Beyond congruence measures for the evaluation of personality factor structure replicability: an exploratory structural equation modeling approach

Perera, Harsha N. and McIlveen, Peter and Burton, Lorelle J. and Corser, Diane M. (2015) Beyond congruence measures for the evaluation of personality factor structure replicability: an exploratory structural equation modeling approach. Personality and Individual Differences, 84. pp. 23-29. ISSN 0191-8869

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Abstract

The present study aims to illustrate an encompassing approach to the evaluation of personality factor structure replicability based on novel exploratory structural equation modeling (ESEM) methods. This approach comprises formal tests of measurement invariance applied to the flexible ESEM framework and overcomes the limitations of congruence measures that have traditionally been used to assess factor replicability in personality research. On the basis of 1566 responses to the widely-used NEO Five-Factor-Inventory (NEO-FFI), we demonstrate this ESEM approach in the context of examining the invariance of the NEO-FFI factor structure across gender. The approach is shown to converge with traditional congruence measures and extend these measures for examining factorial structure consistency. In addition, more general replicative data supporting the validity of the NEO-FFI are reported. We discuss the ESEM approach as a viable alternative to the congruence approach and acknowledge some important limitations of the method.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright 2015 Elsevier Ltd. Submitted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 10 Feb 2015 04:41
Last Modified: 15 Sep 2016 23:43
Uncontrolled Keywords: ESEM; CFA; congruence; factor structure; factor replicability; construct validity
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
17 Psychology and Cognitive Sciences > 1701 Psychology > 170110 Psychological Methodology, Design and Analysis
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Identification Number or DOI: 10.1016/j.paid.2015.01.004
URI: http://eprints.usq.edu.au/id/eprint/26681

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