Browsing by Subject "Measurement invariance"

Now showing 1 - 3 of 3

Open Access
Contextualism as an important facet of individualism-collectivism: personhood beliefs across 37 national groups
(Sage Publications, Inc., 2013) Owe, E.; Vignoles, V. L.; Becker, M.; Brown, R.; Smith, P .B.; Lee, S. W. S.; Easterbrook, M.; Gadre, T.; Zhang X.; Gheorghiu, M.; Baguma, P.; Tatarko, A.; Aldhafri, S.; Zinkeng, M.; Schwartz, S. J.; Des Rosiers, S. E.; Villamar, J. A.; Mekonnen, K. H.; Regalia, C.; Manzi, C.; Brambilla, M.; Kusdil, E.; Çağlar, S.; Gavreliuc, A.; Martin, M.; Jianxin, Z.; Lv, S.; Fischer, R.; Milfont, T. L.; Torres, A.; Camino, L.; Kreuzbauer, R.; Gausel, N.; Buitendach, J. H.; Lemos, F. C. S.; Fritsche, I.; Möller, B.; Harb, C.; Valk, A.; Espinosa, A.; Jaafar, J. L.; Yuki, M.; Ferreira, M. C.; Chobthamkit, P.; Fülöp, M.; Chybicka, A.; Wang, Q.; Bond, M. H.; González, R.; Didier, N.; Carrasco, D.; Cadena, M. P.; Lay, S.; Gardarsdóttir, R. B.; Nizharadze, G.; Pyszczynski, T.; Kesebir, P.; Herman, G.; Sauvage, Isabelle de; Courtois, M.; Bourguignon, D.; Özgen, E.; Güner Ü. E.; Yamakoğlu, N.; Abuhamdeh, S.; Mogaji, A.; Macapagal, M. E. J.; Koller, S. H.; Amponsah, B.; Misra, G.; Kapur, P.; Trujillo, E. V.; Balanta, P.; Ayala, B. C.; Gallo, I. S.; Gil, P. P.; Clemares, R. L.; Campara, G.; Jalal, B.
Beliefs about personhood are understood to be a defining feature of individualism-collectivism (I-C), but they have been insufficiently explored, given the emphasis of research on values and self-construals. We propose the construct of contextualism, referring to beliefs about the importance of context in understanding people, as a facet of cultural collectivism. A brief measure was developed and refined across 19 nations (Study 1: N = 5,241), showing good psychometric properties for cross-cultural use and correlating well at the nation level with other supposed facets and indicators of I-C. In Study 2 (N = 8,652), nation-level contextualism predicted ingroup favoritism, corruption, and differential trust of ingroup and outgroup members, while controlling for other facets of I-C, across 35 nations. We conclude that contextualism is an important part of cultural collectivism. This highlights the importance of beliefs alongside values and self-representations and contributes to a wider understanding of cultural processes. © The Author(s) 2013.
Open Access
Exploring impact of absent students on scale properties of student ratings of instruction in Turkey
(Sciedu Press, 2019) Kalender, Ilker
In the present study comparability or ranking of instructors based on student ratings were investigated under the effect of absenteeism. To this end, invariance of scale properties of student ratings was examined via multigroup confirmatory analysis. Using randomly selected 2098 classes, equality of factorial structure, factor loadings, intercepts and residuals were tested. Results indicated that absent and regularly attending groups have developed the same conceptual meaning for the term instructional effectiveness. Also, ratings in the both groups of classes had a common unit, which makes within-class comparisons of instructors separately for attending and absent groups possible. However instructors who teach classes with absent students systematically receive lower ratings, indicating a bias between the two groups. Student ratings were adjusted against absenteeism to lessen the effect of bias. Results showed significant differences in the rankings of top-rated instructors both before and after the adjustment. Biased ratings pose a serious threat in comparability between instructors who teach absent and attending classes. Thus decisions involving instructors should be supported by other assessment mechanisms.
Open Access
Measurement invariance of student evaluation of teaching across groups defined by course-related variables
(International Online Journal of Educational Sciences, 2015) Kalender, İ.
In the present study, comparability of scores from student evaluation of teaching forms was investigated. This is an important issue because scores given by students are used in decision making in higher education institutions. Three course-related variables (grade level, course type, and course credit) were used to define student subgroups. Then, multi-group confirmatory factor analysis was used to assess invariance of factorial structure, factor loadings and factor means across groups. It was found that although a common factorial structure held across groups, fully invariant factor loadings were observed only across instructors who teach different course types. For other groups, only partial invariance of factor loadings was obtained. Analyses also revealed that none of the subgroups had invariant factor means, indicating a possible bias. Results indicate that comparison of instructors based on student ratings may not be valid as it is mostly assumed.