A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students

2012 ◽  
Vol 31 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Virginia M. C. Tze ◽  
Robert M. Klassen ◽  
Lia M. Daniels ◽  
Johnson C.-H. Li ◽  
Xiao Zhang
Keyword(s):  
Measurement Invariance ◽  
Culturally Diverse ◽  
Chinese Student ◽  
Cross Cultural ◽  
Chinese College Students ◽  
Self Regulated Learning ◽  
School Settings ◽  
Confirmatory Factor ◽  
Cultural Validation ◽  
Multigroup Confirmatory Factor Analysis

This study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations.

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

2018 ◽  
Vol 34 (2) ◽  
pp. 87-100 ◽  
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.

The Cross-Cultural Equivalence of Parental Rearing Measure: EMBU-C

2006 ◽  
Vol 22 (2) ◽  
pp. 85-91 ◽  
Author(s):  
Maja Deković ◽  
Margreet ten Have ◽  
Wilma A.M. Vollebergh ◽  
Trees Pels ◽  
Annerieke Oosterwegel ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Cultural Differences ◽  
Cross Cultural ◽  
Child Rearing ◽  
Latent Factors ◽  
Immigrant Adolescents ◽  
Confirmatory Factor ◽  
Parental Rearing ◽  
The Cross ◽  
Multigroup Confirmatory Factor Analysis

We examined the cross-cultural equivalence of a widely used instrument that assesses perceived parental rearing, the EMBU-C, among native Dutch and immigrant adolescents living in The Netherlands. The results of a multigroup confirmatory factor analysis indicated that the factor structure of the EMBU-C, consisting of three latent factors (Warmth, Rejection, and Overprotection), and reliabilities of these scales are similar in both samples. These findings lend further support for the factorial and construct validity of this instrument. The comparison of perceived child rearing between native Dutch and immigrant adolescents showed cultural differences in only one of the assessed dimensions: Immigrant adolescents perceive their parents as more overprotective than do Dutch adolescents.

A cross-cultural validation of the controlling teacher behaviours scale in physical education

2016 ◽  
Vol 24 (2) ◽  
pp. 209-224 ◽  
Author(s):  
Vello Hein ◽  
Arunas Emeljanovas ◽  
Brigita Mieziene
Keyword(s):  
Personal Control ◽  
Cross Cultural ◽  
Factor Analyses ◽  
Cultural Backgrounds ◽  
Confirmatory Factor Analyses ◽  
Multidimensional Measure ◽  
Confirmatory Factor ◽  
Controlling Behaviour ◽  
Cultural Validation ◽  
Conditional Regard

The present study examined the validity of the factor structure and invariance of the Controlling Teacher Behaviours Scale (CTBS) across two nations. Data were collected from Estonian ( n=453) and Lithuanian ( n=431) students using the multidimensional measure of teachers’ controlling behaviours. Multi-sample confirmatory factor analyses showed that the measure of teachers’ controlling behaviours with four scales (negative conditional regard, controlling use of rewards, excessive personal control and intimidation) were partially invariant at the configural, metric and strong invariance level. The results of the latent mean estimates showed no differences between Estonian and Lithuanian students in respect of the perception of the use of reward, whereas the perception of negative conditional regard, intimidation and excessive personal control appeared to be higher for Estonian students. The results indicated that CTBS is generally suitable for measuring the perceptions of teachers’ controlling behaviour among Estonian and Lithuanian students. Furthermore, results established that one item was perceived differently across samples and, therefore, there is a need for further research to test the invariance of the CTBS among student samples with different cultural backgrounds.

Cross-cultural validation of stages of exercise change scale among Chinese college students

2005 ◽  
Vol 11 (1) ◽  
pp. 71-83 ◽  
Author(s):  
Xiaofen D. Keating ◽  
Jianmin Guan ◽  
Yong Huang ◽  
Mingying Deng ◽  
Yifeng Wu ◽  
...  
Keyword(s):  
College Students ◽  
Cross Cultural ◽  
Chinese College Students ◽  
Cultural Validation

Measurement Invariance of the Ruminative Responses Scale Across Gender

Assessment ◽  
2018 ◽  
Vol 27 (3) ◽  
pp. 508-517 ◽  
Author(s):  
Mark A. Whisman ◽  
Regina Miranda ◽  
David M. Fresco ◽  
Richard G. Heimberg ◽  
Elizabeth L. Jeglic ◽  
...  
Keyword(s):  
United States ◽  
Measurement Invariance ◽  
Covariance Structure ◽  
The United States ◽  
Confirmatory Factor ◽  
Latent Mean Differences ◽  
Using Data ◽  
Mean Differences ◽  
Brooding And Reflection ◽  
Multigroup Confirmatory Factor Analysis

