Domain-Specificity of Need for Cognition Among High School Students

2019 ◽  
Vol 35 (5) ◽  
pp. 607-616 ◽  
Author(s):  
Ulrich Keller ◽  
Anja Strobel ◽  
Romain Martin ◽  
Franzis Preckel
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Factor Model ◽  
Need For Cognition ◽  
Self Concept ◽  
Equation Modeling ◽  
Specific Factor ◽  
General Factor ◽  
Domain Specific ◽  
Specific Factors

Abstract. Need for Cognition (NFC) is increasingly investigated in educational research. In contrast to other noncognitive constructs in this area, such as academic self-concept and interest, NFC has consistently been conceptualized as domain-general. We employed structural equation modeling to address the question of whether NFC can be meaningfully and gainfully conceptualized as domain-specific. To this end, we developed a domain-specific 20-item NFC scale with parallel items for Science, Mathematics, German, and French. Additionally, domain-general NFC was assessed with five domain-general items. Using a cross-sectional sample of more than 4,500 Luxembourgish 9th graders, we found that a nested-factor model incorporating both a general factor and domain-specific factors better accounted for the data than a single-factor or a correlated-factor model. However, the influence of the general factor was markedly stronger than in corresponding models for academic self-concept and interest. When controlling for the domain-specific factors, only Mathematics achievement was significantly predicted by the domain-general factor, while all achievement measures (Mathematics, French, and German) were predicted by the corresponding domain-specific factor. The nested domain-specific NFC factors were clearly empirically distinguishable from first-order domain-specific interest factors.

Modeling the Structure of the Triarchic Psychopathy Measure: Conceptual, Empirical, and Analytic Considerations

2019 ◽  
Vol 33 (4) ◽  
pp. 470-496 ◽  
Author(s):  
Antonella Somma ◽  
Serena Borroni ◽  
Laura E. Drislane ◽  
Christopher J. Patrick ◽  
Andrea Fossati
Keyword(s):  
Factor Structure ◽  
Structural Equation ◽  
Factor Model ◽  
Community Dwelling ◽  
Least Square ◽  
Equation Modeling ◽  
General Factor ◽  
Specific Content ◽  
Using Data ◽  
Three Factor

This study sought to characterize the factor structure of the Triarchic Psychopathy Measure (TriPM) using data from a sample of 1,082 community-dwelling Italian adults. Exploratory structural equation modeling (ESEM) was used to compare the fit of a bifactor model for each TriPM scale, in which specific-content factors were specified along with a general factor, with the fit of a single, general-factor model. Robust weighted least square (WLSMV) ESEM supported a bifactor latent structure of the TriPM items for all individual scales. When we jointly factor analyzed the 58 TriPM items, a WLSMV ESEM three-factor structure showed adequate fit; the three ESEM factors were akin to TriPM Boldness, Meanness, and Disinhibition theoretical dimensions, respectively, and could be effectively replicated across gender subgroups. Our findings support the three-factor structure of TriPM items, at least in Italian community-dwelling adults, and provide further evidence for the construct validity of the TriPM.

scholarly journals Factor structure of Raven's Coloured Progressive Matrices

Psico-USF ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 259-272 ◽  
Author(s):  
Monalisa Muniz ◽  
Cristiano Mauro Assis Gomes ◽  
Sonia Regina Pasian
Keyword(s):  
Standard Deviation ◽  
Factor Structure ◽  
Factor Model ◽  
Specific Factor ◽  
General Factor ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Specific Factors ◽  
Three Factor

Abstract This study's objective was to verify the factor structure of Raven's Coloured Progressive Matrices (CPM). The database used included the responses of 1,279 children, 50.2% of which were males with an average age of 8.48 years old and a standard deviation of 1.49 yrs. Confirmatory factor analyses were run to test seven models based on CPM theory and on a Brazilian study addressing the test's structure. The results did not confirm the CPM theoretical proposition concerning the scales but indicated that the test can be interpreted by one general factor and one specific factor or one general factor and three specific factors; both are bi-dimensional models. The three-factor model is, however, more interpretable, suggesting that the factors can be used as a means of screening children's cognitive developmental stage.

