Confirmatory Factor Analysis and Structural Equation Modeling

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This chapter explains the core principles of confirmatory factor analysis (CFA) and structural equation modeling (SEM) that can be used in applied linguistics research. CFA and SEM are multivariate statistical techniques researchers use to test a hypothesis or theory. This chapter provides essential guidelines for not only how to read CFA and SEM reports but also how to perform CFA. CFA differs from exploratory factor analysis in many ways (e.g., statistical assumptions and procedures, assessment of model fit and methods for extracting factors). Researchers employ SEM to evaluate or test among observed variables and latent variables. In this chapter, EQS Program is used to illustrate how to perform CFA.

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Department of Linguistics, Germanic, Slavic, Asian and African Languages, Michigan State University, East Lansing, MI, USA

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Luke Plonsky

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Phakiti, A. (2018). Confirmatory Factor Analysis and Structural Equation Modeling. In: Phakiti, A., De Costa, P., Plonsky, L., Starfield, S. (eds) The Palgrave Handbook of Applied Linguistics Research Methodology. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59900-1_21

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Use of Exploratory Factor Analysis in Published Research Common Errors and Some Comment on Improved Practice

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2006, Educational and Psychological …

Related Papers

Exploratory factor analysis (EFA) is a complex, multi-step process. The goal of this paper is to collect, in one article, information that will allow researchers and practitioners to understand the various choices available through popular software packages, and to make decisions about " best practices " in exploratory factor analysis. In particular, this paper provides practical information on making decisions regarding (a) extraction, (b) rotation, (c) the number of factors to interpret, and (d) sample size. Exploratory factor analysis (EFA) is a widely utilized and broadly applied statistical technique in the social sciences. In recently published studies, EFA was used for a variety of applications, including developing an instrument for the evaluation of school principals (Lovett, Zeiss, & Heinemann, 2002), assessing the motivation of Puerto Rican high school students (Morris, 2001), and determining what types of services should be offered to college students (Majors & Sedlacek, 2001). A survey of a recent two-year period in PsycINFO yielded over 1700 studies that used some form of EFA. Well over half listed principal components analysis with varimax rotation as the method used for data analysis, and of those researchers who report their criteria for deciding the number of factors to be retained for rotation, a majority use the Kaiser criterion (all factors with eigenvalues greater than one). While this represents the norm in the literature (and often the defaults in popular statistical software packages), it will not always yield the best results for a particular data set. EFA is a complex procedure with few absolute guidelines and many options. In some cases, options vary in terminology across software packages, and in many cases particular options are not well defined. Furthermore, study design, data properties, and the questions to be answered all have a bearing on which procedures will yield the maximum benefit. The goal of this paper is to discuss common practice in studies using exploratory factor analysis, and provide practical information on best practices in the use of EFA. In particular we discuss four issues: 1) component vs. factor extraction, 2) number of factors to retain for rotation, 3) orthogonal vs. oblique rotation, and 4) adequate sample size. BEST PRACTICE Extraction: Principal Components vs. Factor Analysis PCA (principal components analysis) is the default method of extraction in many popular statistical software packages, including SPSS and SAS, which likely contributes to its popularity. However, PCA is

thesis using factor analysis pdf

International Journal of Human-Computer Interaction

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Authors within the fields of cyberpsychology and human−computer interaction have demonstrated a particular interest in measurement and scale creation, and exploratory factor analysis (EFA) is an extremely important statistical method for these areas of research. Unfortunately, EFA requires several statistical and methodological decisions to which the best choices are often unclear. The current article reviews five primary decisions and provides direct suggestions for best practices.These decisions are (a) the data inspection techniques, (b) the factor analytic method, (c) the factor retention method, (d) the factor rotation method, and (e) the factor loading cutoff. Then the article reviews authors’ choices for these five EFA decisions in every relevant article within seven cyberpsychology and/or human–computer interaction journals. The results demonstrate that authors do not employ the recommended best practices for most decisions. Particularly, most authors do not inspect their data for violations of assumptions, apply inappropriate factor analytic methods, utilize outdated factor retention methods, and omit the justification for their factor rotation methods. Further,many authors omit altogether their EFA decisions. To rectify these concerns, the current article provides a step-by-step guide and checklist that authors can reference to ensure the use of recommended best practices. Together, the current article identifies concerns with current research and provides direct solutions to these concerns.

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The Problem. Exploratory factor analysis (EFA) serves many useful purposes in human resource development (HRD) research. The most frequent applications of EFA among researchers consists of reducing relatively large sets of variables into more manageable ones, developing and refining a new instrument's scales, and exploring relations among variables to build theory. Because researchers face a number of decisions when conducting EFA that can involve some subjectivity (e.g., factor extraction method, rotation), poor analytic decisions regarding how the EFA should be conducted (e.g., number of factors to extract) can produce misleading findings to the detriment of these efforts, especially theory building. The Solution. Steps must be taken to improve the quality of the decision making associated with conducting EFAs if sound theory building and research related to this statistical method is to continue. Higher quality EFAs facilitate higher quality theory building and research. The Stakeholders. HRD theorists, researchers, and scholar-practitioners are the intended audience of this article. In particular, those interested in refining measures and theory building would benefit most from being exposed to best EFA decision-making practices.

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Explanatory factor analysis (EFA) is a multivariate statistical method frequently used in quantitative research and has begun to be used in many fields such as social sciences, health sciences and economics. With EFA, researchers focus on fewer items that explain the structure, instead of considering too many items that may be unimportant and carry out their studies by placing these items into meaningful categories (factors). However, for over sixty years, many researchers have made different recommendations about when and how to use EFA. Differences in these recommendations confuse the use of EFA. The main topics of discussion are sample size, number of items, item extraction methods, factor retention criteria, rotation methods and general applicability of the applied procedures. The abundance of these discussions and opinions in the literature makes it difficult for researchers to decide which procedures to follow in EFA. For this reason, it would be beneficial for researchers to ...

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Background. Exploratory factor analysis can be used as a guideline for constructing instrument homogeneity. Purpose. Factor analysis is the queen of analytical methods because of its strength, flexibility and closeness to the nature of scientific aims and objectives. Method. Roughly speaking, an instrument whose items measure only one trait in general and can determine the indicators of a research variable. To determine the number of indicators based on eigenvalues greater than or equal to one, both in the initial factor analysis and in further analysis. Results. A statement item is declared eligible for inclusion in a factor if the item has a factor load greater than or equal to 0.30 on only one factor. Similarly, an indicator is declared feasible if its factor load is greater than or equal to 0.30. Conclusion. The item that has the highest factor load on a factor contributes the most to that factor, so that item is used as the basis for guidance in naming a factor as the name of t...

COMMENTS

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