Measurement invariance (MI) is required for validly comparing latent constructs measured by multiple ordinal self-report items. Non-invariances may occur when disregarding (group differences in) an acquiescence response style (ARS; an agreeing tendency regardless of item content). If non-invariance results solely from neglecting ARS, one should…

An empirical evidence for independent samples of a population regarding measurement invariance implies that factor structure of a measurement tool is equal across these samples; in other words, it measures the intended psychological trait within the same structure. In this case, the evidence of construct validity would be strengthened within the…

School climate has been linked with myriad positive student outcomes and the measurement of school climate is widely advocated at the national and state level. However, districts have little guidance about how to define and measure school climate. This study examines the psychometric properties of a district-developed school climate measure that…

The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

The present study reports on the construction of a research instrument developed to examine preschool teachers' beliefs and practices in relation to emergent literacy. A 130-item survey (Preschool Literacy Survey, PLS) was completed by a total of 90 preschool teachers in Norway. Items were grouped into homogenous scales, and the relationship…

The purpose of this study was twofold, i.e. to examine the extent to which students' self-reported use of digital technology constituted meaningful and interpretable dimensions of the digital citizenship construct, and to test the adequacy of the construct in terms of its reliability, convergent validity, discriminant validity, and measurement…

This study describes the development and validation of the Evaluation Capacity Assessment Instrument (ECAI), a measure designed to assess evaluation capacity among staff of nonprofit organizations that is based on a synthesis model of evaluation capacity. One hundred and sixty-nine staff of nonprofit organizations completed the ECAI. The 68-item…

Despite the limitations of overgeneralizing cutoff values for confirmatory factor analysis (CFA; e.g., Marsh, Hau, & Wen, 2004), they are still often employed as golden rules for assessing factorial validity in sport and exercise psychology. The purpose of this study was to investigate the appropriateness of using the CFA approach with these…

The purposes of this study were to develop and to conduct an initial psychometric evaluation of the Interactive Whiteboard Acceptance Scale (IWBAS). The process of item-generation for the IWBAS was carried out through the sequential mixed-method approach. A total of 149 student teachers from a teacher-education institution in Australia…

Emotion experienced in the classroom has been shown to influence subject-level satisfaction and loyalty to the institution. To date, a valid and reliable scale to measure higher-education satisfaction emotions does not exist and this study aims to rectify this shortfall. After a qualitative and quantitative investigation, 14 emotions that formed…

In international achievement studies, questionnaires typically ask about the presence of particular household assets in students' homes. Responses to the assets questions are used to compute a total score, which is intended to represent household wealth in models of test performance. This study uses item analysis and confirmatory factor analysis…

Typical validation studies on standard setting models, most notably the Angoff and modified Angoff models, have ignored construct development, a critical aspect associated with all conceptualizations of measurement processes. Stone compared the Angoff and objective standard setting (OSS) models and found that Angoff failed to define a legitimate…

The Diagnostic Teacher Assessment in Mathematics and Science (DTAMS) was developed to measure the content knowledge and pedagogical content knowledge of middle-school teachers. Its reliability and validity were initially established by reviewing national standards for content and use of expert question writing teams and reviewers. DTAMS was…

A short form of the Drinking Motive Questionnaire Revised (DMQ-R; Cooper, 1994) was developed, using different item selection strategies based on a national representative sample of 5,617 12- to 18-year-old students in Switzerland. To confirm the concurrent validity of the short-form questionnaire, or DMQ-R SF, data from a second national sample…

Two competing structural models for the revised Learning and Study Strategies Inventory (LASSI) were examined. The test developers promote a model related to three uncorrelated components of strategic learning: skill, will, and self-regulation. Other investigators have shown empirical support for a three-factor correlated model characterized by…