Validating the Measurement Model of Parental Involvement, Motivational Beliefs, and English Learning Achievement: An EFA and CFA Approach
DOI:
https://doi.org/10.17507/jltr.1701.36Keywords:
exploratory factor analysis, confirmatory factor analysis, parental involvement, motivational beliefs, English learning achievementAbstract
This study aimed to investigate the validity and reliability of the instruments to measure parental involvement, students’ motivation, self-efficacy, and English learning achievement among primary EFL students in Thailand. Adapted questionnaires were administered to 306 student–parent dyads. A two-step approach to the analysis was adopted, utilising Exploratory Factor Analysis (EFA) to extract the factorial structure in the first step and then Confirmatory Factor Analysis (CFA) to verify the measurement model in the second step. Results of the EFA supported a multidimensional structure within the constructs, and all retained items had loadings above 0.50, demonstrating theoretical coherence. CFA also endorsed the proposed model as fitting the data very well (χ²/df = 1.521, CFI = .962, TLI = .955, RMSEA = .042, SRMR = .80, AVE > .50), supporting its general validity. Discriminant validity was verified through correlations among parental constructs, which demonstrated their distinctiveness (parental involvement, motivation, and self-efficacy). The results indicate that the adapted tools are both psychometrically sound and culturally relevant when used with Thai young learners. The validated measurement model of the study provides a reliable methodological underpinning for future SEM studies and contributes to the development of proper diagnostic tools for educators and policymakers to evaluate and improve parental engagement and learner motivation in English language learning.
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