Skip to main content

Table 2 Different structural models of professional competencies of electronics technicians for automation technology at the end of their apprenticeship

From: A multidimensional structure of domain-specific problem-solving competencies of electronics technicians for automation technology

Models χ2/df Δχ 2(df) Comparison RMSEA (90 % CI) CFI WRMR
M1: two-dimensional model of problem-solving competencies 1.73 Δχ 2(1)  = 26.69 (p < .001) M1 and M2 .051 (.040–.062) .95 0.999
M2: unidimensional model of problem-solving competencies 1.55 .059 (.049–.069) .93 1.076
M3: integration of content knowledge in M1 1.62 Δχ 2(4)  = 48.22 (p < .001) M3 and M4 .054 (.044–.063) .93 1.019
M4: integration of content knowledge M2 1.79 .061 (.052–.070) .90 1.098
M5: integration of fluid intelligence in M3 1.48 Δχ 2(5)  = 39.82 (p < .001) M5 and M6 .048 (.039–.056) .92 0.997
M6: integration of fluid intelligence in M4 1.59 .053 (.045–.061) .91 1.063
  1. Δχ2 = Difference value of the Satorra-Bentler adjusted χ2-values