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Title
Distinct constructs with a common core. Modelling neuroticism, self-esteem, and generalized self-efficacy using bifactor exploratory structural equation modelling.
Authors
SourceCurrent psychology 44 (2025) 12, S. 12209-12224 ZDB
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Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN1046-1310; 1936-4733; 10461310; 19364733
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Neuroticism, self-esteem, and generalized self-efficacy are conceptually closely related constructs. This study investigates whether the common core of the three constructs goes back to a conceptual overlap and/or to a hierarchical ordering of the constructs. We tested a confirmatory factor analyses (CFA) model, an exploratory structural equation model (ESEM), a bifactor-CFA model, and an bifactor-ESEM model using a sample of German secondary school students at two measurement waves (t1: N = 1573; t2: N = 1210). At both waves, the bifactor-ESEM model emerged to be the best fitting model and showed a well-defined G-factor and well-defined S-factors. The bifactor-ESEM model displayed invariant factor loadings, item thresholds, and item residuals across t1 and t2. At t1 and t2, the G-factor of the bifactor-ESEM model displayed positive and statistically significant relations to general life satisfaction and school satisfaction; the S-factors showed inconsistent relations to these two outcome variables. Neuroticism, self-esteem, and generalized self-efficacy thus seem to be conceptually related as well as hierarchically ordered constructs. The bifactor-ESEM model can reconcile the two opposing views according to which neuroticism, self-esteem, and generalized self-efficacy are distinct versus similar constructs. (DIPF/Orig.)
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Date of publication06.11.2025
CitationArens, A. Katrin; Preckel, Franzis: Distinct constructs with a common core. Modelling neuroticism, self-esteem, and generalized self-efficacy using bifactor exploratory structural equation modelling. - In: Current psychology 44 (2025) 12, S. 12209-12224 - URN: urn:nbn:de:0111-pedocs-341746 - DOI: 10.25656/01:34174; 10.1007/s12144-025-07984-9
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