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Using questionnaires in research relies on the expectation that they measure the same things across different groups of individuals. If this is not true, then interpretations of results can be misleading when researchers compare responses across different groups of individuals or use in it a group that differs from that in which the questionnaire was developed. For the questionnaire we investigated, the Social Communication Questionnaire (SCQ), we found that parents of boys and girls responded to questionnaire items in largely the same way but that the SCQ measured traits and behaviors slightly differently depending on whether the children had autism. Based on these results, we concluded that researchers using this questionnaire should carefully consider these differences when deciding how to interpret findings. SCQ scores as a reflection of autism-associated traits in samples that are mostly or entirely made up of individuals without an autism diagnosis may be misleading and we encourage a more precise interpretation of scores as a broader indication of social-communicative and behavioral traits.

Although the lay appeal of the Net Promoter Score (NPS) is undeniable, scholars have noted concerns over its use based on conceptual and empirical grounds. We address these concerns through an examination of three research questions: (1) To what extent do NPS responses correspond to actual word-of-mouth behaviors? (2) Do NPS responses exhibit measurement invariance across key demographic groupings? (3) How well does NPS perform (as opposed to customer satisfaction scores) as a predictor of financial performance? Study results show that NPS scores correspond to reported word-of-mouth exposure for most, but not all, product categories; NPS responses are invariant across demographic groupings; and that when examined separately, both customer satisfaction and NPS are significant predictors of differences in financial performance, but customer satisfaction explains slightly more variance. We discuss the managerial and theoretical implications arising from these results. [ABSTRACT FROM AUTHOR]

This research addresses a challenge within cross-national surveys of salespeople and sales managers: systematic differences between respondents from different countries in their interpretation of response categories associated with survey items measuring a construct of interest. As a result of these discrepancies in interpretation, analyses based on uncorrected survey responses may yield misleading results. The authors mathematically demonstrate the issue and then, drawing on the literature in education and political science, demonstrate a potential solution, the use of anchoring vignettes, which possesses substantial appeal in contexts where a researcher is interested in comparing construct means across contexts where intergroup differences would otherwise make such comparisons problematic. The authors use the proposed method on data from a cross-national survey of 1,051 salespeople and 163 sales managers across three countries (Brazil, Japan, and the United Kingdom) to evaluate self-assessments and upward assessments of a sales manager's drive. The findings highlight the importance of correcting for systematic differences in survey responses driven by cross-national differences, especially when the goal is to compare construct means. Further, the authors demonstrate the value of anchoring vignettes concerning several analytical goals relevant to academics and practitioners. [ABSTRACT FROM AUTHOR]

This study evaluated the measurement invariance of a neuropsychological battery across rural and urban older adults from Costa Rica. Rural and urban older adults (N = 295) from the Epidemiology and Development of Alzheimer's Disease (EDAD) study in Costa Rica were assessed. The baseline factor model for the EDAD neuropsychological measures was identified with nine neuropsychological measures and three cognitive constructs: Verbal Memory, Spatial Reasoning, and Cognitive Flexibility. Measurement and structural invariance were established, and, then, group comparisons of the latent cognitive factors were conducted to explore regional disparities. The findings showed that most of the neuropsychological tests in EDAD can be directly compared across the groups, allowing for cognitive constructs comparisons. The rural sample showed a disadvantage in the Spatial Reasoning and Cognitive Flexibility abilities. When age and education were included in the models, differences between the regions disappeared. Having more years of education was associated with higher cognitive abilities, with a larger effect for the rural group. Norms for Costa Rican older adults should consider age and education adjustments. This study contributes to the growing area of measurement invariance in neuropsychological assessment as it highlights the importance of examining the comparability of assessment measures across different cultural groups.

