Revise the cognitive model using structural equation modeling

doi:10.3389/fpsyg.2026.1758968

Revise the cognitive model using structural equation modeling

2026-05-19

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DOI：10.3389/fpsyg.2026.1758968

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BackgroundQualitative revision of the Cognitive Model (CM) is prone to subjective bias; while classical quantitative methods can only indicate model-data misfit without offering specific revision guidance. Therefore; inadequate CM fit remains a common challenge in Cognitive Diagnosis (CD) research.PurposeThis study aims to determine the CM while avoiding both the loss of examination of disciplinary connotation due to pure data-driven approaches and the potential biases that may arise from pure qualitative research.MethodUsing Structural Equation Modeling (SEM) as platform; this study analyzed the valid response data from 752 students by leveraging information such as r and Modification Index (MI). Additionally; it incorporated the judgments of experts regarding the disciplinary connotations. Through these efforts; the preliminary CM for the content of “Composition and Structure of Substances” in middle school chemistry was revised.ResultThe revised CM achieved improved fit and aligned with disciplinary connotations.ConclusionThis study employs a mixed-method SEM approach. It avoids two pitfalls. Pure data-driven methods tend to deviate from disciplinary connotations; and pure qualitative analyses are prone to subjective judgment. The resulting benefits are better data-model fit; ensured disciplinary connotations of the CM; and operational efficiency. Meanwhile; it also has drawbacks related to measurement error and sample generalizability.

Keywords:

revision

structural equation modeling (SEM)

middle school chemistry

cognitive diagnosis (CD)

cognitive model (CM)

Revise the cognitive model using structural equation modeling

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