scholarly journals Construct Validity of Scores From the Connor–Davidson Resilience Scale in a Sample of Postsecondary Students With Disabilities

Assessment ◽  
2016 ◽  
Vol 25 (2) ◽  
pp. 193-205 ◽  
Author(s):  
Harsha N. Perera ◽  
Rahul Ganguly
Keyword(s):  
Students With Disabilities ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
Postsecondary Students ◽  
General Factor ◽  
Validation Data ◽  
Resilience Scale ◽  
Specific Factors ◽  
Career Optimism

Although theory posits a multidimensional structure of resilience, studies have supported a unidimensional solution for data obtained from the commonly used Connor–Davidson Resilience Scale (CD-RISC). This study investigated the latent structure of CD-RISC responses in a sample of postsecondary students with disabilities. Furthermore, the validity of CD-RISC scores was examined with respect to career optimism and well-being. The analyses were conducted using confirmatory factor analysis and exploratory structural equation modeling (ESEM). Results supported a bifactor-ESEM representation of the CD-RISC data that accounts for construct-relevant multidimensionality in scores due to the presence of general and specific factors and the fallibility of indicators as pure reflections of the constructs they measure. Although three specific factors showed meaningful residual specificity over and above the general factor, two specific factors were weakly defined with little meaningful residual specificity. However, these factors may retain some utility in the bifactor-ESEM model insofar as they control for limited levels of residual covariance in items. Evidence was also obtained for relations of the general and substantively interpretable specific factors with career optimism and well-being. The results of the study provide validation data for the CD-RISC and clarify recent research converging on seemingly disparate unidimensional and multidimensional solutions.

scholarly journals The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian

2021 ◽  
pp. 1932202X2199597
Author(s):  
Könül Karimova ◽  
Benő Csapó
Keyword(s):  
Structural Equation ◽  
Foreign Languages ◽  
Self Concept ◽  
Equation Modeling ◽  
Future Research ◽  
Domain Specific ◽  
Tenth Grade ◽  
Affective Variables ◽  
The Relationship ◽  
Affective Dimensions

This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire and Cényelvi mérés for assessment of reading self-concepts and achievements in two foreign languages. The results of structural equation modeling demonstrated that cognitive and affective self-concepts were independent, but strongly interrelated constructs. The separated components of the reading self-concept construct showed a more explicit structure than a conflated model. The relationships among cognitive and affective self-concepts with achievements in the reading domain were invariant across gender. The results of this study can encourage future research on the examination of more domain-specific self-concepts that conceptualizes twofold multidimensional structure.

scholarly journals Investigating the Dimensionality of Early Numeracy Using the Bifactor Exploratory Structural Equation Modeling Framework

2021 ◽  
Vol 12 ◽  
Author(s):  
Christophe Dierendonck ◽  
Anne-Françoise de Chambrier ◽  
Annick Fagnant ◽  
Christophe Luxembourger ◽  
Mélanie Tinnes-Vigne ◽  
...  
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Equation Modeling ◽  
General Factor ◽  
Early Numeracy ◽  
Exploratory Structural Equation Modeling ◽  
Numerical Ability ◽  
Specific Factors ◽  
Early Number ◽  
The One

