Gender Differential Item Functioning in the Multidimensional Self Concept Scale With a Sample of Early Adolescent Students

2005 ◽  
Vol 38 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Ellie L. Young ◽  
Richard R. Sudweeks
Keyword(s):  
Differential Item Functioning ◽  
Self Concept ◽  
Early Adolescent ◽  
Adolescent Students ◽  
Item Functioning ◽  
Multidimensional Self Concept Scale ◽  
Gender Differential

Confirmatory Factor Analysis, Internal Consistency, Gender Differential Item Functioning and Discriminant Validity of the Fear of COVID-5 Scale Amidst Emerging Adult University Students in Mexico

2021 ◽  
pp. 003022282110162
Author(s):  
Adalberto Campo-Arias ◽  
Andrés Felipe Tirado-Otálvaro ◽  
Isabel Álvarez-Solorza ◽  
Carlos Arturo Cassiani-Miranda
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Differential Item Functioning ◽  
Internal Consistency ◽  
Discriminant Validity ◽  
Emerging Adult ◽  
One Dimension ◽  
Item Functioning ◽  
Confirmatory Factor ◽  
Gender Differential

The study aimed to perform confirmatory factor analysis, internal consistency, gender differential item functioning, and discriminant validity of the Fear of COVID-5 Scale in emerging adult students of a university in Mexico. Confirmatory factor analysis, internal consistency (Cronbach's alpha and McDonald's omega), and gender differential item functioning were estimated (Kendall tau b correlation). The Fear of COVID-5 Scale showed a one-dimension structure (RMSEA = 0.07, CFI = 0.98, TLI = 0.96, and SRMR = 0.02), with high internal consistency (Cronbach's alpha of 0.78 and McDonald's omega of 0.81), non-gender differential item functioning (Kendall tau b between 0.07 and 0.10), and significant discriminant validity (Higher scores for fear of COVID-19 were observed in high clinical anxiety levels). In conclusion, the Fear of COVID-5 Scale presents a clear one-dimension structure similar to a previous study.

scholarly journals GENDER DIFFERENTIAL ITEM FUNCTIONING IN SLOVAK VERSION OF INTELLIGENCE STRUCTURE TEST 2000 - REVISED

2016 ◽  
Vol 58 (3) ◽  
pp. 238-250 ◽  
Author(s):  
Michal KOHÚT ◽  
◽  
Peter HALAMA ◽  
Vladimír DOČKAL ◽  
Peter ŽITNÝ ◽  
...  
Keyword(s):  
Differential Item Functioning ◽  
Item Functioning ◽  
Gender Differential ◽  
Structure Test

scholarly journals Application of the Graded Response Model to a Scale of Empathic Behavior

2019 ◽  
Vol 12 (1) ◽  
pp. 49-56
Author(s):  
Sofía E. Auné ◽  
Facundo J. P. Abal ◽  
Horacio F. Attorresi
Keyword(s):  
Differential Item Functioning ◽  
Response Model ◽  
Graded Response Model ◽  
Local Independence ◽  
Information Function ◽  
Item Functioning ◽  
Graded Response ◽  
Low Levels ◽  
Gender Differential ◽  
Empathic Behavior

The results obtained from the application of the Graded Response Model (GRM) to the items of the Scale of Empathic Behavior whose authors are Auné, Abal and Attorresi (2017) are presented. The sample was obtained by accessibility and consisted of Argentine university students (80% Women). None of the items presented uniform or non-uniform gender differential item functioning. The GRM assumptions of local independence and unidimensionality were successfully corroborated. Threshold parameters tended to be located at low levels of the trait scale, whereas discrimination parameters were high. The analysis of the information function showed acceptable precision in low and middle empathic behavior level.

scholarly journals Determining Gender Differential Item Functioning for Mathematics in Coeducational School Culture

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 83-109
Author(s):  
S. Kanageswari Suppiah Shanmugam
Keyword(s):  
School Culture ◽  
Differential Item Functioning ◽  
Word Problem ◽  
Teacher Educators ◽  
Mathematics Learning ◽  
Chi Square ◽  
Item Functioning ◽  
Timss 2003 ◽  
Educational Testing Service ◽  
Gender Differential

Purpose - In an attempt to explore item characteristics that behave differently between boys and girls, this comparative study examines gender Differential Item Functioning in a school culture that is noted to be ‘thriving’ mathematically. Methodology - Some 24 grade eight mathematics items from TIMSS 2003 and TIMSS 2007 released items, with equal number of computation and word problem items were administered on 460 boys and 445 girls studying in Grade Eight from three secondary Chinese-medium coeducational schools. Word problem items were defined as items set in a real-world context. Content validity was established by constructing a table of specifications. By employing the software WINSTEPS version 3.67.0 that is based on the Rasch Model for dichotomous responses, Differential Item Functioning analysis was conducted by using Mantel-Haenszel Chi-square method. DIF items were flagged when the Mantel-Haenszel probability value was less than 0.05 and classified as negligible, moderate or large DIF based on the DIF size suggested by Educational Testing Service DIF category. The focal and reference groups were girls and boys respectively. The main delimitation was substantive analysis by using expert judgment was not conducted to identify biased items. Findings - Using Mantel-Haenszel chi-square, two moderate DIF items that assess subtraction favoured girls. They assessed Knowing from topics Whole Number and Fraction. Sources of DIF are linguistics density and item presentation style. The findings suggest that with only two moderate DIF mathematics items, there is insufficient evidence to suggest that the mathematics items functioned differently between boys and girls in school culture noted for successful mathematics learning, even though linguistics complexities of the test language cannot be ignored. Significance - While constructing Mathematics multiple choice items, careful considerations need to be given in selecting suitable numbers in composing the content of the item so that, only the correct algorithm would produce the correct answer ‘if and only if’ those numbers are used. The modest results of detecting two moderate DIF items nevertheless inform national testing agencies and teacher educators on the principles of building fair items as a part of their test improvement practice in the 21st Century. The novelty of this study is that gender Differential Item Functioning was studied in the context of school culture, which is notable for successful mathematics learning.

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