Measurement invariance between online and paper-and-pencil formats of the Launay-Slade Hallucinations scale-extended (LSHS-E) in the Chilean population

Ziele: Formulierung evidenzbasierter Leitlinien, die Screening und Kurzintervention im Rahmen der medizinischen Basisversorgung erleichtern sollen. Methode: Literaturrecherche in der Datenbank MEDLINE und Auswertung der seit 1995 publizierten Studien. Ergebnisse: <OL><LI>Screening: Sensitivität und Spezifität einfacher »Paper and Pencil«-Verfahren sind in der Regel höher als die herkömmlicher biochemischer Marker. <LI>Intervention: Eine minimale Intervention kann zahlreiche Patienten veranlassen, den Konsum von Alkohol zu reduzieren. Kurzinterventionen sind in hohem Maße kosteneffizient.</OL> Schlussfolgerungen: Vor dem Hintergrund der vorliegenden Literatur erscheint die Implementierung sekundärpräventiver Maßnahmen gerechtfertigt.

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Validating the Resource-Management Inventory (ReMI)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000557 ◽

2020 ◽

Vol 36 (5) ◽

pp. 777-786 ◽

Cited By ~ 1

Author(s):

Julia Waldeyer ◽

Jens Fleischer ◽

Joachim Wirth ◽

Detlev Leutner

Keyword(s):

Higher Education ◽

Academic Achievement ◽

Resource Management ◽

Measurement Invariance ◽

Factor Structure ◽

Management Strategies ◽

Group Analysis ◽

Management Skills ◽

First Year Students ◽

Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

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Measurement Invariance Analysis of the Parental Stress Index

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000463 ◽

2019 ◽

Vol 35 (6) ◽

pp. 771-778 ◽

Cited By ~ 1

Author(s):

Bernhard Piskernik ◽

Barbara Supper ◽

Lieselotte Ahnert

Keyword(s):

Measurement Invariance ◽

Parental Stress ◽

Stress Index ◽

Factor Analyses ◽

Confirmatory Factor Analyses ◽

Mean Values ◽

Confirmatory Factor ◽

Structural Invariance ◽

Parent Domain ◽

Structural Levels

Abstract. While parenting research continues to compare similarities and differences in mothers’ and fathers’ behaviors based on mean values on the respective dimensions, measurement invariance as a prerequisite for these comparisons has seldom been assured. The present study thus subjected the well-known Parenting Stress Index (PSI), widely used in models of family functioning, to a rigorous measurement invariance analysis based on ( N = 214) Austrian couples with children younger than 3 years of age. We evaluated configural, metric, scalar, and uniqueness invariance on item and subscale levels, and tested for structural invariance of means and variances of the PSI parent and child domain by second-order confirmatory factor analyses. As a result, only measurement differences on the scalar levels affected the factor scores, though negligibly. On the structural levels, no differences were found on the PSI child domain across parents, but on the PSI parent domain, mothers reported more stress.

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Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000447 ◽

2018 ◽

Vol 34 (2) ◽

pp. 87-100 ◽

Cited By ~ 6

Author(s):

Gino Casale ◽

Robert J. Volpe ◽

Brian Daniels ◽

Thomas Hennemann ◽

Amy M. Briesch ◽

...

Keyword(s):

Measurement Invariance ◽

Student Behavior ◽

Cross Cultural ◽

Cross Cultural Comparison ◽

School Based ◽

Cultural Research ◽

Universal Screener ◽

Confirmatory Factor ◽

The Us ◽

The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

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Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

European Journal of Psychological Assessment ◽

10.1027/1015-5759.25.1.1 ◽

2009 ◽

Vol 25 (1) ◽

pp. 1-7 ◽

Cited By ~ 12

Author(s):

Jörg-Tobias Kuhn ◽

Heinz Holling

Keyword(s):

Measurement Invariance ◽

Divergent Thinking ◽

Factor Model ◽

Age Groups ◽

Thinking Skills ◽

Specific Model ◽

Confirmatory Factor Analyses ◽

Domain Specific ◽

Gender And Age ◽

Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

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The Self-Efficacy in Multiple Sclerosis (SEMS) Scale

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000350 ◽

2018 ◽

Vol 34 (5) ◽

pp. 352-360 ◽

Cited By ~ 5

Author(s):

Silvia Bonino ◽

Federica Graziano ◽

Martina Borghi ◽

Davide Marengo ◽

Giorgia Molinengo ◽

...

Keyword(s):

Multiple Sclerosis ◽

Coping Strategies ◽

Measurement Invariance ◽

Sense Of Coherence ◽

Self Efficacy ◽

Concurrent Validity ◽

Rasch Analysis ◽

Well Being ◽

Psychological Well Being ◽

And Coping

Abstract. This research developed a new scale to evaluate Self-Efficacy in Multiple Sclerosis (SEMS). The aim of this study was to investigate dimensionality, item functioning, measurement invariance, and concurrent validity of the SEMS scale. Data were collected from 203 multiple sclerosis (MS) patients (mean age, 39.5 years; 66% women; 95% having a relapsing remitting form of MS). Fifteen items of the SEMS scale were submitted to patients along with measures of psychological well-being, sense of coherence, depression, and coping strategies. Data underwent Rasch analysis and correlation analysis. Rasch analysis indicates the SEMS as a multidimensional construct characterized by two correlated dimensions: goal setting and symptom management, with satisfactory reliability coefficients. Overall, the 15 items reported acceptable fit statistics; the scale demonstrated measurement invariance (with respect to gender and disease duration) and good concurrent validity (positive correlations with psychological well-being, sense of coherence, and coping strategies and negative correlations with depression). Preliminary evidence suggests that SEMS is a psychometrically sound measure to evaluate perceived self-efficacy of MS patients with moderate disability, and it would be a valuable instrument for both research and clinical applications.

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