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Journals / International Journal of Assessment Tools in Education / 2021 / Cilt: 8 - Sayı: 3

Investigation of Measurement Invariance According to Home Resources: TIMSS 2015 Mathematical Affective Characteristics Questionnaire

Derya ÇAKICI ESER
Pages
633–648
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed that the strict measurement invariance of the mathematical affective characteristics model was achieved among the subgroups of each of the internet connection, heating system, cooling system, and dishwasher variables.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to examine the measurement invariance of the mathematical affective characteristics model obtained from TIMSS 2015 4th grade Turkey administration according to home resources.
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Key Findings & Data:For this purpose, firstly, the factor structure of the mathematical affective characteristics questionnaire was examined by explanatory factor analysis and Velicer’s maximum average partial (MAP) test.
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Conclusion & Impact:The results showed that the strict measurement invariance of the mathematical affective characteristics model was achieved among the subgroups of each of the internet connection, heating system, cooling system, and dishwasher variables.
🔬Design:Survey & Empirical Study
📍Scope:2015 Verileri
⚙️Variables:Measurement invariance · Socio-economic status · Home resources

Abstract

This study aimed to examine the measurement invariance of the mathematical affective characteristics model obtained from TIMSS 2015 4th grade Turkey administration according to home resources. For this purpose, firstly, the factor structure of the mathematical affective characteristics questionnaire was examined by explanatory factor analysis and Velicer’s maximum average partial (MAP) test. It was revealed that the questionnaire had three factors. Then the structure was validated by confirmatory factor analysis. In the next stage, multi-group confirmatory factor analysis was employed with a purpose to examine whether the model displayed measurement invariance across the variables of home resources such as internet connection, heating system, cooling system, and dishwasher. The results showed that the strict measurement invariance of the mathematical affective characteristics model was achieved among the subgroups of each of the internet connection, heating system, cooling system, and dishwasher variables. Accordingly, means, variance, covariances, and item residual variances in the subgroups were found to be similar. According to the results of the study, the comparison of the mathematical affective characteristics model based on the home resources is found to be significant and comparisons made show that possible differences arise from the relevant home resource.

Özet

This study aimed to examine the measurement invariance of the mathematical affective characteristics model obtained from TIMSS 2015 4th grade Turkey administration according to home resources. For this purpose, firstly, the factor structure of the mathematical affective characteristics questionnaire was examined by explanatory factor analysis and Velicer’s maximum average partial (MAP) test. It was revealed that the questionnaire had three factors. Then the structure was validated by confirmatory factor analysis. In the next stage, multi-group confirmatory factor analysis was employed with a purpose to examine whether the model displayed measurement invariance across the variables of home resources such as internet connection, heating system, cooling system, and dishwasher. The results showed that the strict measurement invariance of the mathematical affective characteristics model was achieved among the subgroups of each of the internet connection, heating system, cooling system, and dishwasher variables. Accordingly, means, variance, covariances, and item residual variances in the subgroups were found to be similar. According to the results of the study, the comparison of the mathematical affective characteristics model based on the home resources is found to be significant and comparisons made show that possible differences arise from the relevant home resource.

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Cite This Article

ESER, D. Ç. (2022). Investigation of Measurement Invariance According to Home Resources: TIMSS 2015 Mathematical Affective Characteristics Questionnaire. International Journal of Assessment Tools in Education, Cilt: 8 - Sayı: 3, 633–648. https://ajindex.com/articles/540072

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