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An integrated test of multidimensionality, convergent, discriminant, and criterion validity of the Course Experience Questionnaire: an Exploratory Structural Equation Modeling

[PDF] An integrated test of multidimensionality, convergent, discriminant, and criterion validity of the Course Experience Questionnaire_an Exploratory Structural Equation Modeling (Author’s Original Manuscript) (AOM).pdf (692.4Kb)
Identificadores
URI: https://hdl.handle.net/10481/96148
DOI: 10.1080/02602938.2020.1771278
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Autor
Cano García, Francisco; Pichardo Martínez, María Del Carmen; García Berben, Ana Belén; Fernández Cabezas, María
Editorial
Taylor & Francis
Materia
Exploratory structural equation modeling (ESEM)
 
Perceptions of teaching quality
 
Course Experience Questionnaire (CEQ)
 
Psychometric multidimensionality
 
Construct validity
 
Fecha
2020-06-07
Referencia bibliográfica
Published version: Cano, F., Pichardo, M. C., Berbén, A. B. G., & Fernández-Cabezas, M. (2020). An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: an exploratory structural equation modelling. Assessment & Evaluation in Higher Education, 46(2), 256–268. https://doi.org/10.1080/02602938.2020.1771278
Resumen
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.
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