Literatura académica sobre el tema "Multilevel Confirmatory Factor Analysi"

Multilevel confirmatory factor analysis was used to assess the factor structure of the six-factor student well-being scale at between- and within-class levels. A total of 2,707 Matthayom 4-6 students (equivalent to grades 10-12) from 71 classrooms (785 male and 1,922 female) completed this 54-items student well-being scale. Results showed that a single latent factor structure was acceptable fitted at between and within class levels. The reliability estimates of the six factors (Positive attitudes and emotions towards school, Enjoyment in school, Positive academic self-concept, (Absence of) Social problems in school, (Absence of) School worries, and (Absence of) Physical complaints) were 0.73, 0.38, 0.22, 0.13, 0.14, and 0.02, respectively, at the student level, whereas these estimates were 0.39, 0.44, 0.48, 0.61, 0.65, and 0.82, respectively, at the classroom level.

The first objective of the present study was to test the factorial validity of the inventory designed to measure students’ motivation to study physics in school. Based on self-determination theory (SDT), it was hypothesised that the four factors of External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation account for the covariances among the items of the inventory. It was also expected that gender moderates the factorial validity of the inventory. A sample of 3626 Finnish comprehensive school students was used. A multilevel confirmatory factor analysis (MLCFA) was used to investigate the fit of the hypothesised four-factor model. The second objective of the present study was to investigate different educational correlates of the four motivation factors. Girls had a statistically higher mean score than did boys for all four factors. Otherwise only minor gender differences were found. Implications for physics teaching are discussed. Key words: motivational orientations, multilevel confirmatory factor analysis, science learning, self-determination theory.

Le Sentiment d'Efficacité Personnelle (SEP) des enseignants fait référence aux croyances que se font ces derniers de leur capacité à accomplir avec succès les tâches liées à leur mission d'enseignement. Le premier objectif de notre recherche vise à répondre aux critiques qui déplorent le manque de validation rigoureuse dont les échelles de SEP ont généralement fait l'objet. Pour ce faire, nous testons, sur base d’analyses factorielles confirmatoires, la validité de trois échelles couramment utilisées dans la littérature anglo-saxonne. La première échelle de mesure, intitulée "Teacher Efficacy Scale" (Gibson & Dembo, 1986) se compose de deux dimensions: le sentiment d’efficacité personnelle mesurant la croyance qu'un enseignant se fait de sa capacité à influencer les apprentissages des élèves, et le sentiment d’efficacité générale mesurant la croyance selon laquelle le corps enseignant est capable d'apporter des changements chez les élèves, en dépit des contraintes extérieures au milieu scolaire. La deuxième échelle intitulée "Teacher Sense of Efficacy Scale" (Tschannen-Moran & Woolfolk Hoy, 2001), mesure le SEP des enseignants selon trois dimensions: l’engagement des élèves, les stratégies d’enseignements et la gestion de la classe. Cette échelle se veut plus spécifique et davantage liée aux différentes tâches pédagogiques auxquelles sont confrontés les enseignants. Enfin, comme le SEP des enseignants n’est pas forcément uniforme à travers les différentes matières enseignées, la troisième échelle de mesure se focalise sur la perception de leur capacité à enseigner les mathématiques. Cette échelle, inspirée de la mesure de McGee et al. (2014) intitulée "Self-Efficacy for Teaching Mathematics Instrument", a été adaptée pour mieux refléter les compétences en mathématiques enseignées dans l’enseignement secondaire de la FW-B. L’échelle distingue trois groupes de compétences: les nombres, les grandeurs et le traitement de données.Une fois ces trois échelles validées, le second objectif de la thèse est d’évaluer dans quelle mesure le SEP des enseignants influence la réussite en mathématiques des élèves de 2e secondaire au CE1D. Nous examinerons l’impact potentiel des différentes dimensions du SEP et émettons l’hypothèse que le SEP des enseignants influence positivement les performances des élèves, mais que l’ampleur de la relation varie selon la dimension étudiée. Cette hypothèse est testée sur base d’une analyse statistique multiniveaux. L’intérêt de cette méthode est qu’elle permet de modéliser l’influence du SEP des enseignants tout en tenant compte des caractéristiques propres aux élèves et aux classes.Nos données sont issues d’une vaste enquête que nous avons organisée au cours de l’année scolaire 2014-2015 au sein des écoles secondaires de la FW-B. Un échantillon représentatif de 164 écoles secondaires a été sélectionné de manière aléatoire. Au sein de ces écoles, tous les élèves de 2e secondaire et leurs enseignants de mathématiques ont été invités à répondre à un questionnaire. Le questionnaire adressé aux élèves était constitué de questions sociodémographiques et d’une épreuve de mathématiques destinée à mesurer les acquis des élèves en début d’année scolaire. Le questionnaire enseignant nous a permis quant à lui de recueillir un ensemble d’information sur leur SEP, leurs attitudes et leurs pratiques pédagogiques. Enfin, grâce à une convention conclue avec l’Administration Générale de l'Enseignement et de la Recherche Scientifique de la FW-B, nous avons eu l’opportunité de coupler nos données aux résultats obtenus, par les élèves de notre échantillon, au CE1D. Notre échantillon final se constitue de 10395 élèves, 598 classes, 388 enseignants et 103 écoles secondaires. Les résultats de nos analyses factorielles confirmatoires remettent en question la validité de la "Teacher Efficacy Scale" développée par Gibson et Dembo en 1986. Ce manque de validité peut s'expliquer par le fait que, contrairement aux deux autres échelles, cette dernière ne reflète pas de manière assez précise la diversité et la complexité du métier d'enseignant. Elle ne permet donc pas de mesurer la concept de sentiment d'efficacité personnelle des enseignants tel que conceptualisé dans la théorie sociocognitive de Bandura (1997). Ces résultats confirment l'idée selon laquelle le sentiment d'efficacité personnelle des enseignants est un concept multidimensionnel qui ne peut pas se mesurer de manière globale. La mesure du sentiment d'efficacité personnelle des enseignants doit être spécifiquement associée à une tâche pédagogique ou à une matière d'enseignement. Cette conclusion va dans le sens des recommandations Bandura qui précise que les croyances d'efficacité doivent être mesurées en relation avec un domaine d’activités précis. Enfin, les résultats de nos analyses multiniveau ne confirment pas la relation direct entre le sentiment d'efficacité personnelle des enseignants et la réussite scolaire des élèves. Aucune des trois dimensions étudiées ne sont significativement liées aux résultats en mathématiques des élèves de 2e secondaire.
Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished

