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   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/96148">
      <dc:title>An integrated test of multidimensionality, convergent, discriminant, and criterion validity of the Course Experience Questionnaire: an Exploratory Structural Equation Modeling</dc:title>
      <dc:creator>Cano García, Francisco</dc:creator>
      <dc:creator>Pichardo Martínez, María Del Carmen</dc:creator>
      <dc:creator>García Berben, Ana Belén</dc:creator>
      <dc:creator>Fernández Cabezas, María</dc:creator>
      <dc:subject>Exploratory structural equation modeling (ESEM)</dc:subject>
      <dc:subject>Perceptions of teaching quality</dc:subject>
      <dc:subject>Course Experience Questionnaire (CEQ)</dc:subject>
      <dc:subject>Psychometric multidimensionality</dc:subject>
      <dc:subject>Construct validity</dc:subject>
      <dc:description>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). &#xd;
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. &#xd;
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.</dc:description>
      <dc:date>2024-10-21T07:30:50Z</dc:date>
      <dc:date>2024-10-21T07:30:50Z</dc:date>
      <dc:date>2020-06-07</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Published version: Cano, F., Pichardo, M. C., Berbén, A. B. G., &amp; 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 &amp; Evaluation in Higher Education, 46(2), 256–268. https://doi.org/10.1080/02602938.2020.1771278</dc:identifier>
      <dc:identifier>https://hdl.handle.net/10481/96148</dc:identifier>
      <dc:identifier>10.1080/02602938.2020.1771278</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>open access</dc:rights>
      <dc:publisher>Taylor &amp; Francis</dc:publisher>
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