Factorial Invariance Testing and Latent Mean Differences for the Self-Description Questionnaire II (Short Version) with Indigenous and Non-Indigenous Australian Secondary School Students

Bodkin-Andrews, Gawaian; Ha, My Trinh; Craven, Rhonda; Yeung, Alexander Seeshing

doi:10.1080/15305050903352065

Cited by 30 publications

(27 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Table 3 presents the cross‐cultural invariance testing on the latent factors only (academic self‐concept, multiculturation, discrimination, disengagement, and self‐sabotage). From these results, it can be seen that the minimal requirements for invariance are met with regard to model 2 with the acceptable fit indices (Cheung & Rensvold, 2002); less than ±0.01 change in the CFI (Cheung & Rensvold, 2002); and overlap in the 90% confidence interval of the RMSEA (Bodkin‐Andrews, Ha, et al., 2010). Model 3, although failing to meet the change in the CFI criteria, did see acceptable fit indices and overlap in the confidence interval for the RMSEA.…”

Section: Resultsmentioning

confidence: 93%

“…Generally, TLI and CFI values close to 0.95, and RMSEA values close to 0.05, reflect relatively good fit to the data (Hu & Bentler, 1999). For the factorial invariance testing, we used a change of no more than 0.01 in the CFI and overlap in the 90% confidence interval of the RMSEA to test equivalence across groups (Bodkin‐Andrews, Ha, et al., 2010; Marsh, Tracey, & Craven, 2006).…”

Section: Methodsmentioning

confidence: 99%

“…There is also emerging literature that suggests that there are important psychosocial variables (e.g., self‐concept and motivation) that may protect Indigenous students from disengaging from the academic environment, especially self‐concepts directly related to academia (Craven & Marsh, 2004; Purdie, 2005), although the evidence may not be as consistent as previously assumed (Bodkin‐Andrews, Dillon, et al., 2010). It should also be noted that a number of authors have raised concern at the ignorance of more culturally relevant factors that may be uniquely important for Indigenous Australian students (Bodkin‐Andrews, Ha, Craven, & Yeung, 2010; Kickett‐Tucker, 2009). For example, issues of cultural identity (Ainsworth & McRae, 2009) and racism have long been reoccurring themes in Indigenous educational research (Brennan, 1998).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Teacher Racism, Academic Self‐Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self‐Sabotage for Indigenous and Non‐Indigenous Australian Students

Bodkin-Andrews

Denson

Bansel

2013

Australian Psychologist

View full text Add to dashboard Cite

The issue of patterns of educational disengagement for Indigenous Australian students has long been of considerable concern within Indigenous education research. Although there is an expanding research base identifying factors that may increase (or decrease) the risk of disengagement for Indigenous students, little acknowledgement has been given to international research highlighting how stigma and discrimination may be associated with student disengagement and the resiliency factors that may nullify these associations. Utilising a sample of 1,376 (305 Indigenous; 1,071 non-Indigenous) students from five New South Wales high schools in Australia, this study sought to examine the influence of academic self-concept and two culturally sensitive constructs-specifically, perceived multiculturation (perceived cultural respect) and racial discrimination-on two disengagement-orientated outcomes: affective disengagement and self-sabotaging behaviour (behavioural disengagement) for both Indigenous and non-Indigenous students. The findings showed relatively consistent direct and positive effects of academic self-concept and direct negative effect of teacher racism for both groups of students. An interaction effect (discrimination ¥ multiculturation) for the Indigenous students only was also identified, which suggested that the negative effects of racial discrimination on self-sabotaging behaviour are exacerbated when the Indigenous students perceived higher levels of cultural respect from others. Overall, while these findings suggest that promoting higher levels of inter-cultural respect may be beneficial for Indigenous and non-Indigenous alike (e.g., culturally inclusive programmes), such positive perceptions may put Indigenous students at greater risk if the impact of racism is not also addressed. The implications of these findings suggest that cultural safety must be framed both in promoting the positive (cultural respect) and in eliminating the negative (racism).

show abstract

Section: Resultsmentioning

confidence: 93%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Teacher Racism, Academic Self‐Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self‐Sabotage for Indigenous and Non‐Indigenous Australian Students

