Academic engagement plays a crucial role in students' learning and performance. One of the most popular measures for assessing this construct is the Utrecht Work Engagement Scale for Students (UWES-S), which is based on a tridimensional conceptualization consisting of dedication, vigor, and absorption. However, prior research on its factor…

When comparing relations and means of latent variables, it is important to establish measurement invariance (MI). Most methods to assess MI are based on confirmatory factor analysis (CFA). Recently, new methods have been developed based on exploratory factor analysis (EFA); most notably, as extensions of multi-group EFA, researchers introduced…

School climate is an essential ingredient of student well-being and academic success. Although it has been studied extensively, only a few well-validated instruments are available for the assessment of school climate. The aim of this study was to assess the factor validity and measurement invariance of the Socio-educational Environment…

There is an urgent need to address the critical demand for qualified Chinese language teachers against the background of China's seeking greater Sino--foreign cultural and educational cooperation. The literature on integrating technological pedagogical content knowledge (TPACK) in language teaching has been increasing in the last few years.…

The Test of Gross Motor Development--Second Edition (TGMD-2) is a widely used evaluation tool of children's fundamental motor skills (FMS). This study illustrates how exploratory structural equation modeling (ESEM) addresses current limitations associated with TGMD-2 factor structure. Using the normative dataset from the TGMD-2 manual, we test…

The present study with 2,273 students aimed to examine the factorial validity of the "Anxiety Questionnaire for Students" (AFS) by using the bifactor modeling framework, that is, contrasting a confirmatory factor analysis (CFA) model to an exploratory structural equation model (ESEM) and two bifactor models (B-CFA and B-ESEM). In…

The Cognitive Style Indicator (CoSI) includes 3 cognitive dimensions: creating (flexible, open-ended and inventive), knowing (emphasizing facts, details, objectivity, and rationality), and planning (guided by preferences for certainty and well-structured information). The first aim of this research was to validate the 3-factor structure of the…

In line with 'the entrepreneurial university' discourse, managerialism and performative culture brought new expectations to faculty such as developing online programmes/courses, carrying out training for professionals, obtaining research funds, leading projects in cooperation with industry/business, collaborating with colleagues from various…

This study evaluated the factorial structure of the Pedagogical and Social Climate in School (PESOC) questionnaire among 307 teachers in Bulgaria. The teacher edition of PESOC consists of 11 scales (i.e., Expectations for Students, Unity Among Teachers, Approach to Students, Basic Assumptions About Students' Ability to Learn, School-Home…

Purpose: The purpose of this study was to design and iteratively improve the quality of survey-based measures of three non-cognitive constructs for Grade 5-6 students, keeping in mind information needs of users in education reform contexts. The constructs are: Mathematics-related Self-Efficacy, Self-Concept, and Anxiety (M-SE, M-SC, and M-ANX).…

This study serves to validate a Chinese translation of the Digital Native Assessment Scale (C-DNAS) and assess if significant differences exist between a sample of students and teachers from a culture different than the one used in the development of the DNAS. Participants were 402 university students from one province in Mainland China. Results…

Research is currently testing how the new maladaptive personality inventory for DSM (PID-5) and the well-established common Five-Factor Model (FFM) together can serve as an empirical and theoretical foundation for clinical psychology. The present study investigated the official short version of the PID-5 together with a common short version of…

Youth who have disengaged from and subsequently returned to school are qualitatively different from students with continual educational enrollment. In this study, we examined the validity for two measures: the Adult Hope Scale (AHS) and Persistence in Goal Striving (PGS) Scale, among two samples of reengaged students (i.e., students who have…

The purpose of this study was twofold. First, the study aimed to validate the scale of the Virtual Team Competency Inventory in distance education, which had initially been designed for a corporate setting. Second, the methodological advantages of Exploratory Structural Equation Modeling (ESEM) framework over Confirmatory Factor Analysis (CFA)…

The Strengths and Difficulties Questionnaire (SDQ) is a 25-item screening measure for emotional and behavioral problems in children and adolescents aged 4 to 16. Structural equation modeling was used to test the five-factor structure of teacher and parent ratings on the British version of the SDQ in a community sample of 501 Canadian children aged…