Cross-cultural comparability of noncognitive constructs in TIMSS and PISA

Abstract

Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation, Enjoyment of Science and Sense of Belonging to School targeted in both surveys in 29 overlapping countries to (1) demonstrate levels of measurement comparability, (2) check convergence of different scaling methods within survey and (3) check convergence of these constructs with student achievement across surveys. We found that the three scales in either survey (except Sense of Belonging to School in PISA) reached at least metric invariance. The scale scores from the multigroup confirmatory factor analysis and the item response theory analysis were highly correlated, pointing to robustness of scaling methods. The correlations between each construct and achievement was generally positive within each culture in each survey, and the correlational pattern was similar across surveys (except for Sense of Belonging), indicating certain convergence in the cross-survey validation. We stress the importance of checking measurement invariance before making comparative inferences, and we discuss implications on the quality and relevance of these constructs in understating learning.     

An evaluation of the Social Emotional Health Survey—Secondary for use with students with learning disabilities

Students with learning disabilities (LD) represent a vulnerable population and are at higher risk for social and emotional challenges compared to their peers without LD. A strengths‐based orientation is recommended to encourage building resilience factors to counteract the negative effects of LD over the lifespan. To identify areas of strength and areas for growth, measurement tools that are appropriate for the population of students with LD are needed. This study examined the psychometric properties of the Social Emotional Health Survey—Secondary for use with students with LD. Data from students in three secondary schools (n = 2,847) were used to confirm the factor structure, establish measurement invariance, and compare the social–emotional profiles of students with and without LD. The LD group was found to report lower overall social–emotional strengths than those of their non‐LD peers. Implications for practitioners and researchers are discussed.     

平移不变小波在图像融合中的应用

二元树复数小波变换（DTCWT）分析图像纹理特征,它具有：近似的移动不变性;在二维变换中具有良好的方向选择性、完备重构性、有限冗余性和计算高效性等优点.DTCWT能得到较好的图像纹理特征和具有更好的鲁棒性.在图像有较小位移情况下,基于DTCWT算法的融合结果要比DWT好得多,融合效果较好.     

Random Permutation Testing Applied to Measurement Invariance Testing with Ordered-Categorical Indicators

We describe and evaluate a random permutation test of measurement invariance with ordered-categorical data. To calculate a p-value for the observed (?)χ², an empirical reference distribution is built by repeatedly shuffling the grouping variable, then saving the χ² from a configural model, or the ?χ² between configural and scalar-invariance models, fitted to each permuted dataset. The current gold standard in this context is a robust mean- and variance-adjusted ?χ² test proposed by Satorra (2000), which yields inflated Type I errors, particularly when thresholds are asymmetric, unless samples sizes are quite large (Bandalos, 2014; Sass et al., 2014). In a Monte Carlo simulation, we compare permutation to three implementations of Satorra’s robust χ² across a variety of conditions evaluating configural and scalar invariance. Results suggest permutation can better control Type I error rates while providing comparable power under conditions that the standard robust test yields inflated errors.     

Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education

This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university.     

Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students

In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ‐E). The sample comprised 1497 elementary students in Grades 1–3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three‐factor structure of the RMQ‐E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed.     

一种局部频域分析的多尺度纹理特征提取方法

在局部二进制模型和多分辨率分析的基础上,提出一种基于局部频域分析的多尺度纹理特征提取方法。对纹理图像采用局部圆形邻域作为局部模板进行局部频率变换,对各频段图像实现多分辨率分析,提取多尺度下的特征向量,结合SVM算法进行分类实验。结果证明,该方法在继承了LBP对光照因素具有的稳定性的同时,具有旋转不变性特征;利用NSCT在多尺度下进行的纹理特征提取也满足尺度不变性的需要,与其他方法相比提高了分类准确率。     

Measurement Bias Detection Through Factor Analysis

Assessing the correctness of a structural equation model is essential to avoid drawing incorrect conclusions from empirical research. In the past, the chi-square test was recommended for assessing the correctness of the model but this test has been criticized because of its sensitivity to sample size. As a reaction, an abundance of fit indexes have been developed. The result of these developments is that structural equation modeling packages are now producing a large list of fit measures. One would think that this progression has led to a clear understanding of evaluating models with respect to model misspecifications. In this article we question the validity of approaches for model evaluation based on overall goodness-of-fit indexes. The argument against such usage is that they do not provide an adequate indication of the “size” of the model's misspecification. That is, they vary dramatically with the values of incidental parameters that are unrelated with the misspecification in the model. This is illustrated using simple but fundamental models. As an alternative method of model evaluation, we suggest using the expected parameter change in combination with the modification index (MI) and the power of the MI test.     

Factorial and convergent validity of the Exercise Identity Scale in a German adult sample

The purpose of the present study was to examine the factorial and convergent validity of the German translation of the Exercise Identity Scale (EIS; Anderson & Cychosz, 1994). We introduce a bifactor model as a possible alternative to the previously discussed one- and two-factor models. Using an online study with 530 participants, our results suggest that the EIS should be considered a unidimensional measure. For this one-factor model, temporal invariance (time interval: 2 weeks) and invariance between men and women could be established. Relations to similar constructs were in the expected directions. We provide a psychometrically sound German version of the EIS, which demonstrated factorial and convergent validity in this study. The use of the scale in German samples is likely to advance research on exercise adoption and maintenance by integrating the exercise identity construct.     

Validating a shortened form of the ARC for special populations

Autonomy describes cognition or behavior that is self-directed, according to personal interests, and free from external influence. This construct is of importance to students who are deaf because it has been shown to be positively related to their post-school transition outcomes, and this population faces unique challenges in this area. To conduct research with this construct, it is necessary to use measures that are valid and reliable for the population of interest. Therefore, a set of exploratory and confirmatory factor analyses validated the unidimensionality of a shortened form of the ARC Self-Determination Scale’s autonomy dimension. A three-factor solution, including a social skills dimension, was measurement-invariant across many groups of students, including those with learning disabilities, emotional disturbances, speech and language impairments, and other health impairments. Although the shortened form of this scale was not unidimensional, as hypothesized, the generalizability of its measurement properties may prove useful. Discussion highlights the differences between these three dimensions and Wehmeyer's theory of self-determination.