Although women demonstrate higher levels of rumination than men, it is unknown whether instruments used to measure rumination have the same psychometric properties for women and men. To examine this question, we evaluated measurement invariance of the brooding and reflection subscales from the Ruminative Responses Scale (RRS) by gender, using data from four samples of undergraduates from three universities within the United States ( N = 4,205). A multigroup confirmatory factor analysis revealed evidence for configural, metric, and scalar invariance of the covariance structure of the 10-item version of the RRS. There were statistically significant latent mean differences between women and men, with women scoring significantly higher than men on both brooding and reflection. These findings suggest that the 10-item version of the RRS provides an assessment of rumination that is psychometrically equivalent across gender. Consequently, gender differences in brooding and reflection likely reflect valid differences between women and men.

scholarly journals A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 25 ◽  
Author(s):  
Brett D. Jones ◽  
Ming Li ◽  
Juan M. Cruz
Keyword(s):  
Psychometric Properties ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Cognitive Engagement ◽  
Cross Cultural ◽  
Fit Indices ◽  
Spanish Speaking ◽  
Confirmatory Factor ◽  
Student Version ◽  
Cultural Validation

The purpose of this study was to examine the extent to which Chinese and Spanish translations of the College Student version of the MUSIC® Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012) demonstrate acceptable psychometric properties. We surveyed 300 students at a university in China and 201 students at a university in Colombia using versions of the MUSIC Inventory that were translated into Chinese and Spanish, respectively. To assess the psychometric properties of the inventory, we examined: (a) the internal consistency reliabilities for all of the scales, (b) the fit indices and factor loadings produced from confirmatory factor analysis, and (c) correlations between the MUSIC Inventory scales and behavioral and cognitive engagement. The results provide evidence that the Chinese and Spanish translations of the MUSIC Inventory demonstrate acceptable psychometric properties for use with undergraduate students. Therefore, instructors and researchers can use the translated inventories to assess students’ perceptions of the five MUSIC® Model of Motivation components.

Is the General Self-Efficacy Scale a Reliable Measure to be used in Cross-Cultural Studies? Results from Brazil, Germany and Colombia

2016 ◽  
Vol 19 ◽  
Author(s):  
Bruno F. Damásio ◽  
Felipe Valentini ◽  
Susana I. Núñes-Rodriguez ◽  
Soeren Kliem ◽  
Sílvia H. Koller ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Self Efficacy ◽  
Total Sample ◽  
Cross Cultural ◽  
German Population ◽  
Average Difference ◽  
Multiple Indicators ◽  
Configural Invariance ◽  
Confirmatory Factor ◽  
General Self Efficacy

AbstractThis study evaluated cross-cultural measurement invariance for the General Self-efficacy Scale (GSES) in a large Brazilian (N = 2.394) and representative German (N = 2.046) and Colombian (N = 1.500) samples. Initially, multiple-indicators multiple-causes (MIMIC) analyses showed that sex and age were biasing items responses on the total sample (2 and 10 items, respectively). After controlling for these two covariates, a multigroup confirmatory factor analysis (MGCFA) was employed. Configural invariance was attested. However, metric invariance was not supported for five items, in a total of 10, and scalar invariance was not supported for all items. We also evaluated the differences between the latent scores estimated by two models: MIMIC and MGCFA unconstraining the non-equivalent parameters across countries. The average difference was equal to |.07| on the estimation of the latent scores, and 22.8% of the scores were biased in at least .10 standardized points. Bias effects were above the mean for the German group, which the average difference was equal to |.09|, and 33.7% of the scores were biased in at least .10. In synthesis, the GSES did not provide evidence of measurement invariance to be employed in this cross-cultural study. More than that, our results showed that even when controlling for sex and age effects, the absence of control on items parameters in the MGCFA analyses across countries would implicate in bias of the latent scores estimation, with a higher effect for the German population.

Measurement Invariance of the ADHD Rating Scale–IV Home and School Versions Across Age, Gender, Clinical Status, and Informant

Assessment ◽  
2019 ◽  
Vol 28 (1) ◽  
pp. 86-99 ◽  
Author(s):  
Anca Dobrean ◽  
Costina-Ruxandra Păsărelu ◽  
Robert Balazsi ◽  
Elena Predescu
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Children And Adolescents ◽  
Measurement Invariance ◽  
Rating Scale ◽  
Factor Model ◽  
Clinical Status ◽  
Confirmatory Factor ◽  
Home And School ◽  
Multigroup Confirmatory Factor Analysis

The present study aimed to investigate the measurement invariance across age, gender, clinical status, and informant of the Attention-Deficit/Hyperactivity Disorder Rating Scale–IV (ADHD-RS-IV) Home and School versions. The participants were 1,106 Romanian children and adolescents (mean age = 12.74 years, standard deviation = 2.84, age range 6-18 years). Both parents and teachers assessed ADHD symptoms. The factorial structure of the scale was assessed using confirmatory factor analysis, and measurement invariance was assessed using multigroup confirmatory factor analysis. The results supported the reliability of the ADHD-RS-IV, with high internal consistency coefficients for both versions. Confirmatory factor analysis validated a two-factor model. Multigroup confirmatory factor analysis confirmed the measurement invariance of ADHD-RS-IV across age, gender, clinical status, and informant. ADHD-RS-IV had good psychometric properties in a sample of Romanian children and adolescents. It is a reliable instrument given its strong invariance. Implications for evidence-based assessment of ADHD are discussed.

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