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