The purpose of the study was threefold: (1) to determine the factor structure of mathematical thinking at the within-classroom and at the between-classroom level
(2) to investigate the extent of variation in the relationships among different mathematical thinking constructs at the within- and between-classroom levels
and (3) to examine the cross-level interactions among different types of mathematical thinking. Previous research was extended by investigating the factor structure of mathematical thinking in derivative at the within- and between-classroom levels, and further examining the direct, indirect, and cross-level relations among different types of mathematical thinking. Multilevel analyses of a cross-sectional dataset containing two independent samples of undergraduate students nested within classrooms showed that the within-structure of mathematical thinking includes enactive, iconic, algorithmic, algebraic, formal, and axiomatic thinking, whereas the between-structure contains formal-axiomatic, proceptual-symbolic, and conceptual-embodied thinking. Major findings from the two-level mathematical thinking model revealed that: (1) enactive, iconic, algebraic, and axiomatic thinking varied primarily as a function of formal and algorithmic thinking
(2) the strongest direct effect of formal-axiomatic thinking was on proceptual-symbolic thinking
(3) the nature of the relationships was cyclic at the between-classroom level
(4) the within-classroom mathematical thinking constructs significantly moderate the relationships among conceptual-embodied, proceptual-symbolic, and formal-axiomatic thinking
and (5) the between-classroom mathematical thinking constructs moderate the relationships among enactive, iconic, algorithmic, algebraic, formal, and axiomatic thinking. The challenges when using multilevel exploratory factor analysis, multilevel confirmatory factor analysis, and multilevel structural equation modeling with categorical variables are emphasized. Methodological and educational implications of findings are discussed.

The Student Risk Screening Scale—Internalizing/Externalizing (SRSS-IE) was developed to screen elementary-aged students for Emotional and Behavioral Disorders (EBD). Its use has been extended to middle schools with little evidence that it measures the same constructs as in elementary schools. Scores of a middle school population from the SRSS-IE are analyzed with Multilevel Confirmatory Factor Analysis (MCFA) to examine its factor structure, factorial invariance between females and males, and its reliability. Several MCFA models are specified, and compared, with two retained for further analysis. The first model is a single-level model with chi-square and standard errors adjusted for the clustered nature of the data. The second model is a two-level model. Both support the hypothesized structure found in elementary populations of two factors (Externalizing and Internalizing). All items load on only one factor except Peer Rejection, which loads on both. Reliability is estimated for both models using several methods, which result in reliability coefficients ranging between .89-.98. Both models also show evidence of Configural, Metric, and Scalar invariance between females and males. While more research is needed to provide other kinds of evidence of validity in middle school populations, results from this study indicate that the SRSS-IE is an effective screening tool for EBD.