Social-emotional competence (SEC) has been demonstrated to be a crucial factor for student mental health and is malleable through the high-quality implementation of effective school-based social and emotional learning (SEL) programs. SEL is now widely practiced in the United States as a Tier 1 strategy for the entire student body, yet it remains unclear whether disparities exist in the development of SEC across socioculturally classified subgroups of students. Also, despite the field’s widespread concern about teacher bias in assessing SEC within diverse student bodies, little evidence is available on the measurement invariance of the SEC assessment tools used to explore and facilitate SEC development. Based on a sociocultural view of student SEC development, this study aimed to measure and examine the extent to which gender, racial-ethnic, and socioeconomic disparities exist in SEC developmental trajectories during elementary school years. Specifically, using 3 years of SEC assessment data collected from a districtwide SEL initiative (N = 5452; Grades K–2 at baseline; nine measurement occasions), this study (a) tested the measurement invariance of a widely-used, teacher-rated SEC assessment tool (DESSA-Mini) across student gender, race and ethnicity, and socioeconomic status (SES); and (b) examined the extent to which multiyear SEC growth trajectories differed across these subgroups under a routine SEL practice condition. The invariance testing results supported strict factorial invariance of the DESSA-Mini across all the examined subgroups, thereby providing a foundation for valid cross-group comparisons of student SEC growth. The piecewise latent growth modeling results indicated that boys (vs. girls), Black students (vs. White students), Hispanic students (vs. White students), and low-income students (vs. middle-to-high-income students) started with a lower level of SEC, with these gaps being sustained or slightly widened throughout 3 elementary school years. Based on these findings, this study calls for future research that can inform practice efforts to ensure equitable SEC assessments and produce more equitable SEL outcomes, thereby promoting equity in school mental health.

The ability to quantify within-person changes in mental health is central to the mission of clinical psychology. Typically, this is done using total or mean scores on symptom measures; however, this approach assumes that measures quantify the same construct, the same way, each time the measure is completed. Without this quality, termed longitudinal measurement invariance, an observed difference between timepoints might be partially attributable to changing measurement properties rather than changes in comparable symptom measurements. This concern is amplified in research using different forms of a measure across developmental periods due to potential differences in reporting styles, item-wording, and developmental context. This study provides the strongest support for the longitudinal measurement invariance of the Anxiety Scale, Depression/Affective Problems: Cognitive Subscale, and the Attention Deficit Hyperactivity Disorder (ADHD) Scale; moderate support for the Depression/Affective Problems Scale and the Somatic Scale, and poor support for the Depression/Affective Problems: Somatic Symptoms Subscale of the Dutch Achenbach System of Empirically Based Assessment Youth Self-Report and Adult Self-Report in a sample of 1,309 individuals (N = 1,090 population-based, N = 219 clinic-based/referred to an outpatient clinic before age 11 years) across six waves of data (mean ages = 11 years at Wave 1 and 26 years at Wave 6).

Flourishing in adolescence is a crucial aspect of psychological development, encompassing well-being and effective functioning. Flourishing refers to the good life, feeling good, and effectively performing human actions. The Flourishing Scale (FS) is a brief measure of self-perceived success concerning relationships, self-esteem, purpose, and optimism. This was the first study to assess the psychometric properties of the FS in a sample of 291 Italian adolescents (M = 16.47 years, SD = 1.65; 39.86% male). The results confirmed the one-dimensional structure of the FS. Reliability was good, and measurement invariance between sex and age groups was established. There were no sex or age differences in flourishing. The latter correlated positively with life satisfaction and negatively with rumination and depression. These results suggest that the FS is a valid and reliable tool for assessing flourishing among Italian adolescents. [ABSTRACT FROM AUTHOR]

The Childhood Executive Functioning Inventory (CHEXI) is a rating scale that evaluates everyday behaviors associated with executive functions in children. This study aimed to investigate the factor structure and the measurement invariance across parents and teachers of the CHEXI in a sample of 279 Portuguese typically developing children (6 to 12 years old, n = 160 girls and n = 119 boys). Most studies only analyzed the original two-factor model, and the few that investigated the four-factor model found a nearly identical fit between both factor structures. Confirmatory factor analysis was used to test five competing factor models and the four-factor models (slightly better than the two-factor model) demonstrated the most adequate fit to the data for both parents and teachers. The CHEXI showed adequate reliability and convergent validity with the BRIEF2. The measurement invariance of the four-factor model across parents and teachers was fully supported (configural, metric, and scalar invariance). Overall, the CHEXI showed adequate psychometric properties, suggesting that is a useful instrument to assess executive functioning based on reports of behaviors observed by parents and teachers in Portuguese typically developing children. [ABSTRACT FROM AUTHOR]

