Research Article
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Year 2024, Volume: 15 Issue: 1, 18 - 34, 31.03.2024

Münevver Başman

https://doi.org/10.21031/epod.1302574

Abstract

References

  • Acuna, E., & Rodriguez, C. (2004). The treatment of missing values and its effect on classifier accuracy. In Classification, clustering, and data mining applications (pp. 639-647). Springer, Berlin, Heidelberg.
  • Adsul, R. K., Kamble, V., & Sangli, K. W. (2008). Achievement motivation as a function of gender, economic background and caste differences in college students. Journal of the Indian Academy of Applied Psychology, 34(2), 323-327.
  • Ardıç, E., & Gelbal, S. (2017). Cross-group equivalence of interest and motivation items in PISA 2012 Turkey sample. Eurasian Journal of Educational Research, 17(68), 221-238. http://dx.doi.org/10.14689/ejer.2017.68.12
  • Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6, Pt.1), 359–372. https://doi.org/10.1037/h0043445
  • Awan, R. U. N., Noureen, G., & Naz, A. (2011). A Study of Relationship between Achievement Motivation, Self Concept and Achievement in English and Mathematics at Secondary Level. International education studies, 4(3), 72-79. http://dx.doi.org/10.5539/ies.v4n3p72
  • Başusta, N. B & Gelbal, S. (2015). Gruplar arası karşılaştırmalarda ölçme değişmezliğinin test edilmesi: PISAöğrenci anketi örneği. Hacetepe Üniversitesi Eğitim Fakültesi Dergisi, 30(4), 80-90.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
  • Bentler, P. M. (1995). EQS structural equations program manual. Multivariate Software.
  • Berberoğlu, G., & Kalender, İ. (2005). Öğrenci başarısının yıllara, okul türlerine, bölgelere göre incelenmesi: ÖSS ve PISA analizi. Journal of Educational Sciences & Practices, 4(7).
  • Brannick, M. T. (1995). Critical comments on applying covariance structure modeling. Journal of organizational behavior, 16, 201–213.
  • Bryant, F. B., & Satorra, A. (2012). Principles and practice of scaled difference chi-square testing. Structural equation modeling: A multidisciplinary journal, 19(3), 372-398. http://dx.doi.org/10.1080/10705511.2012.687671
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural equation modeling: a multidisciplinary journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
  • Conroy, D. E. (2003). Representational models associated with fear of failure in adolescents and young adults. Journal of Personality, 71(5), 757-783. https://doi.org/10.1111/1467-6494.7105003
  • De Paola, M., Ponzo, M., & Scoppa, V. (2015). Gender differences in attitudes towards competition: Evidence from the Italian scientific qualification. IZA ddiscussion paper. No: 8859.
  • Demir, E. (2016). Testing measurement invariance of the students’ affective characteristics model across gender sub-groups. Kuram ve Uygulamada Eğitim Bilimleri, 17(1), 47-62. https://doi.org/10.12738/estp.2017.1.0223
  • Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121-149. https://doi.org/10.1177/0748175610373459
  • Ding, Y., Yang Hansen, K., & Klapp, A. (2023). Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method. European Journal of Psychology of Education, 38(2), 709-732.

Measurement Invariance of Achievement Motives Model: PISA 2018 Turkey Sample

Year 2024, Volume: 15 Issue: 1, 18 - 34, 31.03.2024

Münevver Başman

https://doi.org/10.21031/epod.1302574

Abstract

This study aims to find out whether the achievement motives model, constructed by attitudes towards competition, motivation to master tasks, and fear of failure scales, has measurement invariance in the PISA 2018 student questionnaire concerning gender and school type in Turkey sample, containing 6442 students. According to the results, the model's fit levels with the data were within acceptable levels across gender groups and school-type groups. Then, the measurement invariance across gender and school type was tested by multigroup confirmatory factor analysis including a sequence of tests of four nested hierarchical models which are configural, metric, scalar, and strict invariance. The fit indices of models and the differences of indice values between models were examined to decide whether measurement invariance is established. It is found that the full measurement invariance is met according to gender and school type since the values of the indices for each invariance step are acceptable values. It means that it will be appropriate and meaningful to compare the students based on the scores obtained from the measurement tool within the framework of the achievement motives model.

