Nilüfer KAHRAMAN, Esra SÖZER BOZ, Derya AKBAŞ, Ergün Cihat ÇORBACI, Şerife IŞIK, Nazife ÜZBE ATALAY, Fatma Nur AYDIN, Mehtap ÇAKAN, Şeref SAĞIROĞLU

Alternative Confirmatory Factor Analytic Models for Examining Preservice Teachers' Non-Cognitive Skills

This study provides a comparative analysis of the inferences that can be reached about preservice teachers' emotional awareness and personality traits when several alternative factor analytic models are tested simultaneously. An empirical illustration is provided using two datasets collected for a research study aiming to profile the social-emotional behavior repertoire of preservice teachers. Four alternative factor analytic models were considered for both datasets: the unidimensional model, the correlated model, the higher- (or second-) order model, and the bifactor model. Results indicate that the higher-order factor model for emotional awareness (n = 670) and the bifactor model for personality traits (n = 670) were the preferred models that better represent the underlying factor structures. Multidimensionality and practical decisions concerning score reporting are discussed.

Keywords:

non-cognitive skills, teacher training, factor analytic models, multidimensionality,

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