scholarly journals Does Assessment Type Matter? A Measurement Invariance Analysis of Online and Paper and Pencil Assessment of the Community Assessment of Psychic Experiences (CAPE)

PLoS ONE ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. e84011 ◽  
Author(s):  
Marloes Vleeschouwer ◽  
Chris D. Schubart ◽  
Cecile Henquet ◽  
Inez Myin-Germeys ◽  
Willemijn A. van Gastel ◽  
...  
2018 ◽  
Vol 49 (15) ◽  
pp. 2600-2607 ◽  
Author(s):  
Baptiste Pignon ◽  
Hugo Peyre ◽  
Aziz Ferchiou ◽  
Jim van Os ◽  
Bart P. F. Rutten ◽  
...  

AbstractBackgroundThe Community Assessment of Psychic Experiences (CAPE) is a 42-item self-report questionnaire that has been developed and validated to measure the dimensions of psychosis in the general population. The CAPE has a three-factor structure with dimensions of positive, negative and depression. Assessing the cross-national equivalence of a questionnaire is an essential prerequisite before pooling data from different countries. In this study, our aim was to investigate the measurement invariance of the CAPE across different countries.MethodsData were drawn from the European Union Gene-Environment Interaction (EU-GEI) study. Participants (incident cases of psychotic disorder, controls and siblings of cases) were recruited in Brazil, France, Italy, the Netherlands, Spain and UK. To analyse the measurement invariance across these samples, we tested configural invariance (i.e. identical structures of the factors), metric invariance (i.e. equivalence of the factor loadings) and scalar invariance (i.e. equivalence of the thresholds) of the three CAPE dimensions using multigroup categorical confirmatory factor analysis methods.ResultsThe configural invariance model fits well, providing evidence for identical factorial structure across countries. In comparison with the configural model invariance, the fit indices were very similar in the metric and scalar invariance models, indicating that factor loadings and thresholds did not differ across the six countries.ConclusionWe found that, across six countries, the CAPE showed equivalent factorial structure, factor loadings and thresholds. Thus, differences observed in scores between individuals from different countries should be considered as reflecting different levels of psychosis.


2015 ◽  
Vol 14 (4) ◽  
pp. 521-538 ◽  
Author(s):  
jan cieciuch ◽  
eldad davidov ◽  
daniel l oberski ◽  
rené algesheimer

Author(s):  
Fred Rist ◽  
Ralf Demmel ◽  
Ulfert Hapke ◽  
Georg Kremer ◽  
Hans-Jürgen Rumpf

<B>Ziele:</B> Formulierung evidenzbasierter Leitlinien, die Screening und Kurzintervention im Rahmen der medizinischen Basisversorgung erleichtern sollen. </P><P> <B>Methode:</B> Literaturrecherche in der Datenbank MEDLINE und Auswertung der seit 1995 publizierten Studien. </P><P> </B>Ergebnisse:</B> <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> </P><P> <B>Schlussfolgerungen:</B> Vor dem Hintergrund der vorliegenden Literatur erscheint die Implementierung sekundärpräventiver Maßnahmen gerechtfertigt.


2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner

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.


2019 ◽  
Vol 35 (6) ◽  
pp. 771-778 ◽  
Author(s):  
Bernhard Piskernik ◽  
Barbara Supper ◽  
Lieselotte Ahnert

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.


2018 ◽  
Vol 34 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Brian Daniels ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
...  

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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