Evaluating Model Fit With Ordered Categorical Data Within a Measurement Invariance Framework: A Comparison of Estimators

Sass, Daniel A.; Schmitt, Thomas A.; Marsh, Herbert W.

doi:10.1080/10705511.2014.882658

Cited by 355 publications

(377 citation statements)

References 31 publications

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“…Differences of |DCFI| 6 .010, |DTLI| 6 .010, and |DRMSEA| 6 .015 for nested models indicate no substantial change in model fit (Chen, 2007;Cheung & Rensvold, 2002). These guidelines are particularly applied in the context of invariance testing, although it is currently unclear how robust they are in using ordered-categorical responses (Sass, Schmitt, & Marsh, 2014). We notice that, given the sample size, the v 2 difference test may not have sufficient power to detect changes in overall model fit, resulting in significant test statistics.…”

Section: Model Fitmentioning

confidence: 93%

Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences

Scherer

Siddiq

2015

Computers in Human Behavior

125

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Section: Model Fitmentioning

confidence: 93%

Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences

Scherer

Siddiq

2015

Computers in Human Behavior

125

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“…These models distinguished between the three TEDDICS factors (Accessing, evaluating, sharing & communicating digital information) and the three CSE factors (CSE in basic operational ICT tasks, CSE in advanced operational ICT and collaboration tasks, and CSE in using ICT for instructional purposes), and resulted in nine correlations. In these analyses, we treated teachers' responses categorically and applied weighted least squares means and variance adjusted (WLSMV) estimation (Rhemtulla et al 2012;Sass et al 2014).…”

Section: Research Questionmentioning

confidence: 99%

The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

Siddiq

Scherer

2016

Large-scale Assess Educ

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The role and use of information and communication technology (ICT) in education has changed profoundly over the last decade. This change is evident at many levels in Abstract Teachers' integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education. In this context, research highlighted teachers' computer self-efficacy (CSE) as one of the most important determinants of their ICT integration into teaching practices. Whereas previous research mainly focused on the relation between CSE and ICT integration from a frequency-based point of view, recent research suggests to investigate this relation using more qualitative measures of ICT integration such as the degree to which teachers emphasize developing students' digital information and communication skills (TEDDICS). Consequently, the present study investigates the relations between these two constructs: teachers' emphasis on developing students' digital skills and their computer self-efficacy, taking into account the moderating roles of age and gender. We used a representative sample of 1071 Norwegian secondary school teachers who participated in the international computer and information literacy study (ICILS) in 2013. Our results provide evidence on the positive relation between CSE and TEDDICS. Furthermore, age positively moderated this relation between some factors of the two constructs, indicating that computer self-efficacy plays an even more important role for teachers of higher age in the context of emphasizing ICT skills in classrooms. The unique effect of gender was present for one correlation between CSE and TEDDICS, indicating that moderation by gender was apparent to a limited extent, and related to use of computers for instructional purposes. The interaction between age and gender did not reveal significant moderation effects. We discuss these results in light of the potential consequences for teacher training. Siddiq and Scherer Large-scale Assess Educ (2016) -scale Assess Educ (2016) 4:17 education, for instance, with respect to the availability of ICT resources at schools, the access to internet, and the transition from paper-and-pencil to computer-based exams (Scherer and Siddiq 2015a; Scheuermann and Pedró 2009). Furthermore, students' digital competence has gained substantial attention and is considered to be an important twenty first century skill (Griffin et al. 2012). As a consequence, a first line of research studied the determinants of teachers' integration of ICT into classroom activities (Tondeur et al. 2008), given that the teachers play a key role in developing students' digital skills (Schibeci et al. 2008). Specifically, teachers' computer self-efficacy (CSE) has been identified as one of the most important determinants for teachers' integration of ICT in teaching and learning practices (Kreijns et al. 2013;Mumtaz 2000). Existing research identified positive relations between teachers' CSE and their use ...

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“…Next, MI was evaluated by determining whether the value of the chi-square measure of fit changed significantly in nested model tests. 1 Based on current recommendations of Sass, Schmitt and Marsh (2014), additional evaluation of change in alternative fit indices (AFIs) were not used as a primary threshold of measurement non-invariance. 2 However, change in AFIs (CFI and RMSEA) in nested model testing were calculated and presented to supplement evaluation of nested model comparisons.…”

Section: Methodsmentioning

confidence: 99%

Assessment of Anxiety Symptoms in School Children: A Cross-Sex and Ethnic Examination

Holly

Little

Piña

et al. 2014

J Abnorm Child Psychol

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We evaluated the cross-sex and -ethnic (Hispanic/ Latino, non-Hispanic White) measurement invariance of anxiety symptoms based on the Spence Children’s Anxiety Scale (SCAS) as well as SCAS anxiety symptoms’ correspondence with scores on the 5-item Screen for Child Anxiety Related Emotional Disorders (SCARED) and teacher ratings of child anxiety. Based on data corresponding to 702 children (M age= 9.65, SD=0.70; 51.9 % girls; 55 % Hispanic/Latino), findings showed some sex and ethnic variations in SCAS measured anxiety at the item and scale levels. Moreover, SCAS correspondence to the 5-item SCARED was found across ethnicity and sex. SCAS correspondence to teacher ratings was found for non-Hispanic White boys and non-Hispanic White girls, marginally in Hispanic/Latino boys, and poorly in Hispanic/ Latino girls.

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Evaluating Model Fit With Ordered Categorical Data Within a Measurement Invariance Framework: A Comparison of Estimators

Cited by 355 publications

References 31 publications

Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences

Revisiting teachers’ computer self-efficacy: A differentiated view on gender differences

The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

Assessment of Anxiety Symptoms in School Children: A Cross-Sex and Ethnic Examination

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