Alternative Confirmatory Factor Analytic Models for Examining Preservice Teachers`Non-Cognitive Skills

This study provides a comparative analysis of the inferences that can be reached about preservice teachers\` emotional awareness and personality traits when several alternative factor analytic models are tested simultaneously. An empirical illustration is provided using two datasets collected for a research study aiming to profile the social-emotional behavior repertoire of preservice teachers. Four alternative factor analytic models were considered for both datasets: the unidimensional model, the correlated model, the higher- insert ignore into journalissuearticles values(or second-); order model, and the bifactor model. Results indicate that the higher-order factor model for emotional awareness insert ignore into journalissuearticles values(n = 670); and the bifactor model for personality traits insert ignore into journalissuearticles values(n = 670); were the preferred models that better represent the underlying factor structures. Multidimensionality and practical decisions concerning score reporting are discussed.