Structural equation modeling (SEM) in L2 writing research: Simple tutorial and useful recommendations

Research Methods in Applied Linguistics, Journal Year: 2025, Volume and Issue: 4(2), P. 100202 - 100202

Published: April 3, 2025

Language: Английский

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A Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research

Educational Psychology Review, Journal Year: 2024, Volume and Issue: 36(1)

Published: Jan. 31, 2024

Language: Английский

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When and how to use confirmatory composite analysis (CCA) in second language research

Studies in Second Language Acquisition, Journal Year: 2024, Volume and Issue: 46(2), P. 597 - 616

Published: Feb. 6, 2024

Abstract Researchers in second language (L2) and education domain use different statistical methods to assess their constructs of interest. Many L2 emerge from elements/parts, i.e., the elements define form construct not other way around. These are referred as emergent variables (also called components, formative constructs, composite constructs). Because composed they should be assessed through confirmatory analysis (CCA). Elements represent unique facets construct. Thus, such cannot properly by factor (CFA) because CFA its underlying common model regard these similar interchangeable. Conversely, an variable uniquely construct, or CCA is preferred approach empirically validate skills students’ behavioral engagement learning strategies. based on model, which captures characteristics more accurately. Aside difference consists same steps CFA, specification, identification, estimation, assessment. In this paper, we explain steps. present illustrative example using publicly available data. doing so, show how can conducted graphical software packages Amos, provide code necessary conduct R package lavaan.

Language: Английский

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Revisiting the Construct Validity of Self-Regulating Capacity in Vocabulary Learning Scale: The Confirmatory Composite Analysis (CCA) Approach

Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: March 12, 2024

Abstract Research into self-regulating capacity in vocabulary learning is recognized as a significant topic within the second language domain. The scale (SRCvoc; Tseng et al. 2006) arguably most widely used tool for assessing this construct. common factor model, which applied through confirmatory analysis and exploratory analysis, has been primary methods validating SRCvoc. However, previous studies have encountered difficulties obtaining good model fit generated results that deviate from supporting theory. We argue constructs of SRCvoc are inherently composites, rather than factors, should therefore be evaluated using composite analysis. In study, we compared CFA CCA, highlighting shortcomings construct validity such failed to satisfy conceptual empirical perspectives contrast, our data supported solely CCA. also criterion-related via showed were positively moderately associated with L2 achievement.

Language: Английский

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Validating the multi-dimensional structure of self-efficacy beliefs in peer feedback for L2 writing: A bifactor-exploratory structural equation modeling approach

Research Methods in Applied Linguistics, Journal Year: 2024, Volume and Issue: 3(3), P. 100136 - 100136

Published: July 16, 2024

Language: Английский

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The second language trait emotional intelligence (L2-TEI) scale and its relation to language engagement

Acta Psychologica, Journal Year: 2024, Volume and Issue: 250, P. 104511 - 104511

Published: Oct. 1, 2024

Language: Английский

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Diversity, influential factor, and communication network construction of quorum sensing bacteria in global wastewater treatment plants

Water Research, Journal Year: 2025, Volume and Issue: 279, P. 123437 - 123437

Published: March 6, 2025

Language: Английский

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Beyond Primary Assessment on the WISC‐V: An Investigation of the Structural Validity of the Ancillary Scores

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: March 1, 2025

ABSTRACT The present study examined the posited structure of Wechsler Intelligence Scale for Children‐Fifth Edition (WISC‐V) ancillary index scores with normative sample participants aged 6‐16 years ( N = 2200) using a series confirmatory factor analyzes (CFA) maximum likelihood estimation. CFA results supported retention auditory working memory (AWM) but not quantitative reasoning (QR) as narrow dimensions in an extended WISC‐V measurement model. Additional from models explicating structures each composite‐level indexes (nonverbal [NVI], general ability [GAI], cognitive processing [CPI]) provided support, part, that these represent global differing degrees generality. Though some may be used manner intended by test publisher (e.g., comparing and contrasting performance on different composites, specific learning disability identification), provisional limitations focal point clinical decision‐making are discussed.

Language: Английский

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The Creation and Validation of the Arabic Vocabulary Levels Test (Arabic-VLT)

Language Assessment Quarterly, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 21

Published: April 9, 2025

Language: Английский

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Exploring the Predictive Role of Students’ Perceived Teacher Support on Empathy in English‐as‐a‐Foreign‐Language Learning

New Directions for Child and Adolescent Development, Journal Year: 2025, Volume and Issue: 2025(1)

Published: Jan. 1, 2025

The positive psychology turn in language education research has sparked increased scholarly interest psychological variables among learners, such as empathy, which may contribute to their well‐being and social networks. Empathy, shaped by both personal environmental factors, can be influenced a critical element the learner’s immediate environment, namely, teacher support. However, role of perceived support (PTS) fostering learner empathy remains underexplored. To address this gap, present study investigated structure relationship between two constructs, with sample 748 Chinese high school English‐as‐a‐foreign‐language (EFL) students. Results exploratory structural equation modelling (ESEM) confirmed trifactorial PTS EFL students, consisting academic, emotional, instrumental support, unidimensional empathy. Additionally, its subconstructs were found positively correlated Multiple linear regression analysis further revealed that emotional together significantly predicted Implications for enhancing teachers’ impact on learners discussed.

Language: Английский

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