Improved Representation of the Self-Perception Profile for Children Through Bifactor Exploratory Structural Equation Modeling

Arens, A. Katrin; Morin, Alexandre J. S.

doi:10.3102/0002831216666490

Cited by 22 publications

(11 citation statements)

References 88 publications

(203 reference statements)

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“…This model has the advantage that relations of covariates (e.g., gender) to the specific factor of items measuring general academic self-concept can be investigated. Such models often approximate the empirical data even better than the nested-factor model applied in the present study [ 65 ]. However, the complete bifactor representation has two disadvantages (see [ 64 ]).…”

Section: Discussionmentioning

confidence: 99%

Profile formation of academic self-concept in elementary school students in grades 1 to 4

et al. 2017

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Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one’s own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.

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Section: Discussionmentioning

confidence: 99%

Profile formation of academic self-concept in elementary school students in grades 1 to 4

et al. 2017

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“…Bifactor models are usually orthogonal models, meaning all S-factors are specified to be mutually uncorrelated and the correlations between the S-factors and the G-factor are also set to zero. Bifactor-ESEM representations have been successfully applied to model the joint structure of SC including academic and nonacademic facets (Arens & Morin, 2017; Morin et al, 2016). Still, bifactor-ESEM representations have not yet been applied to ASC only, although a bifactor-ESEM representation of ASC can well account for the hierarchy and multidimensionality of ASC as proposed by Shavelson et al (1976).…”

Section: Part 1: Within-network and Between-network Analyses On The Smentioning

confidence: 99%

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

Arens

Jansen²,

Preckel

et al. 2020

Review of Educational Research

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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).

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“…The recent development of bi-factorial rotation for EFA has made it possible to incorporate bi-factorial modeling into the ESEM framework. In BI-ESEM, the G factors were specified separately, outside the rotation process ( Arens and Morin, 2017 ; Howard et al, 2018 ; Marsh et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Stressors in Indoor and Field Brazilian Soccer: Are They Perceived as a Distress or Eustress?

et al. 2021

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Soccer players inescapably live under stress during the sportive career, and many real-life aspects of soccer situations operate in the ongoing performance. This study’s main objective was to elaborate the List of Stressors in Professional Indoor and Field Soccer, a self-report instrument designed to measure the impact of 77 soccer situations upon the sport performance. Participants were 138 indoor and field soccer players from the Brazilian Premier League. Each situation was evaluated on a 7-point scale, ranging from the most negative (−3) to the most positive (+3). Data were analyzed according to the players’ perception of the items: distress or eustress and its intensity, and after that, situations perceived as plus −1 and +1 were compared by time in which they were experienced and distributed among five categories established by the literature: Expectations about the Performance, Personal Factors, Competition Aspects, Training Demands, and Relationship with Significant People. Narratives of athletes’ experiences were also used to discuss the results. An Exploratory Structural Equation Modeling using Bi-factorial (BI-ESEM) was employed to assess the factor structure. For the total participants, 49 situations were perceived as distress and 28 as eustress. Using the criteria established a priori, the distribution was among the five categories in the remaining 32 situations. Differences in perception between less and more experienced players were found in 11 situations. The results revealed that Brazilian professional soccer players experience various stressful situations. These events are important representations of environmental demands and could predict the performance as they are perceived as eustress or distress. Some of these stressful situations are inherent in sport and others adjacent to the sports system or environment. Coach pressure to win and conflicts with teammates are examples of stressors in-sport, family problems and disputes with press or fans are examples of stressors external to the team, also called peripheral opponents, and showed the relative social influence of significant others in soccer performance. We can conclude that the knowledge of the direction of a given stress situation has important practical implications in preparing athletes and helping them face the performance stressors that are part of soccer daily life.

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Improved Representation of the Self-Perception Profile for Children Through Bifactor Exploratory Structural Equation Modeling

Cited by 22 publications

References 88 publications

Profile formation of academic self-concept in elementary school students in grades 1 to 4

Profile formation of academic self-concept in elementary school students in grades 1 to 4

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

Stressors in Indoor and Field Brazilian Soccer: Are They Perceived as a Distress or Eustress?

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