Skip to main content
. Author manuscript; available in PMC: 2020 Jun 1.
Published in final edited form as: Assessment. 2017 Apr 16;26(4):582–603. doi: 10.1177/1073191117701191

Figure 1.

Figure 1

We conducted two separate structural equation models, one for the confirmation sample (MTurk; includes both college attending and non–college attending young adults) and another for the validation sample (college students only). Presented in bold are the standardized parameter estimates from the confirmation sample; the validation sample estimates are in italics. In the validation study, we did not measure negative gaming consequences. To reduce the risk of Type I error and for ease of presentation, only paths that are statistically significant at p < .001 are presented.