Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School

Table 3

Confirmatory factor analysis and latent growth models.

		CFA	LGM	LGM with predictors
Fit statistics
	χ ^2 (df) and P value	2078.144 (5) and .000	50727.6 (63) and .000	116076 (138) and .000
	CFI/TLI	.978/.955	.810/.886	.700/.782
	RMSEA and 90% C.I.	.065 (.062 : .067)	.090 (.089 : .091)	.092 (.092 : .092)
	SRMR	.0274	.0521	.0610
Factor Loadings
	Academic self-concept	.70***
	Social self-concept	.75***
	Overall self-concept	.77***
	Loneliness	−.064**
	Friendship	−.30***
Covariance
	Intercept <-> slope		−.39***
Variances
	Intercept		1.64***
	Slope		.253*
Predictor loadings
	Intercept <-> ethnicity			.437***
	Slope <-> ethnicity			−.174***
	Intercept <-> Urbanicity			−.113*
	Slope <-> urbanicity			.137***
	Intercept <-> age			−.031**
	Slope <-> age			.068***
	Intercept <-> income			−.108***
	Slope <-> income			.018*

* 𝑃<.05, **𝑃<.01, ***𝑃<.000.