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- Ding, Yi, 1992, et al.
(författare)
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Construct Validity and Measurement Invariance of Mathematics Self-Efficacy and Self-Concept in Swedish PISA 2003 and 2012
- 2021
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Ingår i: World Education Research Association (WERA) Virtual Focal Meeting. - Santiago de Compostela, Spain.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A large amount of research has shown that individuals’ beliefs in their ability have a major impact on their actions in different situations (Bandura, 1986; Marsh et al., 2018; Usher & Pajares, 2006). According to Bandura (1986), students’ self-related beliefs plays a vital role in their academic achievements. Self-belief of competence is a broad conception which involves several facets and constructs, among which, self-efficacy and self-concept have been given considerable attention (Bong & Skaalvik, 2003; Lee, 2009; Marsh, 1987; Shavelson et al., 1976). According to Bong and Skaalvik (2003), both self-efficacy and self-concept can contribute to the prediction of academic performance. Students with different self-beliefs demonstrate different level of cognitive engagement as well as well-being in school (Bong & Skaalvik, 2003). Self-efficacy refers to one’s thoughts and belief in the self’s capability, which is built through previous experiences. According to Bandura’s (1986) social cognitive theory, self-efficacy captures the one’s belief in his or her competence on a specific task or process. Mathematics self-efficacy (MSE) in Programme for International Student Assessment (PISA) is a measure of student’s expectation and conviction of what can be accomplished when they need to solve pure and applied mathematics tasks. The students are asked to report on their perceived ability by responses whether they feel confident, confident, not very confident or not at all confident towards "using a train timetable", "calculating TV discount", "calculating square metres of tiles" etc (OECD, 2012). Self-concept is generally defined as one’s perception of his- or herself, which is established through experiences as well as interpretations of social atmosphere and with reference with their peers (Rosenberg, 1979; Marsh, 1987; Parker et al., 2014). It refers to general perception of the competence to a subject matter but not linked to specific tasks in that subject. Mathematics self-concept (MSC) in PISA is constructed index based on students’ responses about their perceived competence in mathematics, whether they strongly agree, agree, disagree or strongly disagree with the statements towards "get good grades", "learn quickly", "not good at math", etc (OECD, 2012). The aim of the study is two-fold. First, to evaluate construct validity of mathematics self-efficacy and self-concept as measured in PISA through exploring the measurement property of these constructs. Second, to examine measurement invariance of mathematics self-efficacy and self-concept scales over time. Data on Swedish students participating in PISA 2003 and PISA 2012 was used, which consists of 4624 and 4736 students respectively.
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| 2. |
- Ding, Yi, 1992, et al.
(författare)
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Measurement Invariance in Comparing Mathematics Self-Efficacy and Self-Concept across 40 Countries and Economies in PISA 2003 and 2012
- 2021
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Ingår i: The European Conference on Educational Research (ECER), Geneva (online).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In PISA studies, self-reported questionnaire data is used to assess student mathematics self-efficacy and self-concept across different education systems and measurement cycles. The comparability of these constructs is thus essential for the validity of the inferences drawn from any cross-nation and cross-cycle analyses involving these constructs. Invariance is a statistical property of measurement, indicating the measured construct being equivalence across groups and/or over time (Vandenberg and Lance, 2000). Therefore, studies aiming to make cross-national/cultural comparisons or comparisons over time, measurement invariance has to be reached to make such comparisons appropriate and proper. The aim of the present study was to assess the measurement invariance of mathematics self-efficacy and self-concept employed in the PISA 2003 and 2012 cycles, and across 40 countries and economies (by cohort by country). The study was intended to identify patterns of non-invariance in the measurement of student mathematics self-efficacy and self-concept related to participant’s country and cohort, and assess whether these two constructs can be comparably measured across groups. The study considered 40 countries and economies participated in both the PISA 2003 and 2012 cycles, giving a total sample size 605,564 respondents. The alignment method was used.
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