This study investigated the psychometric quality and mean differences in Student–Teacher Relationship Drawings of 5-to-8-year-old children in the Netherlands and China. A sample of 239 children (52.3% boys, 47.7% girls) from different regions in the Netherlands and 190 children (49.5% boys, 50.5% girls) from Zhejiang, China was recruited. Children were asked to draw a picture of themselves and their teachers twice, which were double-coded on seven dimensions by independent raters. Structural equation modelling suggested that a one-factor model was the best solution. The drawing dimensions had sufficient test–retest measurement invariance and test–retest reliability. At both timepoints, drawing dimensions reached partial scalar invariance across the Dutch sample and the Chinese sample. Drawings of Chinese children indicated more favourable relationships with teachers than those of Dutch children. Lastly, girls and older children perceived their relationships with teachers more favourably than boys and younger children. Our findings suggest that relationship drawings could be a useful tool to compare young children’s relationship perceptions with teachers across countries. [ABSTRACT FROM AUTHOR]

Though the importance and benefits of students' active role in the feedback process have been widely discussed in the literature, an instrument for measuring students' self-feedback behavior is still lacking. This paper reports the development and validation of the Self-feedback Behavior Scale (SfBS), which comprises three dimensions (seeking, processing, and using feedback). The SfBS items were constructed in line with the self-feedback behavioral model. One thousand two hundred fifty-two high school students (Grade 10 to Grade 12) in mainland China participated in this survey. The exploratory factor analysis revealed a three-factor model reaffirmed in the confirmatory factor analysis. The multi-group CFA supported the measurement invariance of the SfBS across gender. Using the SfBS can help researchers and teachers better understand students' self-feedback behavior and optimize benefits derived from the self-feedback process. [ABSTRACT FROM AUTHOR]

The PCL-5 is a psychometrically sound measure of Post-Traumatic Stress Disorder (PTSD) symptoms. Although the scale is commonly applied to past external traumas (e.g., combat, assault), PTSD symptoms have also been assessed about potentially life-threatening cardiovascular events that represent ongoing internal threats. To date, there is a paucity of studies that have examined the updated scale factor structure for PTSD in patients with suspected acute coronary syndromes (ACS). Exploratory and confirmatory factor analyses (EFA, CFA) were conducted using PCL-5 data completed by 830 patients enrolled in the REactions to Acute Care and Hospitalization (REACH) study, an observational cohort study of patients recruited from the emergency department during evaluation for ACS. Follow-up measurement invariance tests were conducted on pre-selected models and on the best-fitting model identified by EFA to evaluate invariance across diagnosis (confirmed v. rule-out ACS), sex, and language. The EFA identified a two-factor model with "Memories of Trauma" (MT) and "Cognitive Behavioral Symptoms" (CBS) factors offering a balanced fit and interpretability. In CFAs, the Anhedonia CFA model performed the best overall. Measurement invariance tests supported strong invariance across confirmed and ruled-out ACS, male and female sex, and English and Spanish language for all models. Only 34 % of the sample was diagnosed with ACS at discharge, which limits generalizability. Our study contributes to the understanding of PTSD in the context of internal traumatic reminders and may guide future research and clinical practice by informing intervention targets to improve health and well-being after suspected ACS. • This study explored models of PTSD using in a large sample of patients with suspected ACS • A two-factor model offers a clinically useful framework for addressing Memories of the trauma and cognitive and behavioral symptoms • Measurement invariance was confirmed across language, sex, and ACS status • Anhedonia and Dysphoria models offer additional frameworks for understanding PTSD [ABSTRACT FROM AUTHOR]

Objective: This study aimed to validate the Cultural Humility and Enactment Scale (CHES) through (a) examining its factor structure with multiple samples; (b) employing item response theory (IRT) analysis to examine its item-level characteristics; (c) reducing potential redundancies among items; and (d) conducting measurement invariance (MI) testing. Method: The sample included a total of 610 individuals with diverse demographic backgrounds recruited from Mturk. Analyses included exploratory factor analysis (EFA), IRT analysis, confirmatory factor analysis (CFA), and multi-group CFA. Results: We replicated the three-factor structure and retained the 21-item CHES (CHES-21), which showed equivalent information coverage and superior model fit compared to the original 29-item version. We also obtained evidence for MI of the CHES-21 between White and nonwhite clients and between male and non-male clients. Conclusion: Evidencing reliability and validity with a sample of adult clients, the CHES-21 can be effectively incorporated into counseling practice and counselor training. SIGNIFICANCE STATEMENT: Evidencing reliability and validity with a sample of adult clients, the CHES-21 may be used to complement the routine monitoring of counseling relationship and effectiveness with culturally diverse clients. It also enables future researchers to explore potential group differences in the levels of cultural humility and contributing factors. [ABSTRACT FROM AUTHOR]

