Results indicate that the higher-order factor model for emotional awareness (n = 670) and the bifactor model for personality traits (n = 670) were the preferred models that better represent the underlying factor structures.
📌 3 Key Takeaways
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Objective & Hypothesis:This study provides a comparative analysis of the inferences that can be reached about preservice teachers' emotional awareness and personality traits when several alternative factor analytic models are tested simultaneously.
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Key Findings & Data:Results indicate that the higher-order factor model for emotional awareness (n = 670) and the bifactor model for personality traits (n = 670) were the preferred models that better represent the underlying factor structures.
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Conclusion & Impact:Multidimensionality and practical decisions concerning score reporting are discussed.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:non-cognitive skills · teacher training · factor analytic models
Abstract
This study provides a comparative analysis of the inferences that can be reached about preservice teachers' emotional awareness and personality traits when several alternative factor analytic models are tested simultaneously. An empirical illustration is provided using two datasets collected for a research study aiming to profile the social-emotional behavior repertoire of preservice teachers. Four alternative factor analytic models were considered for both datasets: the unidimensional model, the correlated model, the higher- (or second-) order model, and the bifactor model. Results indicate that the higher-order factor model for emotional awareness (n = 670) and the bifactor model for personality traits (n = 670) were the preferred models that better represent the underlying factor structures. Multidimensionality and practical decisions concerning score reporting are discussed.
KAHRAMAN, N., BOZ, E. S., AKBAŞ, D., ÇORBACI, E. C., IŞIK, Ş., ATALAY, N. Ü., AYDIN, F. N., ÇAKAN, M., SAĞIROĞLU, Ş. (2023). Alternative Confirmatory Factor Analytic Models for Examining Preservice Teachers' Non-Cognitive Skills. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 12 Sayı: 3, 460–470. https://ajindex.com/articles/953692
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