Page 162 - Maša Vidmar, Vedenjske težave in učna uspešnost. Ljubljana: Pedagoški inštitut, 2017. Digitalna knjižnica, Dissertationes, 30
P. 162
vedenjske težave in učna uspešnost
Table 2: Factors of externalizing behaviour and academic achievement: measurement
model.a
T1/T2 T4
Latent variable Unst. Stand. Unst. Stand.
Indicator load. load. load. load.
Home environment (VDO-II)
Authoritativeness 1.00 0.24 / /
/ /
Ineffective control -4.59 -0.98 / /
/ /
Power assertion -1.32 -0.33
/ /
Stimulation 0.85 0.16 / /
/ /
On-school-entry competencies (PIPS)
b 0.83
Early literacy 1.00 0.80 0.72 0.78
0.75 0.74
Numeracy skills and mathematics 0.80 0.87 b 0.82
Attitudes 0.13 0.20 1.00 0.92
0.90 0.90
Externalizing behaviour (SV-O) 0.86 0.91
Angry 1.00 0.81
Aggressive 0.83 0.84
Egotistical 0.96 0.78
Oppositional 0.79 0.80
Academic achievement (SZ-1, SZ-2)
Slovenian 1.00 0.96
Math 0.88 0.88
Nature & Society 0.79 0.87
Notes. T1/T2 = time 1 / time 2, T4 = time 4, Unst. load. = unstandard loading, Stand. load. =
completely standardised loading. / = the indicator was not measured. All loadings are important
at least at p < 0.01. Longitudinally, correlated measurement errors allowed between the same
indicators for aggressive, egotistical, Slovenian and Math, as well as concurrently at T1 between
authoritativeness and stimulation.
a Maternal education was treated as a manifest variable (therefore not a latent variable), that is why it
is not stated in the Table.
b Due to the longitudinal invariance unstandardised loading is the same as in T2.
In relation with Hypothesis 4, it was established that enrolment into
preschool significantly contributed to higher externalizing behaviour in
first grade students (but not to academic achievement). The children, en-
162
Table 2: Factors of externalizing behaviour and academic achievement: measurement
model.a
T1/T2 T4
Latent variable Unst. Stand. Unst. Stand.
Indicator load. load. load. load.
Home environment (VDO-II)
Authoritativeness 1.00 0.24 / /
/ /
Ineffective control -4.59 -0.98 / /
/ /
Power assertion -1.32 -0.33
/ /
Stimulation 0.85 0.16 / /
/ /
On-school-entry competencies (PIPS)
b 0.83
Early literacy 1.00 0.80 0.72 0.78
0.75 0.74
Numeracy skills and mathematics 0.80 0.87 b 0.82
Attitudes 0.13 0.20 1.00 0.92
0.90 0.90
Externalizing behaviour (SV-O) 0.86 0.91
Angry 1.00 0.81
Aggressive 0.83 0.84
Egotistical 0.96 0.78
Oppositional 0.79 0.80
Academic achievement (SZ-1, SZ-2)
Slovenian 1.00 0.96
Math 0.88 0.88
Nature & Society 0.79 0.87
Notes. T1/T2 = time 1 / time 2, T4 = time 4, Unst. load. = unstandard loading, Stand. load. =
completely standardised loading. / = the indicator was not measured. All loadings are important
at least at p < 0.01. Longitudinally, correlated measurement errors allowed between the same
indicators for aggressive, egotistical, Slovenian and Math, as well as concurrently at T1 between
authoritativeness and stimulation.
a Maternal education was treated as a manifest variable (therefore not a latent variable), that is why it
is not stated in the Table.
b Due to the longitudinal invariance unstandardised loading is the same as in T2.
In relation with Hypothesis 4, it was established that enrolment into
preschool significantly contributed to higher externalizing behaviour in
first grade students (but not to academic achievement). The children, en-
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