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This multiple-manuscript dissertation explored the measurement invariance (MI) testing with multiple-group confirmatory factor analysis (MG-CFA) approach from different perspectives. Study 1 explored MI from a theoretical perspective by conducting a systematic review study on MI practices in education. The findings of this study indicated inconsistency in MI practices and showcased the limitations of the MI practices conducted by researchers in the field of education. Study 2 examined MI from an empirical perspective by implementing a cultural MI test of Strengths and Difficulties Questionnaires for elementary school students in the United States and China. The study provided a step-by-step demonstration of how to conduct an MI test appropriately. Study 3 investigated MI from a methodological perspective with a simulation study. This study examined the impact of model size and group size ratio on the sensitivity of fit measures to detect MI. The study found that model size, in combination with group size ratio, affected the power of CFI, RMSEA, and SRMR for identifying the metric or scalar noninvariance. Study 2 and Study 3 originated from the issues with MI practice identified from Study 1 and served as extensions of Study 1. These three manuscripts contributed to the research on MI testing with the MG-CFA approach theoretically, empirically, and methodologically. Overall, this series of studies help researchers gain a better understanding of the application of MI from different perspectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study expands understanding of Chinese international undergraduate students' stay inclinations in the United States. It analyzed a sample of 247 Chinese undergraduate students from a public Midwestern research university during Spring 2017. This study compared the differences in stay inclinations between Chinese undergraduate students who completed the pathway program and those who were regularly admitted. Particularly, compared to Chinese undergraduate students who were not enrolled in the pathway program, Chinese undergraduate students who were enrolled in the pathway program were significantly more likely to apply for graduate schools after their studies. Meanwhile, Chinese undergraduate students who were enrolled in the pathway program were significantly less confident about achieving their goals than those who were not enrolled in the pathway program. This study validates the use of push-pull model for Chinese undergraduate students and confirm the importance of demographic characteristics, educational experiences, cultural and social factors, and post-graduation factors in relation to predicting stay inclinations for Chinese students studying in the United States when they graduate. The validity of the model was assessed using logistic regression and Structural Equation Modeling (SEM) and model fit was established. Specifically, major, GPA, perceived post-graduation factors in China, and perceived post-graduation factors in the U.S. are significant predictors for Chinese undergraduate students' immigration decisions after their studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Temperament has a long history of scholarship dating back as early as 350 BC when Hippocrates (1984) associated body fluids or temperament with behavior. Temperament is broadly described as stylistic and relatively stable traits that subsume intrinsic tendencies to act and react in somewhat predictable ways to people, events, and other stimuli. Advances in temperament research include the development of scientific and practical measures that can be used to obtain information to better understand a person's social-emotional and behavioral functioning. The Student Styles Questionnaire (SSQ) is a measure of temperament based on the type theory of Jung, and Myers and Briggs. The SSQ was originally developed for use with children in the U.S. and is now adapted in more than 30 countries. Few studies have reported the psychometric characteristics of the SSQ adapted versions. To this end, this research examined the cross-national factor structure of temperament comprising of extroverted-introverted, practical-imaginative, thinking-feeling, and organized-flexible traits. Using the item level factor analytic framework with dichotomous items as indicators, results indicated that the four factor-model of temperament did not fit reasonably well to the data in each of the 21 countries. Most item indicators converged on the traits they intended to measure. However, factor loadings generally were low. In most countries, the bipolar traits are distinct on what they measure. However, multicollinearity was evident in data from China, Egypt, and Gaza. Findings are discussed in light of the shortcomings of factor analysis using dichotomous items when examining construct validity of the SSQ and sample size requirements of robust weighted least square estimator in CFA. Implications and limitations of the study also are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]