The few studies that have analyzed the factorial structure of early number skills have mainly used confirmatory factor analysis (CFA) and have yielded inconsistent results, since early numeracy is considered to be unidimensional, multidimensional or even underpinned by a general factor. Recently, the bifactor exploratory structural equation modeling (bifactor-ESEM)—which has been proposed as a way to overcome the shortcomings of both the CFA and the exploratory structural equation modeling (ESEM)—proved to be valuable to account for the multidimensionality and the hierarchical nature of several psychological constructs. The present study is the first to investigate the dimensionality of early number skills measurement through the application of the bifactor-ESEM framework. Using data from 644 prekindergarten and kindergarten children (4 to 6 years old), several competing models were contrasted: the one-factor CFA model; the independent cluster model (ICM-CFA); the exploratory structural equation modeling (ESEM); and their bifactor counterpart (bifactor-CFA and bifactor-ESEM, respectively). Results indicated acceptable fit indexes for the one-factor CFA and the ICM-CFA models and excellent fit for the others. Among these, the bifactor-ESEM with one general factor and three specific factors (Counting, Relations, Arithmetic) not only showed the best model fit, but also the best coherent factor loadings structure and full measurement invariance across gender. The bifactor-ESEM appears relevant to help disentangle and account for general and specific factors of early numerical ability. While early numerical ability appears to be mainly underpinned by a general factor whose exact nature still has to be determined, this study highlights that specific latent dimensions with substantive value also exist. Identifying these specific facets is important in order to increase quality of early numerical ability measurement, predictive validity, and for practical implications.

scholarly journals The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models

2020 ◽  
pp. 003465432097218
Author(s):  
A. Katrin Arens ◽  
Malte Jansen ◽  
Franzis Preckel ◽  
Isabelle Schmidt ◽  
Martin Brunner
Keyword(s):  
Structural Equation ◽  
Structural Model ◽  
Factor Model ◽  
Self Concept ◽  
Equation Modeling ◽  
Data Set ◽  
Methodological Review ◽  
Motivational Constructs ◽  
Wide Range ◽  
Order Factor

The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical assumptions on the structure of ASC and outline their inherent psychometric properties. We analyzed these models using a data set of German 10th-grade students (N = 1,232) including a wide range of domain-specific ASCs as well as general ASC. The correlations among ASCs and between ASCs and academic achievement varied depending on the structural model used. We conclude with discussing recommendations for research purposes and advantages and limitations of each ASC model. Our approach may also guide research on other affective or motivational constructs (e.g., academic anxiety or interest).

The Structure of the Rosenberg Self-Esteem Scale

2018 ◽  
Vol 226 (1) ◽  
pp. 14-29 ◽  
Author(s):  
Timo Gnambs ◽  
Anna Scharl ◽  
Ulrich Schroeders
Keyword(s):  
Fixed Effects ◽  
Structural Equation ◽  
The United States ◽  
Self Esteem ◽  
Dominant Factor ◽  
Equation Modeling ◽  
General Factor ◽  
Specific Factors ◽  
Explained Common Variance ◽  
Unidimensional Scale

Abstract. The Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965 ) intends to measure a single dominant factor representing global self-esteem. However, several studies have identified some form of multidimensionality for the RSES. Therefore, we examined the factor structure of the RSES with a fixed-effects meta-analytic structural equation modeling approach including 113 independent samples (N = 140,671). A confirmatory bifactor model with specific factors for positively and negatively worded items and a general self-esteem factor fitted best. However, the general factor captured most of the explained common variance in the RSES, whereas the specific factors accounted for less than 15%. The general factor loadings were invariant across samples from the United States and other highly individualistic countries, but lower for less individualistic countries. Thus, although the RSES essentially represents a unidimensional scale, cross-cultural comparisons might not be justified because the cultural background of the respondents affects the interpretation of the items.