Measurement invariance (MI) is an essential part of validity evidence concerned with ensuring that tests function similarly across groups, contexts, and time. Most evaluations of MI involve multigroup confirmatory factor analyses (MGCFA) that assume simple structure. However, recent research has shown that constraining non-target indicators to zero when cross-loadings are present results in biased estimates of latent variable associations. Using Monte Carlo simulation, we investigate the behavior of fit statistics for identifying non-invariance when the target measurement model is the same for both groups, and the source of non-invariance is the presence and magnitude of non-zero cross-loadings in one group, but not in another. We consider differences between MGCFA and multigroup ESEM (MGESEM), and combined and separate group tests of configural invariance. Implications for applied researchers are provided. [ABSTRACT FROM AUTHOR]

When comparing relations and means of latent variables, it is important to establish measurement invariance (MI). Most methods to assess MI are based on confirmatory factor analysis (CFA). Recently, new methods have been developed based on exploratory factor analysis (EFA); most notably, as extensions of multi-group EFA, researchers introduced mixture multi-group EFA, multi-group exploratory factor alignment, EFA trees, and multi-group factor rotation to resolve rotational indeterminacy in EFA. The main advantage of EFA-based (compared to CFA-based) assessment of MI is that no potentially too restrictive measurement model has to be specified. This allows for a more thorough investigation because violations of MI due to cross-loadings can be considered, too. For each method, we address the model specification and recommendations for application, detailing their strengths and weaknesses. We demonstrate each method in combination with multi-group factor rotation in an empirical example. Differences to and possible combinations with CFA-based methods are discussed. [ABSTRACT FROM AUTHOR]

International large-scale assessments provide cross-national data on students' cognitive and non-cognitive characteristics. A critical methodological issue that often arises in comparing data from cross-national studies is ensuring measurement invariance, indicating that the construct under investigation is the same across the compared groups. This study addresses the measurement invariance of students' practices regarding online information (ICTINFO) questionnaire across countries in the PISA 2022 cycle. Some methodological complexities have arisen when testing the measurement invariance across the presence of many groups. For testing measurement invariance, the multiple group confirmatory factor analysis (MGCFA), which is a traditional procedure, was employed first, and then a novel approach, the alignment method, was performed. This study comprised 29 OECD countries, with a total sample size of 187.614 15-year-old students. The MGCFA results revealed that metric invariance was achieved across countries, indicating comparable factor loadings while not the same for factor means. Consistent with MGCFA results, the alignment method identified noninvariant parameters exceeding the 25% cut-off criteria across countries. Monte Carlo simulation validated the reliability of the alignment results. This study contributes to international assessments by providing a detailed examination of measurement invariance and comparing the findings from various methodologies for improving assessment accuracy. The results provide evidence-based recommendations for policymakers to ensure fair and equitable evaluations of student performance across different countries, thereby contributing to more reliable and valid international assessments. [ABSTRACT FROM AUTHOR]

The Brief Inventory of Thriving (BIT) provides a holistic measure of well-being, but has only been validated for adults, and does not have a Hindi version. The present study investigated the unidimensional structure, internal consistency, convergent/discriminant, and criterion validity of both the original English version of the BIT (BIT-E) and its Hindi-translated version (BIT-H) among adolescents in India. Further, we tested measurement invariance across these two language versions, gender, and academic disciplines. A total of 534 adolescents were recruited across two samples (N1 = 224 and N2 = 310) from five schools using convenience sampling. Both versions demonstrated excellent psychometric properties, with unidimensional structure, good internal consistency, convergent/discriminant, and criterion validity with a number of psycho-educational correlates. Partial scalar invariance was achieved across language versions and gender, while strict invariance was established across academic disciplines. The BIT, in both English and Hindi, appears to be an excellent measure of well-being for adolescents. Limitations, directions for future research, and recommendations for using the BIT-E and BIT-H among adolescents in research and applied settings are discussed. [ABSTRACT FROM AUTHOR]

