Table 2 Validity and reliability of the student educational attainment model
Construct | Indicator | Validity assessment | Reliability assessment | ||||
|---|---|---|---|---|---|---|---|
convergent validity | divergent validity | ||||||
FL | AVE | Fornell & Larker Index | Cronbach’s alpha | Rho-A | Composite Reliability | ||
Academic resilience | Persistence | 0.881 | 0.838 | 0.915 | 0.903 | 0.911 | 0.939 |
Self-Regulation | 0.933 | ||||||
Motivation | 0.930 | ||||||
Personality | Neuroticism | 0.835 | 0.756 | 0.869 | 0.915 | 0.939 | 0.939 |
Extroversion | 0.704 | ||||||
Flexibility | 0.848 | ||||||
Agreement | 0.959 | ||||||
Conscientiousness | 0.974 | ||||||
Academic well-being | Academic Engagement | 0.971 | 0.911 | 0.954 | 0.950 | 0.956 | 0.968 |
Positive Emotions | 0.907 | ||||||
Sense of Purpose | 0.983 | ||||||
Student engagement | Emotional | 0.980 | 0.933 | 0.966 | 0.964 | 0.964 | 0.977 |
Cognitive Engagement | 0.971 | ||||||
Behavioral Intention | 0.947 | ||||||