This study aimed to provide evidence of reliability and validity for the 42-item Perceptions of Practices Survey. The scale was designed to assess educators’ perceptions of the extent to which their schools were implementing multi-tiered system of supports (MTSS) practices. The survey was initially given as part of a larger evaluation project of a 3-year, statewide initiative designed to evaluate MTSS implementation. Elementary educators (Level-1 n = 2,109, Level-2 n = 62) completed the survey in September/October of 2007, September/October of 2008 (Level-1 n = 1,940, Level-2 n = 61), and January/February of 2010 (Level-1 n = 2,058, Level-2 n = 60). Multilevel exploratory and confirmatory factor analysis procedures were used to examine the construct validity and reliability of the instrument. Results supported a correlated four-factor model: Tiers I & II Problem Solving, Tier III Problem Identification, Tier III Problem Analysis & Intervention Procedures, and Tier III Evaluation of Response to Intervention. Composite reliability estimates for all factors across the three years approximated or exceeded .84. Additionally, relationships were found between the Perceptions of Practices Survey factors and another measure of MTSS implementation, the Tiers I & II Critical Components Checklist. Implications for future research regarding the psychometric properties of the survey and for its use in schools are discussed.

Thesis (Ph. D.)--Michigan State University, 2005.
Includes bibliographical references (leaves 69-74). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

E-commerce has been recognized as a new form of commerce and a fresh way to identify, target, and retain customers. However, firms are often uncertain about investing in the online channel as there is no guarantee this will result in consumers engaging in online transactions. The studies on e-commerce adoption usually distinguish the following three dimensions: environmental, technological, and organizational (Rodríguez-Ardura & Meseguer-Artola, 2010; Zhu, Kraemer, & Xu, 2003). There are few purely virtual firms, and the traditional channel and multichannels continue to be the predominant types of retail channels used by firms (Zhu, Kraemer, & Xu, 2006; Li, Troutt, Brandyberry, & Wang, 2011). This is due to the many obstacles faced by firms adopting e-commerce; more specifically, they must overcome important technical, cognitive, socio-political, economic, legal, managerial, financial, and cultural challenges (Zhu, Kraemer, & Xu, 2003; Molla & Licker, 2005; Kshetri, 2007). Given the heterogeneity of contexts, the factors constraining the adoption of ecommerce are not the same across firms and countries (digital divide). In light of this, our focus will be on firms that have not yet taken the decision to adopt e-commerce due to a set of restraints, and on analyzing the differences within- and between-countries. The research question to be answered is: What are the inhibitors of e-commerce adoption in each EU country? An analysis is made of the overall attitudes towards e-commerce adoption in European firms, linking specific deterrents of e-commerce adoption (e.g., higher delivery costs or the nature of business) and the following retailer characteristics: size, type of product, retail channels, and respondent’s position in the firm and engagement in distance selling. To explore the overall attitude towards e-commerce adoption, we propose a conceptual model that combines a two-level structure: the individual level, which models the attitudes towards barriers that prevent adoption of the online channel within each country; and the country level that highlights the similarities (and differences) between EU countries. The statistical model combines factorial and regression components. This model was estimated by the maximum likelihood method using the MPlus 6.12. CFI is 0.989, TLI is 0.984, and RMSEA is 0.034; therefore, model fit is excellent (Hu & Bentler, 1999). Results show that aspects such as firm size and the job position of respondents do not influence the attitudes toward e-commerce adoption. Three covariates point to theiv aversion to e-commerce: telesales/call center retailing, direct retail channels, and selling non-food products.
A adoção do comércio eletrónico tem vindo a ser reconhecida como uma nova forma de retalho, bem como uma forma inovadora de identificar, adquirir e reter clientes. As empresas têm tendência a enfrentar a incerteza no momento de decidir se irão ou não investir num canal na Internet, dado que são necessários recursos internos e a oferta de um serviço que faça os clientes quererem efetuar novas compras pela Internet. Os estudos nesta área focam-se principalmente em três dimensões: organizacional, tecnológica e contextual (Rodríguez-Ardura & Meseguer-Artola, 2010; Zhu, Kraemer, & Xu, 2003). São poucas as firmas que usam apenas canais virtuais para vender produtos/serviços/informações, sendo o retalho tradicional e o multicanal os canais mais utilizados pelos retalhistas (Zhu, Kraemer, & Xu, 2006; Li, Troutt, Brandyberry, & Wang, 2011). Em consequência, a adoção de comércio eletrónico enfrenta vários obstáculos, nomeadamente técnicos, cognitivos, sociopolíticos, económicos, legais, financiais, culturais e organizacionais (Zhu, Kraemer, & Xu, 2003; Molla & Licker, 2005; Kshetri, 2007). Tendo em consideração a heterogeneidade contextual, torna-se evidente que os fatores que dificultam a adoção do comércio eletrónico não são os mesmos em diferentes empresas ou países, o que origina um fosso digital a nível global. Assim sendo, o nosso foco ao longo desta dissertação será em empresas que ainda não adotaram o comércio eletrónico, considerando os diferentes inibidores no momento da tomada de decisão pelos gestores, bem como as diferenças que existem em cada países e entre países da União Europeia. A questão principal a ser respondida será: Quais os fatores que inibem a adoção do comércio eletrónico em cada país europeu? Considerando esta questão basilar, irão ser analisadas as atitudes das empresas europeias perante a adoção de comércio eletrónico, cruzando impedimentos específicos à adoção de e-comércio (como por exemplo, os elevados custos associados à entrega ou a natureza do negócio) com características específicas dos retalhistas (covariáveis): dimensão da empresa, tipo de produto transacionado, os canais de venda, a posição dos entrevistados na empresa, bem como se estão já ou não a exportar produtos ou serviços. Para explorar estas atitudes das empresas europeias perante a adoção de comércio eletrónico, foi proposto um modelo conceptual que combina uma estrutura em dois níveis: a nível individual, o modelo analisa as atitudes em cada país relacionada com as barreiras associadas à adoção do comércio eletrónico; e ao nível do país, onde são identificadas as diferenças e as semelhanças entre os paísesii europeus. O modelo estatístico combina uma componente fatorial e uma componente de regressão. Para além disso, foi estimado usando o método de máxima verosimilhança, recorrendo ao software MPlus 6.12. Como o CFI é 0,989, o TLI é 0,984 e o RMSEA é 0,034, podemos concluir que o ajuste do modelo é excelente (Hu & Bentler, 1999). Os resultados revelam que aspetos como a dimensão da empresa e a posição dos entrevistados não influenciam as atitudes em relação à adoção do comércio eletrónico. Contudo, são três as covariáveis identificadas como tendo aversão à adoção do ecomércio: as empresas que usam as televendas, as empresas que usam o call center como canal de vendas e os retalhistas que optam pelas vendas diretas (comércio tradicional), bem como as que vendem produtos não alimentares.