A Psychometric Study of the Quality Perception Questionnaire

2012 ◽  
Vol 71 (2) ◽  
pp. 101-106 ◽  
Author(s):  
Raffaele Cioffi† ◽  
Anna Coluccia ◽  
Fabio Ferretti ◽  
Francesca Lorini ◽  
Aristide Saggino ◽  
...  
Keyword(s):  
Structural Equation ◽  
Factor Model ◽  
Equation Modeling ◽  
Fit Indices ◽  
Quality Perception ◽  
Italian Survey ◽  
Confirmatory Factor ◽  
Instrument Measuring ◽  
Hospital Structures

The present paper reexamines the psychometric properties of the Quality Perception Questionnaire (QPQ), an Italian survey instrument measuring patients’ perceptions of the quality of a recent hospital admission experience, in a sample of 4400 patients (Mage = 56.42 years; SD = 19.71 years, 48.8% females). The 14-item survey measures four factors: satisfaction with medical doctors, nursing staff, auxiliary staff, and hospital structures. First, we tested two models using a confirmatory factor analysis (structural equation modeling): a four orthogonal factor and a four oblique factor model. The SEM fit indices and the χ² difference suggested the acceptance of the second model. We then did a simulation using a bootstrap with 1000 replications. Results confirmed the four oblique factor solution. Third, we tested whether there were significant differences with respect to age or sex. The multivariate general linear model showed no significant differences in the factors with respect to sex or age.

Risk Factors and Mediators of Suicidal Ideation Among Korean Adolescents

Crisis ◽  
2018 ◽  
Vol 39 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Yi Jin Kim ◽  
Sung Seek Moon ◽  
Jang Hyun Lee ◽  
Joon Kyung Kim
Keyword(s):  
High School Students ◽  
Suicidal Ideation ◽  
Structural Equation ◽  
Equation Modeling ◽  
Outcome Variable ◽  
Suicidal Behaviors ◽  
Thwarted Belongingness ◽  
Perceived Burdensomeness ◽  
Korean Adolescents ◽  
Related Stress

Abstract. Background: A significant number of Korean adolescents have suicidal ideations and it is more prevalent among adolescents than any other age group in Korea. Aims: This study was conducted to attain a better understanding of the contributing factors to suicidal ideation among Korean adolescents. Method: We recruited 569 high school students in Grades 10 and 11 in Pyeongtaek, Korea. The Beck Scale for Suicidal Ideation was used to measure suicidal ideation as the outcome variable. The Interpersonal Needs Questionnaire, the Beck Hopelessness Scale, the School Related Stress Scale, the Olweus Bully/Victim Questionnaire, and the Youth Risk Behavior Surveillance questions were used to measure thwarted belongingness and perceived burdensomeness, hopelessness, school-related stress, bullying, and previous suicidal behaviors, respectively. Data analyses included descriptive statistics and structural equation modeling. Results: The findings suggest that perceived burdensomeness, hopelessness, school-related stress, and previous suicidal behaviors have significant direct effects on suicidal ideation. Hopelessness fully mediated the relation between thwarted belongingness and suicidal ideation, and partially mediated between perceived burdensomeness, school-related stress, and suicidal ideation. Conclusion: These findings provide more specific directions for a multidimensional suicide prevention program in order to be successful in reducing suicide rates among Korean adolescents.

Working Memory, Mental Prospection, Time Orientation, and Cognitive Insight

2013 ◽  
Vol 34 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Sevtap Cinan ◽  
Aslı Doğan
Keyword(s):  
Working Memory ◽  
Structural Equation ◽  
Factor Model ◽  
Time Orientation ◽  
Equation Modeling ◽  
Cognitive Insight ◽  
Confirmatory Factor ◽  
Negative Effect ◽  
Positive Effect ◽  
Three Factor

This research is new in its attempt to take future time orientation, morningness orientation, and prospective memory as measures of mental prospection, and to examine a three-factor model that assumes working memory, mental prospection, and cognitive insight are independent but related higher-order cognitive constructs by using confirmatory factor analysis (CFA). The three-factor model produced a good fit to the data. An alternative one-factor model was tested and rejected. The results suggest that working memory and cognitive insight are distinguishable, related constructs, and that both are distinct from, but negatively associated with, mental prospection. In addition, structural equation modeling (SEM) showed that working memory had a strong positive effect on cognitive insight and a moderate negative effect on mental prospection.

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