SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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Chapter 6: Results<br />
Overall model<br />
Early in this investigation, paths were estimated from previously stable factors<br />
around self-regulation, on-task involvement, and classroom learning behaviors. Some of<br />
these LVs and manifest variables are no longer included in the model. The elimination of<br />
these variables stemmed from the recommendation of Esposito Vinzi and colleagues<br />
(2010), where it was stated that an acceptable LV is one that has an AVE of .50 or above,<br />
composite reliabilities of .60 or above, and factor loadings of .60 or above (note: some<br />
authors suggest a more conservative factor loading standard of .70 or above, however in<br />
the current investigation the standard will be set at > .60 in order to not eliminate<br />
theoretically important measurement items.) Using these criteria, the quality of the<br />
outer model was examined and some manifest variables as well as LVs were removed,<br />
which resulted in the current structural model (see Figure 1).<br />
Outer model. It is critical that the outer model fit certain key criteria. Primarily,<br />
1) the manifest variables need to sufficiently load into the LV and be internally<br />
consistent, and 2) the manifest variables need to represent enough average variance<br />
within the construct to demonstrate compelling levels of explained variance (Esposito<br />
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