Background: The Patient Health Questionnaire (PHQ-9) is a popular tool for assessing depressive symptoms in both general and clinical populations. The present study used a large representative sample of the German adult population to confirm desired psychometric functioning and to provide updated population norms. Methods: The following psychometric properties were assessed: (i) Item characteristics (item means, standard deviations and inter-item correlations), (ii) Construct validity (correlations of the PHQ-9 sum-score with scores obtained from instruments assessing depression, anxiety and somatization (GAD-7, BSI-18), (iii) Internal consistency (coefficient omega), (iv) Factorial validity (via confirmatory factor analysis of the assumed one factorial model) as well as (v) Measurement invariance (via multi-group confirmatory factor analyses across gender, age, income and education). Results: The study found that the PHQ-9 had sound psychometric properties in terms of internal consistency and construct validity, and that measurements obtained with the tool could be compared across gender and age. Limitations: Despite using a representative sample, the response rate was only 42.6%. Furthermore, diagnostic efficiency cannot be assessed as there were no clinical interviews conducted. Conclusion: The updated population based norms, which are presented for the total sample as well as separated by gender and various age-groups, provide a useful reference for clinical practice and epidemiological research. [ABSTRACT FROM AUTHOR]

Background: Rapid socioeconomic development has congregated urban dwellers in various communities, and it remains unclear whether raising income has brought greater happiness or well-being in China. The study aims to validate the Multi-dimensional Community Well-being Scale (MCWS) in the context of Chinese metropolitan areas. Methods: Multistage stratified sampling from North, East, and West China yielded a total of 4786 community-dwelling adults (mean age = 54.66 years; 33.8% female). Exploratory factor analysis identified a four-factor pattern of habitability, accessibility, relation, and satisfaction. Confirmatory factor analysis (CFA) further verified the structure, and multigroup CFA tested the measurement invariance upon different genders, age groups, and hukou statuses. Results: All the subscales and the total scale (α = 0.852) had satisfactory internal consistency. In addition, significant community well-being disparities exist between communities with and without elderly care and child care services. Also, the mean scores of accessibility, relation, and satisfaction grow steadily with age, except for habitability. Conclusions: Overall, this study filled the research gap in China by presenting a reliable and valid instrument to measure community well-being, showing gender, age, and hukou-related characteristics in community well-being and enabling cross-cultural comparisons in urban studies. [ABSTRACT FROM AUTHOR]

Purpose: Inclusive education plays a crucial role in integrating students with special educational needs (SEN) into mainstream schools, where the attitudes of pre-service teachers are pivotal. Despite recognizing the significance of these attitudes, there is currently a gap in understanding the perspectives of students attending normal universities in China regarding inclusive education practices. This study aims to bridge this gap by creating the Chinese version of the Normal Universities Students' Attitudes Toward Inclusive Education Scale (NUSATIES) and examining its psychometric properties. Methods: In the context of China, this study validated and assessed the reliability of the Chinese adaptation of the NUSATIES among a sample of 4,091 students from normal universities. Confirmatory factor analysis (CFA) was employed to confirm the scale's structural integrity, discriminant validity, and convergent validity. Additionally, Cronbach's alpha and composite reliability (CR) were used to evaluate the scale's internal consistency and reliability. Results: The findings indicated that the Chinese version of the NUSATIES possessed robust validity and reliability, which comprises three factors (i.e., cognitive, affective, and behavioral intention). The findings revealed that normal university students' attitudes significantly varied based on specialty; students specializing in special education exhibited more positive attitudes towards inclusive education than those in general education. Conclusion: These findings indicate that the scale is effective in measuring attitudes toward inclusive education in Chinese-speaking countries. This study significantly contributes to the field by emphasizing the importance of positive attitudes among normal university students in fostering inclusive education and by offering a validated tool for assessing these attitudes. [ABSTRACT FROM AUTHOR]