Keywords

achievement motives gender measurement invariance PISA school type

References

  • Acuna, E., & Rodriguez, C. (2004). The treatment of missing values and its effect on classifier accuracy. In Classification, clustering, and data mining applications (pp. 639-647). Springer, Berlin, Heidelberg.
  • Adsul, R. K., Kamble, V., & Sangli, K. W. (2008). Achievement motivation as a function of gender, economic background and caste differences in college students. Journal of the Indian Academy of Applied Psychology, 34(2), 323-327.
  • Ardıç, E., & Gelbal, S. (2017). Cross-group equivalence of interest and motivation items in PISA 2012 Turkey sample. Eurasian Journal of Educational Research, 17(68), 221-238. http://dx.doi.org/10.14689/ejer.2017.68.12
  • Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6, Pt.1), 359–372. https://doi.org/10.1037/h0043445
  • Awan, R. U. N., Noureen, G., & Naz, A. (2011). A Study of Relationship between Achievement Motivation, Self Concept and Achievement in English and Mathematics at Secondary Level. International education studies, 4(3), 72-79. http://dx.doi.org/10.5539/ies.v4n3p72
  • Başusta, N. B & Gelbal, S. (2015). Gruplar arası karşılaştırmalarda ölçme değişmezliğinin test edilmesi: PISAöğrenci anketi örneği. Hacetepe Üniversitesi Eğitim Fakültesi Dergisi, 30(4), 80-90.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
  • Bentler, P. M. (1995). EQS structural equations program manual. Multivariate Software.
  • Berberoğlu, G., & Kalender, İ. (2005). Öğrenci başarısının yıllara, okul türlerine, bölgelere göre incelenmesi: ÖSS ve PISA analizi. Journal of Educational Sciences & Practices, 4(7).
  • Brannick, M. T. (1995). Critical comments on applying covariance structure modeling. Journal of organizational behavior, 16, 201–213.
  • Bryant, F. B., & Satorra, A. (2012). Principles and practice of scaled difference chi-square testing. Structural equation modeling: A multidisciplinary journal, 19(3), 372-398. http://dx.doi.org/10.1080/10705511.2012.687671
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural equation modeling: a multidisciplinary journal, 14(3), 464-504. https://doi.org/10.1080/10705510701301834
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
  • Conroy, D. E. (2003). Representational models associated with fear of failure in adolescents and young adults. Journal of Personality, 71(5), 757-783. https://doi.org/10.1111/1467-6494.7105003
  • De Paola, M., Ponzo, M., & Scoppa, V. (2015). Gender differences in attitudes towards competition: Evidence from the Italian scientific qualification. IZA ddiscussion paper. No: 8859.
  • Demir, E. (2016). Testing measurement invariance of the students’ affective characteristics model across gender sub-groups. Kuram ve Uygulamada Eğitim Bilimleri, 17(1), 47-62. https://doi.org/10.12738/estp.2017.1.0223
  • Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121-149. https://doi.org/10.1177/0748175610373459
  • Ding, Y., Yang Hansen, K., & Klapp, A. (2023). Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method. European Journal of Psychology of Education, 38(2), 709-732.
There are 18 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Münevver Başman 0000-0003-3572-7982

Publication Date March 31, 2024
Acceptance Date January 13, 2024
Published in Issue Year 2024 Volume: 15 Issue: 1

Cite

APA Başman, M. (2024). Measurement Invariance of Achievement Motives Model: PISA 2018 Turkey Sample. Journal of Measurement and Evaluation in Education and Psychology, 15(1), 18-34. https://doi.org/10.21031/epod.1302574
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