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William C. M. Belzak; Daniel J. Bauer – Journal of Educational and Behavioral Statistics, 2024
Testing for differential item functioning (DIF) has undergone rapid statistical developments recently. Moderated nonlinear factor analysis (MNLFA) allows for simultaneous testing of DIF among multiple categorical and continuous covariates (e.g., sex, age, ethnicity, etc.), and regularization has shown promising results for identifying DIF among…
Descriptors: Test Bias, Algorithms, Factor Analysis, Error of Measurement
Stephanie M. Bell; R. Philip Chalmers; David B. Flora – Educational and Psychological Measurement, 2024
Coefficient omega indices are model-based composite reliability estimates that have become increasingly popular. A coefficient omega index estimates how reliably an observed composite score measures a target construct as represented by a factor in a factor-analysis model; as such, the accuracy of omega estimates is likely to depend on correct…
Descriptors: Influences, Models, Measurement Techniques, Reliability
Tenko Raykov – Educational and Psychological Measurement, 2024
This note is concerned with the benefits that can result from the use of the maximal reliability and optimal linear combination concepts in educational and psychological research. Within the widely used framework of unidimensional multi-component measuring instruments, it is demonstrated that the linear combination of their components that…
Descriptors: Educational Research, Behavioral Science Research, Reliability, Error of Measurement
Yan Xia; Selim Havan – Educational and Psychological Measurement, 2024
Although parallel analysis has been found to be an accurate method for determining the number of factors in many conditions with complete data, its application under missing data is limited. The existing literature recommends that, after using an appropriate multiple imputation method, researchers either apply parallel analysis to every imputed…
Descriptors: Data Interpretation, Factor Analysis, Statistical Inference, Research Problems
Teck Kiang Tan – Practical Assessment, Research & Evaluation, 2024
The procedures of carrying out factorial invariance to validate a construct were well developed to ensure the reliability of the construct that can be used across groups for comparison and analysis, yet mainly restricted to the frequentist approach. This motivates an update to incorporate the growing Bayesian approach for carrying out the Bayesian…
Descriptors: Bayesian Statistics, Factor Analysis, Programming Languages, Reliability
Vispoel, Walter P.; Lee, Hyeryung; Xu, Guanlan; Hong, Hyeri – Journal of Experimental Education, 2023
Although generalizability theory (GT) designs have traditionally been analyzed within an ANOVA framework, identical results can be obtained with structural equation models (SEMs) but extended to represent multiple sources of both systematic and measurement error variance, include estimation methods less likely to produce negative variance…
Descriptors: Generalizability Theory, Structural Equation Models, Programming Languages, Scores
Mohammad Mehdi Latifi; Dariush Tahmasebi Aghbelaghi; Sajad Khani Pordanjani – European Journal of Education, 2025
The present study sought to assess the psychometric properties of the Iranian adaptation of the Vietnam Teacher Resilience Scale for Asia (VITRS), referred to as the Iranian Teachers' Resilience Scale (ITRS) and to examine its measurement invariance across middle and high school teachers in Iran. In total, 700 participants completed the…
Descriptors: Resilience (Psychology), Error of Measurement, Factor Analysis, Teacher Attitudes
Cristian Zanon; Nan Zhao; Nursel Topkaya; Ertugrul Sahin; David L. Vogel; Melissa M. Ertl; Samineh Sanatkar; Hsin-Ya Liao; Mark Rubin; Makilim N. Baptista; Winnie W. S. Mak; Fatima Rashed Al-Darmaki; Georg Schomerus; Ying-Fen Wang; Dalia Nasvytiene – International Journal of Testing, 2025
Examinations of the internal structure of the Depression, Anxiety, and Stress Scale-21 (DASS-21) have yielded inconsistent conclusions within and across cultural contexts. This study examined the dimensionality and reliability of the DASS-21 across three theoretically plausible factor structures (i.e., unidimensional, oblique three-factor, and…
Descriptors: Anxiety, Depression (Psychology), Psychometrics, Cultural Context
Pere J. Ferrando; David Navarro-González; Fabia Morales-Vives – Educational and Psychological Measurement, 2025
The problem of local item dependencies (LIDs) is very common in personality and attitude measures, particularly in those that measure narrow-bandwidth dimensions. At the structural level, these dependencies can be modeled by using extended factor analytic (FA) solutions that include correlated residuals. However, the effects that LIDs have on the…
Descriptors: Scores, Accuracy, Evaluation Methods, Factor Analysis
Fu, Yuanshu; Wen, Zhonglin; Wang, Yang – Educational and Psychological Measurement, 2022
Composite reliability, or coefficient omega, can be estimated using structural equation modeling. Composite reliability is usually estimated under the basic independent clusters model of confirmatory factor analysis (ICM-CFA). However, due to the existence of cross-loadings, the model fit of the exploratory structural equation model (ESEM) is…
Descriptors: Comparative Analysis, Structural Equation Models, Factor Analysis, Reliability
Raykov, Tenko; Marcoulides, George A.; Li, Tenglong – Educational and Psychological Measurement, 2018
This note extends the results in the 2016 article by Raykov, Marcoulides, and Li to the case of correlated errors in a set of observed measures subjected to principal component analysis. It is shown that when at least two measures are fallible, the probability is zero for any principal component--and in particular for the first principal…
Descriptors: Factor Analysis, Error of Measurement, Correlation, Reliability
Hye-Ja Park; Sun-Ki Kim; Soyoung Yu – SAGE Open, 2024
Online self-learning became widespread after the onset of the COVID-19 pandemic, and during this period, learners' self-leadership became an important measure of their competency. This study aims to verify the validity and reliability of the tool by translating the Abbreviated Self-Leadership Questionnaire (ASLQ) into Korean. Through web-based…
Descriptors: Nursing Education, Student Attitudes, Self Efficacy, Validity
Vaculíková, Jitka; Kalenda, Jan; Kocvarová, Ilona – Cogent Education, 2023
Non-formal adult education (NFE) provides adults of all ages with the opportunity to acquire skills, knowledge, and expertise. However, there is currently a lack of validated instruments that measure the factors of NFE non-participation in European countries, particularly their barriers. One exception is the Non-participation in Non-formal…
Descriptors: Validity, Cross Cultural Studies, Informal Education, Adult Education
Raykov, Tenko; Marcoulides, George A.; Li, Tenglong – Educational and Psychological Measurement, 2017
The measurement error in principal components extracted from a set of fallible measures is discussed and evaluated. It is shown that as long as one or more measures in a given set of observed variables contains error of measurement, so also does any principal component obtained from the set. The error variance in any principal component is shown…
Descriptors: Error of Measurement, Factor Analysis, Research Methodology, Psychometrics
Lucas-Molina, Beatriz; Sarmento, Renata; Quintanilla, Laura; Giménez-Dasí, Marta – Early Education and Development, 2018
Research Findings: Empathy, or the ability to understand what others are thinking or feeling, can be observed in early developmental stages. The purpose of this study was to validate the Spanish version of the Empathy Questionnaire (EmQue) and examine its longitudinal measurement invariance (LMI) at 2 time points. Parents of 103 children completed…
Descriptors: Spanish, Empathy, Questionnaires, Scores