Structural Equation Models with Latent Variables

2002 ◽  
pp. 137-154
Author(s):  
Thomas T. H. Wan
Keyword(s):  
Latent Variables ◽  
Structural Equation ◽  
Structural Equation Models

Clarifying the Factor Structure of the Self-Compassion Scale

2021 ◽  
Author(s):  
Noelle J. Strickland ◽  
Raquel Nogueira-Arjona ◽  
Sean Mackinnon ◽  
Christine Wekerle ◽  
Sherry H. Stewart
Keyword(s):  
Factor Structure ◽  
Lower Order ◽  
Latent Variables ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Well Being ◽  
The Self ◽  
Self Compassion ◽  
The Hierarchical Structure ◽  
Compassion Scale

Abstract. Self-compassion is associated with greater well-being and lower psychopathology. There are mixed findings regarding the factor structure and scoring of the Self-Compassion Scale (SCS). Using confirmatory factor analysis, we tested and conducted nested comparisons of six previously posited factor structures of the SCS. Participants were N = 1,158 Canadian undergraduates (72.8% women, 26.6% men, 0.6% non-binary; Mage = 19.0 years, SD = 2.3). Results best supported a two-factor hierarchical model with six lower-order factors. A general self-compassion factor was not supported at the higher- or lower-order levels; thus, a single total score is not recommended. Given the hierarchical structure, researchers are encouraged to use structural equation models of the SCS with two latent variables: self-caring and self-coldness. A strength of this study is the large sample, while the undergraduate sample may limit generalizability.

scholarly journals Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción escolar en estudiantes universitarios

2019 ◽  
Vol 37 (2) ◽  
pp. 471-485 ◽  
Author(s):  
José-Manuel Tomás ◽  
Melchor Gutiérrez
Keyword(s):  
University Students ◽  
Latent Variables ◽  
Autonomy Support ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Satisfaction ◽  
Mediational Model ◽  
Estudiantes Universitarios

La literatura especializada ofrece evidencias de que en todo el mundo las tasas de deserción universitaria son elevadas, generando inconvenientes para los propios estudiantes, para la institución a la que pertenecen y para la sociedad en general. Los determinantes del abandono de los estudios son diversos, considerando uno de los más importantes la satisfacción de los estudiantes con su entorno educativo. La satisfacción académica de los estudiantes depende en gran medida del clima motivacional del aula y de la satisfacción de las necesidades psicológicas básicas, fundamento de la teoría de la autodeterminación. En el marco teórico de la motivación autodeterminada y de la psicología positiva, el objetivo de este trabajo es analizar la capacidad predictiva del apoyo a la autonomía por los profesores sobre la satisfacción académica de los alumnos, mediado por la satisfacción de las necesidades psicológicas básicas de los estudiantes. Los participantes son 752 estudiantes universitarios dominicanos. Instrumentos: Percepción de Apoyo a la Autonomía por los Profesores, Satisfacción Necesidades de las Psicológicas Básicas de los Estudiantes, y Conectividad Académica. Los datos se analizan a través de dos Modelos de Ecuaciones Estructurales con variables latentes, uno con mediación total y otro con mediación parcial. Los resultados muestran que el apoyo a la autonomía se relaciona positivamente con la satisfacción de las necesidades psicológicas básicas; las necesidades básicas se relacionan positivamente con la satisfacción académica; y también aparece un efecto positivo y directo del apoyo a la autonomía por los profesores sobre la satisfacción académica de los estudiantes universitarios. The specialized literature offers evidence that university dropout rates are high throughout the world, creating problems for the students themselves, for the institution to which they belong, and for society in general. The determining factors of dropout are diverse, considering the student satisfaction with their educational environment as one of the most important ones. There is also evidence that the students’ satisfaction with their academic environment depends to a large extent on the classroom motivational climate and the satisfaction of basic psychological needs, main elements of the self-determination theory. In the theoretical framework of self-determined motivation and positive psychology, the objective of this paper is to analyze the predictive capacity of teachers’ autonomy support on students’ academic satisfaction, mediated by the satisfaction of the students’ basic psychological needs. Participants are 752 Dominican university students. Instruments: Perceived Teachers’ Autonomy Support, Students’ Basic Psychological Needs Scale, and Academic Connectedness Scale. The data has been analyzed through two Structural Equation Models with latent variables, a total mediational model and a partial mediational model. The results show that support for autonomy is positively related to the satisfaction of basic psychological needs; that basic needs are positively related to academic satisfaction; and that there is also a positive and direct effect of autonomy support by teachers on university students’ academic satisfaction.

scholarly journals On the Use of Structural Equation Models in Experimental Designs

1989 ◽  
Vol 26 (3) ◽  
pp. 271-284 ◽  
Author(s):  
Richard P. Bagozzi ◽  
Youjae Yi
Keyword(s):  
Latent Variables ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Advantages And Disadvantages ◽  
New Methods ◽  
Special Cases ◽  
Test Of Homogeneity ◽  
General Test ◽  
Step Down ◽  
New Procedures

New procedures are developed and illustrated for the analysis of experimental data with particular emphasis on MANOVA and MANCOVA designs. The authors begin with one-way designs, including overall tests of significance, step-down analyses, and the use of latent variables. Next they describe a general test of homogeneity and consider a procedure that is applicable even under conditions of heterogeneity. Two-way designs then are derived as special cases of the more general n-way case. Finally, advantages and disadvantages of the new methods are considered.

scholarly journals Online Study: Understanding the Laws of Self-Regulated Study

2021 ◽  
Author(s):  
Xin Rao ◽  
Li Luo ◽  
Qiaoli Su ◽  
Xingyue Wang
Keyword(s):  
Latent Variables ◽  
Teacher Support ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Medical Training ◽  
Internal Motivation ◽  
Self Regulated Learning ◽  
Online Study ◽  
Regulated Learning ◽  
The Impact

Abstract Background:The sudden COVID-19 outbreak has posed challenges to the normal development of continuing education for general practitioners. Consequently, an online medical training program for family doctors has emerged. Online study helps us better understand the laws of self-regulated learning because we can track the process and outcome of family physicians and compare it to that of face-to-face training programs. The study track the GPCC online program to reveal this principle.Results:By recording learners’ study behaviors and explore the law of learning progress and analyse the impact of latent variables on learning through structural equation models,the study find that the the impact of teacher support and supervision and of internal motivation on learning input and the influence of teacher support and supervision on internal motivation can be researched through online study.Conclusions:Online study helps us better understand the laws of self-regulated learning. It helps to better understand the impact of teacher support, supervision, and internal motivation on learning input , as well as the influence of teacher support and supervision on internal motivation. Examining online study can also help in making effective use of the self-education characteristics of internal motivation and cultivate the ability of independent thinking and learning self-discipline .

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