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Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) using set-ESEM: identifying psychosocial risk factors in a sample of school principals

Dicke, Theresa, Marsh, Herbert W., Riley, Philip, Parker, Philip D., Guo, Jiesi and Horwood, Marcus 2018, Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) using set-ESEM: identifying psychosocial risk factors in a sample of school principals, Frontiers in psychology, vol. 9, pp. 1-17, doi: 10.3389/fpsyg.2018.00584.

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Title Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) using set-ESEM: identifying psychosocial risk factors in a sample of school principals
Author(s) Dicke, Theresa
Marsh, Herbert W.
Riley, PhilipORCID iD for Riley, Philip orcid.org/0000-0002-3323-5805
Parker, Philip D.
Guo, Jiesi
Horwood, Marcus
Journal name Frontiers in psychology
Volume number 9
Article ID 584
Start page 1
End page 17
Total pages 17
Publisher Frontiers Research Foundation
Place of publication Lausanne, Switzerland
Publication date 2018-04-30
ISSN 1664-1078
Keyword(s) COPSOQ-II
psychosocial risk factors
ESEM
school principals
occupational wellbeing
psychometrics
burnout
Summary School principals world-wide report high levels of strain and attrition resulting in a shortage of qualified principals. It is thus crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), a widely used self-report measure covering multiple psychosocial factors identified by leading occupational stress theories. We evaluated the COPSOQ-II regarding factor structure and longitudinal, discriminant, and convergent validity using latent structural equation modeling in a large sample of Australian school principals (N = 2,049). Results reveal that confirmatory factor analysis produced marginally acceptable model fit. A novel approach we call set exploratory structural equation modeling (set-ESEM), where cross-loadings were only allowed within a priori defined sets of factors, fit well, and was more parsimonious than a full ESEM. Further multitrait-multimethod models based on the set-ESEM confirm the importance of a principal's psychosocial risk factors; Stressors and depression were related to demands and ill-being, while confidence and autonomy were related to wellbeing. We also show that working in the private sector was beneficial for showing a low psychosocial risk, while other demographics have little effects. Finally, we identify five latent risk profiles (high risk to no risk) of school principals based on all psychosocial factors. Overall the research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors.
Language eng
DOI 10.3389/fpsyg.2018.00584
Indigenous content off
Field of Research 1701 Psychology
HERDC Research category C1.1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30139233

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.