Novel distinction drawing is an active process that characterizes mindfulness, which has been associated with an open, creative, and probabilistic mental state, as well as the ability to examine information from new perspectives. The literature review revealed a lack of measurement tools for assessing mindfulness from a social and cognitive perspective in Türkiye. In addition, the frequent use of the Langer Mindfulness Scale (LMS) in educational contexts and its adaptation into many languages highlights the need for a Turkish version of the scale. This study aims to validate the Turkish version of the 14-item LMS. The Turkish version's factorial structure was tested using the results of confirmatory factor analysis (CFA), which confirmed a three-factor structure that included the engagement, novelty-producing, and novelty-seeking subscales. It was found that measurement invariance based on gender was provided by LMS scores. LMS Turkish version showed satisfying psychometric properties in terms of reliability. Additionally, convergent and discriminant validity were examined in this validation study to provide evidence for criterion-based validity. For this purpose, the relationships between Turkish LMS scores and variables such as positive and negative affect, openness to experiences, self-acceptance, self-defined humor, and health were analyzed. The results showed that self-defined humor, positive affect, openness to experience, and self-acceptance were significantly positively correlated with the Turkish LMS scores, while LMS scores exhibited a significant negative relationship with negative affect. These findings suggest that the Turkish version of the LMS, with its three dimensions, shows acceptable psychometric properties for assessing the state of mindfulness. The Turkish version of the LMS is expected to be used in socio-cognitive mindfulness research in the Turkish cultural context. [ABSTRACT FROM AUTHOR]

Objectives: Although common, sleep disorders often remain undiagnosed in psychiatric patients. A screening instrument, like the Holland Sleep Disorders Questionnaire (HSDQ) could improve this. Previous work indicated a 6‐factor structure for the HSDQ, but this hasn't been investigated in psychiatric patients. Methods: HSDQ data was collected in a psychiatric‐outpatient sample (n = 1082) and general‐population sample (n = 2089). Internal reliability of the HSDQ was investigated and Confirmatory Factor Analyses (CFA) were used to compare 1‐, 6‐, and second‐order 6‐factor models in both samples. Next, multigroup‐CFA was used to investigate measurement invariance. Results: Except for one subscale, internal reliability was acceptable in both samples. The 6‐factor structure model fitted best in both samples and investigation of measurement invariance showed evidence for equality of the overall factor structure (configural invariance). Addition of equality constraints on factor loadings (metric invariance) and item thresholds (scalar invariance) showed good fit for all fit statistics, except for one. Exploratory analyses identified three items for metric and three different items for scalar invariance explaining this non‐invariance. Conclusion: The HSDQ has a 6‐factor structure in psychiatric patients, which is comparable to the general population. However, due to the observed non‐invariance, users should be cautious with comparing HSDQ scores between psychiatric and general populations. [ABSTRACT FROM AUTHOR]

Emotional problems (anxiety, depression) are prevalent in children, adolescents and young adults with varying ages at onset. Studying developmental changes in emotional problems requires repeated assessments using the same or equivalent measures. The parent-rated Strengths and Difficulties Questionnaire is commonly used to assess emotional problems in childhood and adolescence, but there is limited research about whether it captures a similar construct across these developmental periods. Our study addressed this by investigating measurement invariance in the scales' emotional problems subscale (SDQ-EP) across childhood, adolescence and early adulthood. Data from two UK population cohorts were utilised: the Millennium Cohort Study (ages 3–17 years) and the Avon Longitudinal Study of Parents and Children (4–25 years). In both samples we observed weak (metric) measurement invariance by age, suggesting that the parent-rated SDQ-EP items contribute to the underlying construct of emotional problems similarly across age. This supports the validity of using the subscale to rank participants on their levels of emotional problems in childhood, adolescence and early adulthood. However strong (scalar) measurement invariance was not observed, suggesting that the same score may correspond to different levels of emotional problems across developmental periods. Comparisons of mean parent-rated SDQ-EP scores across age may therefore not be valid. [ABSTRACT FROM AUTHOR]

Facebook is one of the most popular social networking sites. However, Facebook intrusion or addiction is a growing concern as it involves an excessive attachment to Facebook, which disrupts daily functioning. To date, few studies have examined whether cross‐cultural differences in the measurement of Facebook addiction exist. The aim of this study was to investigate the cross‐cultural validity and measurement invariance of the Facebook Intrusion Questionnaire (FIQ), one of the most widely used measures of Facebook addiction, across 25 countries (N = 12,204, 62.3% female; mean age = 25 years). Multigroup confirmatory factor analyses (MGCFA) assessed cross‐cultural validity as well as invariance. Additionally, individual confirmatory factor analyses evaluated the factorial structure and measurement invariance across genders in each country. The FIQ demonstrated partial metric invariance across countries and metric (13 countries), scalar (11 countries) or residual (10 countries) invariance across genders within individual countries. A one‐factor model indicated a good fit in 18 countries. Cronbach's alpha for the entire sample was.85. Our findings suggest that the FIQ may provide an adequate assessment of Facebook addiction that is psychometrically equivalent across cultures. Moreover, the questionnaire seems to be universal and suitable for studying different social media in distinct cultural environments. Consequently, this robust tool can be used to explore behaviours related to specific media that are particularly popular in any given country. [ABSTRACT FROM AUTHOR]

