Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) conducted in Python using semopy. The analysis examines the relationships among achievement motivation, students’ attitudes, teacher effectiveness, and Mathematics academic achievement. A Wald z-test was also conducted to examine differences in the magnitude of effects among the latent variables on Mathematics academic achievement. The results indicate that while specific latent dimensions (e.g., cognitive drive, anxiety, classroom management) show meaningful standardised effects on Mathematics achievement, the higher-order latent constructs do not significantly differ in their effects on academic achievement. Additionally, the individual effects of the higher-order constructs on Mathematics academic achievement were not statistically significant. The model demonstrates excellent overall fit based on multiple fit indices (CFI, TLI, RMSEA, among others).
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