Measurement Invariance in Comparing Mathematics Self-Efficacy and Self-Concept across 40 Countries and Economies in PISA 2003 and 2012

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Fältnamn	Indikatorer	Metadata
000		03067naa a2200325 4500
001		oai:gup.ub.gu.se/305661
003		SwePub
008		240528s2021 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://gup.ub.gu.se/publication/3056612 URI
040		a (SwePub)gu
041		a eng
042		9 SwePub
072	7	a vet2 swepub-contenttype
072	7	a kon2 swepub-publicationtype
100	1	a Ding, Yi,d 1992u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education4 aut0 (Swepub:gu)xdinyi
245	1 0	a Measurement Invariance in Comparing Mathematics Self-Efficacy and Self-Concept across 40 Countries and Economies in PISA 2003 and 2012
264	1	c 2021
520		a 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.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng
653		a Measurement invariance
653		a cross-country
653		a alignment method
653		a self-efficacy
653		a self-concept
700	1	a Klapp, Alli,d 1968u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education4 aut0 (Swepub:gu)xklaal
700	1	a Yang Hansen, Kajsa,d 1969u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education4 aut0 (Swepub:gu)xhakaj
710	2	a Göteborgs universitetb Institutionen för pedagogik och specialpedagogik4 org
773	0	t The European Conference on Educational Research (ECER), Geneva (online)
856	4 8	u https://gup.ub.gu.se/publication/305661

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Av författaren/redakt...: Ding, Yi, 1992; Klapp, Alli, 196 ...; Yang Hansen, Kaj ...

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Av lärosätet: Göteborgs universitet

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