Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Abdelfattah, Faisal | 1 |
| Abduljabbar, Adel Salah | 1 |
| Abu-Hilal, Maher M. | 1 |
| Alatli, Betül | 1 |
| Marsh, Herbert W. | 1 |
| Morin, Alexandre J. S. | 1 |
| Nagengast, Benjamin | 1 |
| Parker, Philip | 1 |
| Soysal, Sümeyra | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Secondary Education | 3 |
| Elementary Education | 1 |
| Grade 4 | 1 |
| Grade 8 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 3 |
| Trends in International… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textSoysal, Sümeyra – Participatory Educational Research, 2023
Applying a measurement instrument developed in a specific country to other countries raise a critical and important question of interest in especially cross-cultural studies. Confirmatory factor analysis (CFA) is the most preferred and used method to examine the cross-cultural applicability of measurement tools. Although CFA is a sophisticated…
Descriptors: Generalization, Cross Cultural Studies, Measurement Techniques, Factor Analysis
Alatli, Betül – International Journal of Education and Literacy Studies, 2020
This study aimed to investigate cross-cultural measurement invariance of the PISA (Programme for International Student Assessment, 2015) science literacy test and items and to carry out a bias study on the items which violate measurement invariance. The study used a descriptive review model. The sample of the study consisted of 2224 students…
Descriptors: Secondary School Students, Foreign Countries, International Assessment, Achievement Tests
Direct linkMarsh, Herbert W.; Abduljabbar, Adel Salah; Morin, Alexandre J. S.; Parker, Philip; Abdelfattah, Faisal; Nagengast, Benjamin; Abu-Hilal, Maher M. – Journal of Educational Psychology, 2015
Extensive support for the seemingly paradoxical negative effects of school- and class-average achievement on academic self-concept (ASC)-the big-fish-little-pond effect (BFLPE)--is based largely on secondary students in Western countries or on cross-cultural Program for International Student Assessment studies. There is little research testing the…
Descriptors: Self Concept, Secondary School Students, Social Influences, Elementary School Students