Bodkin-Andrews

Denson

Bansel

2013

Australian Psychologist

View full text Add to dashboard Cite

show abstract

“…Before discussing the results of the longitudinal and cross sectional data, it is important to point out that the 10 dimensions analyzed in this study obtained low correlations ( r = .19), which demonstrates an important degree of independence consistent with some previous research. However, in those studies the correlations found are a little higher: ranging from .08 to .44 (Bodkin‐Andrews, Ha, Craven, & Yeung, ) with Indigenous and non‐Indigenous Australian adolescents; from .34 and .31 in Australian and Chinese samples (Leung, Marsh, Craven, & Abduljabbar, ); or with a median value of .23 (Marsh et al., ) with high school students from Australia.…”

Section: Discussionmentioning

confidence: 95%

The Development of Multiple Self‐Concept Dimensions During Adolescence

Esnaola

Sesé

Antonio-Agirre

et al. 2018

J of Research on Adolesc

View full text Add to dashboard Cite

The purpose of this research was to analyze the development of self-concept during adolescence. Participants included 484 teenagers (226 boys and 258 girls) from middle-class families in the Basque Country region of Spain (M = 14.99, SD = 1.81 in Time 1 and M = 15.64, SD = 1.80 in Time 2). Longitudinal analysis found differences in the general school dimension. Six dimensions (math, verbal, general school, physical abilities, parent relationships and same-sex relationships) reported a linear trend with a decreasing monotonic pattern; self-esteem fit a cubic trend and physical appearance a quadratic trend line. Males showed higher means in self-esteem, math, physical abilities, physical appearance, emotional stability and parent relationships; and females had higher values in verbal and general school.

show abstract

“…Although strong CFA results allow a substantially increased level of confidence that the measurement instruments may be valid in their measurement properties, it does not answer whether the measurement instruments mean the same thing across different groups (Bodkin-Andrews, Ha, et al, 2010). As a result, factorial invariance testing was conducted, and the criteria of no more than a +/-.01 change in the CFI (when compared to the baseline model), and overlap in the 90% confidence interval of the RMSEA was utilized Cheung & Rensvold, 2002) across increasingly restrictive models (Model 1 = baseline model with no restrictions; Model 1 factor loadings invariant across groups; Model 3 factor loadings and intercepts invariant across groups).…”

Section: Aim 1: Creating the Foundation -Psychometric Validitymentioning

confidence: 99%

AIM(E) for completing school and university: analysing the strength of the australian indigenous mentoring experience

Bodkin-Andrews¹,

Harwood²,

McMahon³

et al. 2013

Diversity in Higher Education

View full text Add to dashboard Cite

Purpose: Generally, theory and research investigating the effectiveness of mentoring has offered little resounding evidence to attest to mentoring programmes being a strategic initiative that make a real difference in reducing the educational inequities many minority students endure. In contrast to this existing research base, the Australian Indigenous Mentoring Experience (AIME) has often been cited as one of the most successful mentoring initiatives within Australia. It is the purpose of this chapter to examine how AIME may impact on the educational aspirations and school self-concept of Aboriginal and Torres Strait Islander students. Methodology: A series of multi-group analyses were centred around Confirmatory Factor Analysis (CFA) and structural equation modelling techniques that sought not only to explore the psychometric validity of the measures utilized within this study, but also to identify how the measures may be related after accounting for background variables (e.g. gender, parental education). Findings: The results found that the measures utilized held strong psychometric properties allowing an increased level of confidence in the measures used and the conclusion that may be drawn from their use in analyses. Overall, the results suggested that AIME is an effective tool for increasing not only the educational aspirations of Aboriginal and Torres Strait Islander students but also their levels (and utility) of School Self-concept and School Enjoyment. Implications: The implications suggest that not only is AIME an essential tool for closing the educational gap between Aboriginal and Torres Strait Islander and non-Aboriginal students, but also our understanding of mentoring must be extended well beyond simplistic notions of role-modelling.

show abstract

Factorial Invariance Testing and Latent Mean Differences for the Self-Description Questionnaire II (Short Version) with Indigenous and Non-Indigenous Australian Secondary School Students

Cited by 30 publications

References 41 publications

Teacher Racism, Academic Self‐Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self‐Sabotage for Indigenous and Non‐Indigenous Australian Students

Teacher Racism, Academic Self‐Concept, and Multiculturation: Investigating Adaptive and Maladaptive Relations With Academic Disengagement and Self‐Sabotage for Indigenous and Non‐Indigenous Australian Students

The Development of Multiple Self‐Concept Dimensions During Adolescence

AIM(E) for completing school and university: analysing the strength of the australian indigenous mentoring experience

Contact Info

Product

Resources

About