scholarly journals Are growth mindset, mastery orientation, and grit promising for promoting achievement in the Global South? Psychometric evaluations among Indonesian adolescents

2021 ◽  
Author(s):  
Christopher Napolitano ◽  
Diego Catalán Molina ◽  
Hillary C. Johnson ◽  
Frederick Louis Oswald ◽  
Daniel Alejandro Pinzon Hernandez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Measurement Invariance ◽  
Global South ◽  
Growth Mindset ◽  
Cross Cultural ◽  
Mastery Orientation ◽  
Measurement Issues ◽  
Weak Invariance ◽  
The Us ◽  
Males And Females

We examined the measurement characteristics and cross-cultural measurement invariance of growth mindset, mastery orientation, and grit among Indonesian (N=55,964) and US (N =440) adolescents. We found support for strong invariance across males and females for all factors in both contexts. Indonesian females reported higher growth mindset and mastery orientation latent means than Indonesian males. We found mixed evidence for cross-cultural measurement invariance using two approaches. A Bayesian approach supported measurement invariance for mastery orientation and grit, whereas each factor achieved only configural or weak invariance using subsampling approach based in frequentist estimation. Notably, higher levels of each construct were associated with higher grades in Indonesia and in the US. We conclude that while some measurement issues warrant future investigation, growth mindset, mastery orientation, and grit conceptually translate to the Indonesian context and are promising targets for academic achievement interventions for Indonesian youth and perhaps youth in the broader Global South.

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.

scholarly journals Growth mindset and academic outcomes: a comparison of US and Chinese students

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Xin Sun ◽  
Shaylene Nancekivell ◽  
Susan A. Gelman ◽  
Priti Shah
Keyword(s):  
Academic Achievement ◽  
Cultural Differences ◽  
Academic Outcomes ◽  
Academic Motivation ◽  
Chinese Students ◽  
Growth Mindset ◽  
Cross Cultural ◽  
Cross Cultural Differences ◽  
Negative Study ◽  
Multiple Samples

AbstractChinese students are more likely than US students to hold a malleable view of success in school, yet are more likely to hold fixed mindsets about intelligence. We demonstrate that this apparently contradictory pattern of cross-cultural differences holds true across multiple samples and is related to how students conceptualize intelligence and its relationship with academic achievement. Study 1 (N > 15,000) confirmed that US students endorsed more growth mindsets than Chinese students. Importantly, US students’ mathematics grades were positively related to growth mindsets with a medium-to-large effect, but for Chinese students, this association was slightly negative. Study 2 conceptually replicated Study 1 findings with US and Chinese college samples, and further discovered that cross-cultural differences in intelligence mindset beliefs corresponded to how students defined intelligence. Together, these studies demonstrated systematic cross-cultural differences in intelligence mindset and suggest that intelligence mindsets are not necessarily associated with academic motivation or success in the same way across cultures.

scholarly journals Measurement invariance of three narcissism questionnaires across the US, the UK, and Germany

2020 ◽  
Author(s):  
Eunike Wetzel ◽  
Felix J. Lang ◽  
Mitja Back ◽  
Michele Vecchione ◽  
Radosław Rogoza ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
The United States ◽  
Self Esteem ◽  
Cross Cultural ◽  
Pathological Narcissism ◽  
The United Kingdom ◽  
The Us ◽  
Narcissistic Personality Inventory ◽  
The Uk ◽  
Pathological Narcissism Inventory

With a recent surge of research on narcissism, narcissism questionnaires are increasingly beingtranslated and applied in various countries. The measurement invariance of an instrument across countries is a precondition for being able to compare scores across countries. We investigated the cross-cultural measurement invariance of three narcissism questionnaires (Brief Pathological Narcissism Inventory, B-PNI; Narcissistic Personality Inventory, NPI; and Narcissistic Admiration and Rivalry Questionnaire, NARQ) and mean-level differences across samples from the United States (N = 2,464), the United Kingdom (N = 307), and Germany (N = 925). Overall, the B-PNI and NARQ functioned equivalently for US and UK participants. More violations of measurement invariance were found between Germany and the combined US and UK samples, and for the NPI. In the B-PNI and NARQ, Americans scored higher than individuals from the UK regarding agentic aspects (self-sacrificing self-enhancement, admiration), while Germans scored lower than both Americans and UK individuals regarding antagonistic (entitlement rage, rivalry) and neurotic (hiding the self, contingent self-esteem) aspects. More inconsistent results were found for NPI facets. When noninvariance was present, observed means yielded biased results. Thus, the degree of measurement invariance across translated instrument versions should be considered in cross-cultural comparisons, even with culturally similar countries.

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
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.

Identifying Measurement Invariant Item Sets in Cross-Cultural Settings Using an Automated Item Selection Procedure

Methodology ◽  
2018 ◽  
Vol 14 (4) ◽  
pp. 177-188 ◽  
Author(s):  
Martin Schultze ◽  
Michael Eid
Keyword(s):  
Measurement Invariance ◽  
Optimal Solution ◽  
Selection Procedure ◽  
Cross Cultural ◽  
Item Selection ◽  
Ant System ◽  
Item Quality ◽  
Ant System Algorithm ◽  
Selection For ◽  
Selection Of

Abstract. In the construction of scales intended for the use in cross-cultural studies, the selection of items needs to be guided not only by traditional criteria of item quality, but has to take information about the measurement invariance of the scale into account. We present an approach to automated item selection which depicts the process as a combinatorial optimization problem and aims at finding a scale which fulfils predefined target criteria – such as measurement invariance across cultures. The search for an optimal solution is performed using an adaptation of the [Formula: see text] Ant System algorithm. The approach is illustrated using an application to item selection for a personality scale assuming measurement invariance across multiple countries.

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