Table 3 Multiple-group analysis (academic achievement).

From: Exploring the impact of self-regulation on vocabulary learning strategies and knowledge in CSL: A structural equation modeling approach

 

Model

X2

df

X2/df

GFI

CFI

TLI

IFI

NFI

RMSEA

â–łX2(â–łdf)

ME

1

355.62

191

1.862

0.754

0.856

0.826

0.861

0.742

0.099

 

2

396.82

191

2.078

0.614

0.752

0.7

0.763

0.626

0.156

 

3

364.06

191

1.906

0.734

0.803

0.762

0.812

0.672

0.115

 

M1

1147.66

573

2.003

0.648

0.802

0.761

0.81

0.681

0.074

 

M2

1196.40

617

1.939

0.673

0.848

0.776

0.806

0.668

0.071

48.737(44)

M3

1214.53

633

1.913

0.669

0.801

0.781

0.804

0.663

0.071

18.126(16)

M4

1214.54

635

1.919

0.669

0.8

0.782

0.805

0.663

0.07

0.013(2)

M5

1253.05

643

1.949

0.661

0.801

0.774

0.794

0.652

0.072

38.513(8)

FE

1

341.62

191

1.789

0.748

0.864

0.835

0.869

0.745

0.067

 

2

382.44

191

2.002

0.628

0.817

0.779

0.824

0.7

0.053

 

3

319.21

191

1.671

0.77

0.847

0.815

0.854

0.702

0.062

 

M1

1044.94

573

1.824

0.726

0.842

0.809

0.849

0.717

0.061

 

M2

1133.75

617

1.838

0.707

0.827

0.806

0.832

0.693

0.082

88.81(44)

M3

1153.58

633

1.822

0.704

0.826

0.81

0.83

0.687

0.088

19.837(16)

M4

1161.80

635

1.83

0.703

0.824

0.808

0.827

0.685

0.143

8.219(2)

M5

1192.85

643

1.855

0.699

0.816

0.802

0.819

0.677

0.137

31.051(8)

  1. ME midterm examination, FE final examination, “1” = normal group, “2” = good group, “3” = excellent group.