IV), which is designed to measure four identity orientations: Personal, Relational, Public, and Collective. We recruited two independent samples of Serbian adolescents aged 15–19 years (n 1 = 436, n 2 = 452). Both exploratory structural equation modeling (ESEM) and confirmatory factor analyses (CFA) were applied to examine the factor structure of the AIQ-IV. The ESEM model with four factors demonstrated a superior fit to the data in both samples and resulted in well-defined factors and deflated latent factor correlations compared to the CFA model. Multiple-group analysis supported the scalar invariance of the four-factor ESEM model across gender. The evidence for the convergent validity of the ESEM AIQ-IV factors was supported by meaningful correlations with various mental health indicators (life satisfaction, positive affect, negative affect, internalizing behaviors, and externalizing behaviors) and basic psychological needs (autonomy, relatedness, and competence) satisfaction and frustration. Our findings support the use of AIQ-IV as a multidimensional measure of identity orientations among adolescents and confirm the usefulness of applying the ESEM framework to evaluate the validity aspects of this scale.

Examining the construct validity of the MIDUS version of the Multidimensional Personality Questionnaire (MPQ)

The Multidimensional Personality Questionnaire (MPQ) measures a wide range of personality traits associated with affect and temperament. However, the lengthy administration time may have hindered its widespread use in personality research. The National Survey of Midlife Development in the United States (MIDUS) has adapted a short version of the MPQ that consists of only 35 items. However, the psychometric properties of this abbreviated version have not been thoroughly examined beyond what is presented in the survey’s documentation. This study aimed to investigate the construct validity of the MPQ-35 at both the item and scale levels using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and exploratory structural equation modeling (ESEM), measurement invariance by gender and age, and external correlates with several personality and psychological constructs. The results show that the MPQ-35 exhibits promising properties, performing well and accurately recapturing the original MPQ structure, with ten lower-order traits and three higher-order broad factors.

Unveiling the entrepreneurial mindset: exploring orientation and intentions among students of prominent engineering disciplines

The advent of Industry 4.0 presents a spectrum of challenges for entrepreneurs in India, demanding specific skills and resources. Within this transformative landscape, engineering disciplines assume a pivotal role in navigating the complexities of the new industrial revolution yet pose challenges in instilling entrepreneurial skills. While universities are recognised for fostering entrepreneurial skills, a gap persists in comprehending students’ intentions to pursue entrepreneurship after completing their studies, especially within technical education systems. This emphasises the necessity for a comprehensive examination of variations in entrepreneurial orientation among diverse engineering disciplines. The study employed cross-sectional research and surveyed 370 final-year engineering students from leading engineering colleges in Karnataka, India. The data analysis included Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM). The findings demonstrate a significant propensity for entrepreneurship among engineering students, highlighting attributes such as innovativeness, risk-taking, and proactiveness. However, contrary to expectations, the study does not discern distinct entrepreneurial orientations across different engineering disciplines. Importantly, it unveils that college education has minimal influence on students’ entrepreneurial intentions.