Browsing by Subject "Confirmatory factor analysis"

Sort by: Order: Results:

Now showing items 1-4 of 4
  • Lim, SX; Colega, MT; Ayob, MNM; Robinson, SM; Godfrey, KM; Bernard, JY; Lee, YS; Tan, KH; Yap, F; Shek, LPC; Chong, YS; Eriksson, JG; Chan, JKY; Chan, SY; Chong, MFF (2021)
    Objective: To identify a posteriori dietary patterns among women planning pregnancy and assess the reproducibility of these patterns in a subsample using two dietary assessment methods. Design: A semi-quantitative FFQ was administered to women enrolled in the Singapore PREconception Study of long-Term maternal and child Outcomes study. Dietary patterns from the FFQ were identified using exploratory factor analysis (EFA). In a subsample of women (n 289), 3-d food diaries (3DFD) were also completed and analysed. Reproducibility of the identified patterns was assessed using confirmatory factor analysis (CFA) in the subsample, and goodness of fit of the CFA models was examined using several fit indices. Subsequently, EFA was conducted in the subsample and dietary patterns of the FFQ and the 3DFD were compared. Setting: Singapore. Participants: 1007 women planning pregnancy (18-45 years). Results: Three dietary patterns were identified from the FFQ: the 'Fish, Poultry/Meat and Noodles' pattern was characterised by higher intakes of fish, poultry/meat and noodles in soup; 'Fast Food and Sweetened Beverages' pattern was characterised by higher intakes of fast food, sweetened beverages and fried snacks; 'Bread, Legumes and Dairy' pattern was characterised by higher intakes of buns/ethnic breads, nuts/legumes and dairy products. The comparative fit indices from the CFA models were 0 center dot 79 and 0 center dot 34 for the FFQ and 3DFD of the subsample, respectively. In the subsample, three similar patterns were identified in the FFQ while only two for the 3DFD. Conclusions: Dietary patterns from the FFQ are reproducible within this cohort, providing a basis for future investigations on diet and health outcomes.
  • Sorkkila, Matilda; Ryba, Tatiana V.; Aunola, Kaisa; Selänne, Harri; Salmela-Aro, Katariina (2020)
    Background: The pressure of pursuing an athletic career simultaneously with education may set adolescent student-athletes at risk for sport and school burnout. Although the 2 life domains of student-athletes are strongly intertwined, so far, there has not been an instrument for investigating sport burnout parallel to school burnout. The aim of the present study was to introduce a sport burnout measure for adolescents in a dual career context and investigate its validity and reliability by using confirmatory factor analysis. Methods: The participants were 391 student-athletes (51% females) who filled in a questionnaire of sport burnout and background variables in the beginning of upper secondary school. Results: A 3-factor model or a second-order-factor model described the data better and gave better reliability indices than a 1-factor model. The 3 dimensions of sport burnout were shown to be separate, but closely related constructs. Evidence for convergent and discriminant validity was obtained by correlating the 3 sport burnout dimensions with depressive symptoms, self-esteem, and sport task values. Conclusion: The results suggest that Sport Burnout Inventory-Dual Career Form (SpBI-DC) is a valid and reliable instrument for investigating sport burnout among adolescent student-athletes.
  • Lonka, Kirsti; Ketonen, Elina; Vermunt, Jan D. (2021)
    University students' epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students' epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles:Pragmatic(49%),reflective-collaborative(26%) andfact-oriented(25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. The profiles' conceptions of learning varied: Thereflective-collaborativegroup scored high on conception of learning named "construction of knowledge." Its members were more likely to be females, teachers, and mature students, and they had the highest academic achievement. Thefact-orientedgroup (mostly engineering/science students) scored highest on "intake of knowledge." Thepragmaticgroup scored highest on "use of knowledge:" During the second year, their academic achievement improved. In sum, the epistemic profiles were closely related to conceptions of learning and also associated with academic achievement.
  • Pietarinen, Janne; Pyhältö, Kirsi; Soini, Tiina; Salmela-Aro, Katariina (2013)