scholarly journals Measurement Invariance Testing with Alignment Method: Many Groups Comparison

2020 ◽  
pp. 657-673
Author(s):  
Gözde SIRGANCI ◽  
Gizem UYUMAZ ◽  
Alperen YANDI
Keyword(s):  
Measurement Invariance ◽  
Alignment Method ◽  
Invariance Testing

The Factor Structure and Measurement Invariance of Positive and Negative Affect

2016 ◽  
Vol 32 (4) ◽  
pp. 265-272 ◽  
Author(s):  
Mohsen Joshanloo ◽  
Ali Bakhshi
Keyword(s):  
Negative Affect ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Factor Model ◽  
Positive And Negative Affect ◽  
Cultural Groups ◽  
Invariance Testing ◽  
The Usa ◽  
Scalar Invariance ◽  
Gender Groups

Abstract. This study investigated the factor structure and measurement invariance of the Mroczek and Kolarz’s scales of positive and negative affect in Iran (N = 2,391) and the USA (N = 2,154), and across gender groups. The two-factor model of affect was supported across the groups. The results of measurement invariance testing confirmed full metric and partial scalar invariance of the scales across cultural groups, and full metric and full scalar invariance across gender groups. The results of latent mean analysis revealed that Iranians scored lower on positive affect and higher on negative affect than Americans. The analyses also showed that American men scored significantly lower than American women on negative affect. The significance and implications of the results are discussed.

scholarly journals Analyzing Measurement Invariance of the Students’ Engagement Instrument Brief Version: The Cases of Denmark, Finland, and Portugal

2017 ◽  
Vol 33 (4) ◽  
pp. 297-313 ◽  
Author(s):  
T. E. Virtanen ◽  
P. Moreira ◽  
H. Ulvseth ◽  
H. Andersson ◽  
S. Tetler ◽  
...  
Keyword(s):  
Student Engagement ◽  
Measurement Invariance ◽  
Cross Cultural ◽  
School Contexts ◽  
Invariance Testing ◽  
National School ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Different Levels ◽  
Cross National

The promotion of students’ engagement with school is an internationally acknowledged challenge in education. There is a need to examine the structure of the concept of student engagement and to discover the best practices for fostering it across societies. That is why the cross-cultural invariance testing of students’ engagement measures is highly needed. This study aimed, first, to find the reduced set of theoretically valid items to represent students’ affective and cognitive engagement forming the Brief-SEI (brief version of the Student Engagement Instrument; SEI). The second aim was to test the measurement invariance of the Brief-SEI across three countries (Denmark, Finland, and Portugal). A total of 4,437 seventh-grade students completed the SEI questionnaires in the three countries. The analyses revealed that of the total 33 original instrument items, 15 items indicated acceptable psychometric properties of the Brief-SEI. With these 15 items, cross-national factorial validity and invariances across genders and students with different levels of academic performance (samples from Finland and Portugal) were demonstrated. This article discusses the utility of the Brief-SEI in cross-cultural research and its applicability in different national school contexts.

Scale Development and Factor Analysis

2018 ◽  
pp. 159-183
Author(s):  
Lihua Xu
Keyword(s):  
Scale Development ◽  
Stereotype Threat ◽  
Measurement Invariance ◽  
Leadership Style ◽  
Analytical Methods ◽  
The United States ◽  
Invariance Testing ◽  
Testing Procedures ◽  
Confirmatory Factor ◽  
The Common

Scale development is an important step in empirical research. This chapter describes the common procedures to follow in scale development with essential factor analytical methods. The concept of measurement invariance, the importance of its testing prior to group comparisons, and testing procedures are discussed. Single-group, multi-group, and hierarchical confirmatory factor analytical methods and associated decision making are described. Procedural steps in scale development and measurement invariance testing are illustrated at length using a real dataset in stereotype threat and principals' leadership style in the United States.

scholarly journals Cross-cultural examination of the Big Five Personality Trait Short Questionnaire: Measurement invariance testing and associations with mental health

PLoS ONE ◽  
2019 ◽  
Vol 14 (12) ◽  
pp. e0226223 ◽  
Author(s):  
Laura Mezquita ◽  
Adrian J. Bravo ◽  
Julien Morizot ◽  
Angelina Pilatti ◽  
Matthew R. Pearson ◽  
...  
Keyword(s):  
Mental Health ◽  
Measurement Invariance ◽  
Big Five ◽  
Personality Trait ◽  
Cross Cultural ◽  
Big Five Personality ◽  
Invariance Testing ◽  
Short Questionnaire

Response Shift After a Mindfulness-Based Intervention: Measurement Invariance Testing of the Comprehensive Inventory of Mindfulness Experiences

Mindfulness ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 212-220 ◽  
Author(s):  
Christian U. Krägeloh ◽  
Claudia Bergomi ◽  
Richard J. Siegert ◽  
Oleg N. Medvedev
Keyword(s):  
Measurement Invariance ◽  
Response Shift ◽  
Invariance Testing

scholarly journals Multigroup CFA and alignment approaches for testing measurement invariance and factor score estimation: Illustration with the schoolwork-related anxiety survey across countries and gender

Methodology ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 22-38
Author(s):  
Jason C. Immekus
Keyword(s):  
Measurement Invariance ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
International Studies ◽  
Invariance Testing ◽  
International Student Assessment ◽  
Item Parameters ◽  
And Gender ◽  
Gender Groups

Within large-scale international studies, the utility of survey scores to yield meaningful comparative data hinges on the degree to which their item parameters demonstrate measurement invariance (MI) across compared groups (e.g., culture). To-date, methodological challenges have restricted the ability to test the measurement invariance of item parameters of these instruments in the presence of many groups (e.g., countries). This study compares multigroup confirmatory factor analysis (MGCFA) and alignment method to investigate the MI of the schoolwork-related anxiety survey across gender groups within the 35 Organisation for Economic Co-operation and Development (OECD) countries (gender × country) of the Programme for International Student Assessment 2015 study. Subsequently, the predictive validity of MGCFA and alignment-based factor scores for subsequent mathematics achievement are examined. Considerations related to invariance testing of noncognitive instruments with many groups are discussed.

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