This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items, (b) latent factor scores with continuous indicators, (c) latent factor scores with ordered categorical indicators using the mean-and variance-adjusted weighted least squares estimation method, (d) latent factor scores with ordered categorical indicators using the full information maximum likelihood estimation method, and (e) multidimensional graded response model using the BockAitkin expectation-maximization estimation procedure. Measurement invariance between gender groups and between free/reduced-price lunch status groups was evaluated with the second, third, fourth, and fifth methods. Group mean differences based on the 5 methods were calculated and compared.

Perfectionism is a multidimensional personality construct salient for international students; they are known to be likely high achievers in their home country and face several acculturative challenges after crossing national borders. This study examined whether perfectionist types changed during cross-national transitions in a sample of 227 Chinese international students studying in the U.S. Individuals were classified into different types of perfectionists—adaptive, maladaptive, and non- perfectionists. Results indicated that 40% of the participants’ perfectionist types changed during their cross-national transition. After studying in the United States, more non-perfectionists became perfectionists than perfectionists that turned into non-perfectionist. Acculturative stress predicted the direction of shift; nonperfectionists who perceived higher levels of acculturative stress were more likely to change into maladaptive perfectionists than adaptive perfectionists.