Study 3 provided
confirmatory validity evidence and tested the factor structure in a new sample.
Not exact matches
Results highlighted a) through exploratory and
confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary
evidence of convergent and discriminant
validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary
evidence of criterion
validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary
evidence of incremental
validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.
Confirmatory construct
validity evidence was found in Study 3, where correlations between the SRLTAS and other established measures were examined.
Results highlighted a) through exploratory and
confirmatory factor analyses, a meaningful six - factor model (emotion expression, task utility self - persuasion, help - seeking, negative self - talk, brief attentional relaxation, and dysfunctional avoidance); b) satisfactory internal reliabilities; c) test - retest reliability scores indicative of a satisfactory stability of the measures over time; d) preliminary
evidence of convergent and discriminant
validity with CERS - M being very weakly linked to verbal skill and moderately to emotion regulation strategies measured through the Flemish version of the COPE - questionnaire; e) preliminary
evidence of criterion
validity, with CERS - M scores predicting math anxiety, and to a lesser extent, students» performance; f) preliminary
evidence of incremental
validity, with the CERS - M predicting math anxiety and performance over and above emotion regulation measured by the COPE - questionnaire.
Secondly,
confirmatory factor analysis should be conducted with a new sample to test the factor structure of WFBS and provide further
evidence for the
validity of its constructs.