Interventionists interpret changes in symptoms as reflecting response to treatment. However, changes in symptom functioning and the measurement of the underlying constructs may be reflected in reported change. Longitudinal measurement invariance (LMI) is a statistical approach that assesses the degree to which measures consistently capture the same construct over time. We examined LMI in measures of anxiety severity/symptoms [i.e., Pediatric Anxiety Rating Scale (PARS), Multidimensional Anxiety Scale for Children (MASC), Screen for Child Anxiety and Related Disorders (SCARED)] in anxious youth at baseline and posttreatment. Initial fit was inadequate for 27 of 38 baseline and posttreatment models, but model modifications resulted in acceptable fit. Tests of LMI supported scalar invariance for the PARS and many, but not all, MASC and SCARED subscales. Findings suggest that the PARS, and many MASC and SCARED subscales can accurately be used to measure change over time, however, others may reflect changes in measurement properties. [ABSTRACT FROM AUTHOR]

Exercise addiction (EA) refers to excessive exercise, lack of control, and health risks. The Exercise Addiction Inventory (EAI) is one of the most widely used tools in its assessment. However, the cross-cultural psychometric properties of the EAI could be improved because it misses three pathological patterns, including guilt, exercise despite injury, and experienced harm. Therefore, the present study tested the psychometric properties of the expanded EAI (EAI-3) in a large international sample. The EAI-3 was administered to 1931 physically active adult exercisers speaking five languages (Chinese, German, Italian, Japanese, and Turkish) and other measures for obsessive–compulsive behavior, eating disorders, and personality traits. The assessment structure and reliability of the EAI-3 were tested with factorial analyses and through measurement invariance across languages and sex. Finally, a cutoff point for dysfunction-proneness was calculated. The EAI-3 comprised two factors, reflecting the positive and pathological sides of exercise. The structure had excellent reliability and goodness-of-fit indices and configural and metric invariances of the scale were supported. However, three items caused violations in scalar invariance. The results of partial measurement invariance testing suggested an adequate fit for the data. Following sensitivity and specificity analysis, the EAI-3's cutoff score was 34 out of a maximum score of 48. This preliminary study suggests that the EAI-3 is a promising tool for screening EA in an international sample, with a robust and reliable structure comparable across languages and sex. In addition, the proposed cutoff could pave the way toward a consensus on a threshold to screen for EA. [ABSTRACT FROM AUTHOR]

Psychological distress often onsets during adolescence, necessitating an accurate understanding of its development. Assessing change in distress is based on the seldom examined premise of longitudinal measurement invariance (MI). Thus, we used three waves of data from Next Steps, a representative cohort of young people in the UK (N = 13,539) to examine MI of the General Health Questionnaire-12 (GHQ-12). We examined MI across time and gender from ages 15 to 25 in four competing latent models: (a) a single-factor model, (b) a three-factor correlated model, (c) a bifactor model of "general distress" and two orthogonal specific factors capturing positive and negative wording, and (d) a single-factor model including error covariances of negatively phrased items. We also tested acceptability of assumptions underlying sum score models. For all factor models, residual MI was confirmed from ages 15 to 25 years and across gender. The bifactor model had the best fit. While sum score model fit was not unequivocally acceptable, most mean differences across time and gender were equivalent across sum scores and latent difference scores. Thus, GHQ-12 sum scores may be used to assess change in psychological distress in young people. However, latent scores appear more accurate, and model fit can be improved by accounting for item wording. [ABSTRACT FROM AUTHOR]