Introduction: The United States is responsible for the highest rate of incarceration globally. The impacts of incarceration extend beyond those incarcerated and can result in adverse outcomes for chosen romantic or life partners and the family unit. This study aimed to explore the impact of partner incarceration on maternal substance use and whether the relationship between partner incarceration and maternal substance use is mediated by financial support, emergency social support, or neighborhood cohesion. Methods: Using data from the Fragile Families and Child Wellbeing Study, a longitudinal cohort following new parents and children, this analysis quantifies the relationship between paternal incarceration and maternal substance use (N=2246). Responses from mothers at years 3 (2001-2003), 5 (2003-2006), 9 (2007-2010), and 15 (2014-2017) were assessed, restricted to mothers who responded across waves. The exposure, partner incarceration, was operationalized as mothers reporting their current partner or child’s father to be ever incarcerated at year 3. The outcome, substance use in the past year (yes vs. no), was assessed at each time point. Respondents were asked whether they used marijuana, sedatives, tranquilizers, amphetamines, prescription painkillers, inhalants, cocaine, hallucinogens, or heroin. Three mediators were investigated at years 5 and 9: neighborhood cohesion, financial support, and emergency social support. Confirmatory factor analysis (CFA) was employed to construct support-related mediators. Counting on someone to loan $200, providing a temporary place to stay, and providing emergency childcare were hypothesized to load onto one factor (emergency social support) and counting on someone to loan $1000, co-sign a bank loan for $1000 and co-sign a bank loan for $5000 were hypothesized to load onto a separate factor (financial support). Items were weighted by factor loadings and responses were summed to create a scale for financial support and emergency social support, with a higher score denoting greater degree of support. Impact of partner incarceration and maternal substance use was modeled using multilevel modeling to account for repeated measures, adjusting for appropriate confounders (age of mother at child’s birth, race, education, employment, and history of intimate partner violence). Results: Nearly half (42.7%, N=958) of participants reported partner incarceration. Among mothers who described partner incarceration, the odds of reporting substance use are 96% (adjusted Odds Ratio [aOR]: 1.96; 95% Confidence Interval (CI):1.56-2.46) greater in comparison to those who reported no partner incarceration. Financial support at year 5 mediated 17% of the relationship between partner incarceration at year 3 and substance use at year 9 (p-value = 0.006); financial support at year 9 was not a significant mediator of the relationship between partner incarceration at year 3 and substance use at year 15. Neither emergency social support nor neighborhood cohesion were significant mediators at either year 5 or year 9. Conclusions: These findings demonstrate that partner incarceration impacts maternal substance use. Financial support acts as a partial mediator in the short term, which has important implications for families disrupted by mass incarceration.