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A two-level confirmatory factor analysis of a modified Rosenberg self-esteem scale

机译：修正的Rosenberg自尊量表的两级确认因素分析

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Classical factor analysis assumes independent and identically distributed observations. Educational data, however, are often hierarchically structured, with, for example, Students being nested within classes. In this study, data on self-esteem gathered in a sample of 1.107 students within 72 school classes in Switzerland were analyzed using two-level confirmatory factor analysis. Considering a sequence of two-level confirmatory factor models, the results indicate that a one-factor model of self-esteem with an additional orthogonal method or response-style factor of negatively worded items adequately described within-class (individual) differences in self-esteem. By contrast, at the between class level, a general factor of self-esteem was sufficient to capture school class differences in self-esteem. Thus, apart from other influences, for students, the social context (school class) seems to matter in forming their self-esteem. At the same time, the findings imply that studies examining self-esteem using samples of clustered observations should account for multiple levels of analysis (i.e., separate within- and between-class variances).
机译：经典因子分析假设独立且均等分布的观察结果。但是，教育数据通常是按层次结构构建的，例如，将学生嵌套在班级中。在这项研究中，使用两级验证性因素分析法分析了瑞士72个学校班级中的1.107名学生的样本中的自尊数据。考虑到一系列两级确认因素模型，结果表明，自尊的单因素模型具有附加的正交方法或否定性词语项的响应方式因素，可以充分描述自我类别中（个体）差异。尊重。相比之下，在班级之间，自尊的一般因素足以捕捉学校班级在自尊方面的差异。因此，除了其他影响之外，对于学生而言，社交环境（学校班级）似乎对形成他们的自尊也很重要。同时，这些发现暗示使用聚类观察样本检验自尊的研究应说明多个分析水平（即，类别内和类别间差异分开）。

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