CONFIRMATORY FACTORS ANALYSIS OF THE RESPECTFUL MIND OF STUDENT UNIVERSITY
Main Article Content
Abstract
This research aimed to 1) examine the goodness-of-fit of the respectful mind factor model among university students, and 2) conduct a second-order confirmatory factor analysis of the respectful mind factor model. The sample consisted of 321 students from Phranakhon Rajabhat University, selected through stratified random sampling. The research instrument was a five-point Likert scale questionnaire designed to measure the respectful mind. The instrument demonstrated content validity indices ranging from 0.80 to 1.00 and a reliability coefficient of 0.906. The data were analyzed using descriptive statistics and second-order confirmatory factor analysis (CFA) within a structural equation modeling framework, employing JAMOVI version 2.6.17.
The results indicated that the respectful mind factor model of university students comprised three components. The second-order confirmatory factor analysis revealed that the developed model demonstrated a good fit with the empirical data. This was supported by the goodness-of-fit indices, which met the acceptable criteria (χ2 /df = 1.94, CFI = 0.964, GFI = 0.995, AGFI = 0.992, RMSEA = 0.054, and SRMR = 0.040). These findings confirm that the proposed respectful mind construct is consistent with the empirical data.
Article Details

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each publish articles were copyright by Phranakorn Rajabhat University
Any contents which appeared in each articles in the journal were authors personal opinion. It did not relate to Phranakorn Rajabhat University and other instructors in the university. Each authors would take responsibility on their articles. If there are any mistake, the authors will take responsibility themselves
References
Bentler, P.M. and Chou, C. (1987) Practical Issues in Structural Modeling. Sociological Methods and Research, 16, 78- 117. http://dx.doi.org/10.1177/0049124187016001004
Brodowicz, M (2004) Respect and Self-Respect: Impact on Interpersonal Relationships. https://aithor.com/essay-examples/respect-and-self-respect.
Curran, P. J., West, S. G., & Finch, J. F. (1996). The Robustness of Test Statistics to Non-Normality and Specification Error in Confirmatory Factor Analysis. Psychological Methods, 1, 16. https://doi.org/10.1037/1082-989X.1.1.16
Devries, A. L., Orona, R., & Arum, R. (2025). How expectations, feedback, and course materials relate to intellectual humility in higher education. Studies in Higher Education.
Frei, J. R., & Shaver, P. R. (2002). Respect in close relationships: Prototype definition, self-report assessment, and initial correlates. Personal Relationships, 9(2), 121–139.
https://doi.org/10.1111/1475-6811.00008
Gardner, H. (2006). Five Minds for the Future. Boston: Harvard Business School.
Hair, J.F., Risher, J.J., Sarstedt, M. and Ringle, C.M. (2019) When to Use and How to Report the Results of PLS-SEM. European Business Review, 31, 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Kline, R. B. (2015). Principles and Practice of Structural Equation Modeling. Guildford Press.
Krumrei-Mancuso, E. J., et al. (2020). Intellectual humility and general knowledge. Journal of Personality Assessment, 102(3), 406-417. https://doi:10.1080/00223891.2019.1685747
Langdon, S. W. (2007). Conceptualizations of respect: Qualitative and quantitative evidence of four (five) themes. The Journal of Psychology: Interdisciplinary and Applied, 141(5), 469–484. https://doi.org/10.3200/JRLP.141.5.469-484
McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry. Pearson Education.
Michael, J. (2006). Where’s the evidence that active learning works?. Advances in Physiology Education, 30(4), 159-167. http://dx.doi.org/10.1152/advan.00053.2006
Ministry of Education. (2017). National education plan b.e. 2560–2579 (2017–2036). Office of the Education Council. Bangkok, Thailand. (In Thai)
Ministry of Education. (2017). Basic education core curriculum b.e. 2551 (2008), revised edition B.E. 2560 (2017). Bangkok, Thailand. (In Thai)
Ongardwanich, N. (2018). Development of respectful mind and ethical mind scale based on the Gardner approach for lower secondary school students. Khon Kaen University Journal of Education, 41(4), 23-36. (In Thai)
Opland, C., & Torrico, T. J. (2024). Psychotherapy and Therapeutic Relationship. National Institutes of Health (NIH).
Phanthumanawin, D. (1995). The Moral Tree Theory: Research and Human Development. Academic Document Promotion Project, National Institute of Development Administration. Bangkok, Thailand. (In Thai)
Porter, T., & Porter, T. (2020). Intellectual humility predicts mastery behaviors when learning. Rowan University
Rosenberg, M. (2015). The Measurement of Self-Esteem, Society, and the Adolescent Self-Image. In editor, Society and the Adolescent Self-Image Princeton (pp. 16-36). Princeton University Press. https://doi.org/10.1515/9781400876136-003
Sachs, J. (2018). Self-Respect. Routledge Handbook of the Philosophy of Well-Being.
Schreiber-Gregory, D. & Jackson, H. (2017) Multicollinearity: What is it, Why should we care, and How can it be controlled?. SESUG Paper SD-160-2017 (pp. 1- 12).
Science & Innovation. (2024). THE ROLE OF RESPECT IN SOCIETY. https://scientists.uz/fileView.php?id=6987
Tangney, J. P. (2000). Humility: Theoretical perspectives, empirical findings and directions for future research. Journal of Social and Clinical Psychology, 19(1), 70–2. https://doi.org/10.1521/jscp.2000.19.1.70
Wang, F., Li, S., & Li, C. (2025). The balance of intrapersonal, interpersonal, and extra-personal values. Frontiers in Psychology, 16, 1606618. https://doi: 10.3389/fpsyg.2025.1606618