Enjoying working and learning in vocational education: a multilevel investigation of emotional crossover and contextual moderators

Empirical Research in Vocational Education and Training

Table 2 Model fit indices of doubly latent models (for aggregate constructs) and confirmatory factor analyses (for non-aggregate constructs)

	N Par	Chi²	df	p	RMSEA	CFI	TLI	SRMR L1	SRMR L2
Doubly latent
Clarity and support	31	103.88	17	.000	.058	.972	.951	.026	.061
Enthusiastic teaching	20	28.66	4	.000	.064	.986	.958	.024	.009
Application orientation	14	1.36	1	.244	.015	1.000	.998	.001	.006
Enjoyment of lessons	20	69.56	4	.000	.104	.956	.868	.012	.165
CFA L1
Academic self-efficacy	13	2.47	1	.116	.031	.998	.990	.007	–
CFA L2
Work enjoyment	19	8.02	8	.432	.001	1.000	1.000	–	.046

N Par number of parameters, df degrees of freedom, p p value, RMSEA Root Mean Square Error of Approximation, CFI Comparative Fit Index, TLI Tucker Lewis Index, SRMR Standardized Root Mean Square Residual, L1 within, L2 between, CFA confirmatory factor analysis