An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: an exploratory structural equation modelling.
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| Title: | An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: an exploratory structural equation modelling. |
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| Authors: | Cano, Francisco1 fcano@ugr.es, Pichardo, M.C.1, Berbén, A.B.G.1, Fernández-Cabezas, M.1 |
| Source: | Assessment & Evaluation in Higher Education. Mar2021, Vol. 46 Issue 2, p256-268. 13p. 6 Charts. |
| Subject Terms: | *Exploratory factor analysis, *Psychology students, Questionnaire design, Nuclear cluster model, Psychometrics |
| Abstract: | Most research on the course experience questionnaire (CEQ) has been conducted through conventional exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) within the independent cluster model framework (ICM-CFA). However, very few studies have focused on examining its multidimensionality using more flexible psychometric frameworks such as exploratory structural equation modelling (ESEM). This study aims to conduct an integrated test of multidimensionality on the short, 23-item version of the CEQ (CEQ23) by using ESEM, to test its construct and criterion-related validity and contribute to the current debate on its validity. The participants comprised 620 undergraduate psychology students. CEQ23 scores were examined through ESEM to identify two sources of construct-multidimensionality. This entailed contrasting ICM-CFA and ESEM solutions and comparing three alternative models. Construct and criterion-related validity were then analysed using common and emerging techniques. The results (a) confirmed the presence of a superior construct: students' perceptions of teaching quality, which is multifaceted and hierarchically structured; (b) supported a generally acceptable construct and criterion-related validity; and (c) highlighted some methodological weaknesses of conventional statistical techniques, which may underly the debate on the validity of the CEQ23. [ABSTRACT FROM AUTHOR] |
| Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 148883139 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: an exploratory structural equation modelling. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cano%2C+Francisco%22">Cano, Francisco</searchLink><relatesTo>1</relatesTo><i> fcano@ugr.es</i><br /><searchLink fieldCode="AR" term="%22Pichardo%2C+M%2EC%2E%22">Pichardo, M.C.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Berbén%2C+A%2EB%2EG%2E%22">Berbén, A.B.G.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Fernández-Cabezas%2C+M%2E%22">Fernández-Cabezas, M.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Mar2021, Vol. 46 Issue 2, p256-268. 13p. 6 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Exploratory+factor+analysis%22">Exploratory factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+students%22">Psychology students</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaire+design%22">Questionnaire design</searchLink><br /><searchLink fieldCode="DE" term="%22Nuclear+cluster+model%22">Nuclear cluster model</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Most research on the course experience questionnaire (CEQ) has been conducted through conventional exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) within the independent cluster model framework (ICM-CFA). However, very few studies have focused on examining its multidimensionality using more flexible psychometric frameworks such as exploratory structural equation modelling (ESEM). This study aims to conduct an integrated test of multidimensionality on the short, 23-item version of the CEQ (CEQ23) by using ESEM, to test its construct and criterion-related validity and contribute to the current debate on its validity. The participants comprised 620 undergraduate psychology students. CEQ23 scores were examined through ESEM to identify two sources of construct-multidimensionality. This entailed contrasting ICM-CFA and ESEM solutions and comparing three alternative models. Construct and criterion-related validity were then analysed using common and emerging techniques. The results (a) confirmed the presence of a superior construct: students' perceptions of teaching quality, which is multifaceted and hierarchically structured; (b) supported a generally acceptable construct and criterion-related validity; and (c) highlighted some methodological weaknesses of conventional statistical techniques, which may underly the debate on the validity of the CEQ23. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=148883139 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02602938.2020.1771278 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 256 Subjects: – SubjectFull: Exploratory factor analysis Type: general – SubjectFull: Psychology students Type: general – SubjectFull: Questionnaire design Type: general – SubjectFull: Nuclear cluster model Type: general – SubjectFull: Psychometrics Type: general Titles: – TitleFull: An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: an exploratory structural equation modelling. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cano, Francisco – PersonEntity: Name: NameFull: Pichardo, M.C. – PersonEntity: Name: NameFull: Berbén, A.B.G. – PersonEntity: Name: NameFull: Fernández-Cabezas, M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 02602938 Numbering: – Type: volume Value: 46 – Type: issue Value: 2 Titles: – TitleFull: Assessment & Evaluation in Higher Education Type: main |
| ResultId | 1 |