The tendency to legitimize the status quo has been measured in multiple ways and across diverse contexts. Despite this, the General System Justification Scale (GSJ) has not undergone psychometric evaluations in Spanish-speaking populations. To address this gap, three studies were conducted with the purpose of adapting and validating this widely used instrument in the Chilean context, analyzing data from a combined total of 2,288 participants. Across the three studies, the unidimensional model obtained satisfactory fit indices, and measurement invariance by sex and ethnic group was evidenced. Furthermore, results show evidence of external validity, as the GSJ correlated with (but was psychometrically distinct from) institutional trust, national identification, nationalism, and patriotism. We conclude that the GSJ constitutes a useful scale for measuring the tendency to legitimize the social system. Nevertheless, both its strengths and limitations are discussed. [ABSTRACT FROM AUTHOR]

This study examines the potential roles of self-guides (ideal L2 self/outght-to L2 self), enjoyment, and gender in language achievement. A total of 727 Chinese high school students participated in this study and data were collected through a questionnaire survey. Path analysis showed that ideal self was positively related to both enjoyment and language performance with enjoyment mediating the relation in between. In contrast, ought-to L2 self was found to be unrelated to language enjoyment and negatively related to language performance. Independent t-test revealed that female students had higher levels of ideal L2 self and language enjoyment than male students. The comparison of the model across gender suggested that gender moderated the direct and indirect path from ideal self to language performance and the path from enjoyment to language performance. The pedagogical implications were discussed. [ABSTRACT FROM AUTHOR]

Little attention has been paid to the role that the quality of relationship with students can play in the professional well-being of academics. The study assessed the psychometric properties of a new scale measuring the dual role of the relationship with students, considered as a form of support or as a draining request. Three samples were enrolled: 289 in 2017 (69.9 % men; 29-70 years; M = 46.9, SD = 9.9), 592 in 2019 (67.9% men, 28-70 years; M = 47.3, SD = 9.4), and 623 in 2021 (70.5% men, 28-69 years; M = 48.7, SD = 9.1). CFA and IRT models were used to test construct validity and reliability of the scale in the first two samples, and a SEM approach was applied in the third sample to assess its nomological validity within the Job Demands-Resources model. The scale resulted in a useful measure of the relationship with students and its effects on the academics well-being. [ABSTRACT FROM AUTHOR]

The assumption of comparability underlies any comparative study of the social and political sciences. However, this assumption cannot be taken for granted. Especially in quantitative research in the field of values and attitudes, multiple sources of bias, both cultural and methodological ones, can undermine this assumption leading to the development of conclusions and generalizations based on misleading results. The paper describes these challenges from a methodological perspective and presents the main techniques for assessing measurement invariance (also called measurement equivalence) using as an empirical example the concept of interindividual solidarity as operationalized in the latest European Values Study (EVS) survey. The measurement model presents a three-dimensional structure: social, local and global solidarity. Based on data from the 21 EU countries included in the most recent wave of EVS (2017-2020), the results show lack of invariance and that the main source of bias lies in the "global solidarity" dimension. The essay concludes with some practical insights and directions for future research. [ABSTRACT FROM AUTHOR]

Over the past several decades, the education, mental health, and social service fields have witnessed a significant shift in the focus of assessment of children moving from a solely deficit-based approach to a model incorporating strengths and competencies, which has been referred to as strength-based assessment. The Behavioral and Emotional Rating Scale (BERS) is one of the first and most widely used strength-based assessments of behavioral and emotional functioning. While the BERS is widely used and researched, there is limited evidence supporting validity of test scores based on the internal structure or measurement invariance. The present study examined validity evidence based on internal structure and measurement invariance across White, Black, and Hispanic students for the BERS-3 Teacher Rating Scale using a national sample of 1,965 school-aged students. Results indicated empirical support for the hypothesized correlated factors structure as well as a bifactor structure with a strong general factor. Measurement invariance was also established for the correlated factors and bifactor CFA models, indicating that the scores consistently measured emotional and behavioral strength constructs across the three student groups, scores were comparable between groups, and scores were comparable to the same set of normative standards. Because of the test's emphasis on strengths and invariant measurement across groups, implications for students of color are discussed. [ABSTRACT FROM AUTHOR]

Background and Purpose: The Patient Health Questionnaire-9 item (PHQ-9) is a widely used self-reported measure for screening depressive symptoms. This study aims to examine measurement invariance and psychometric properties of the PHQ-9 for screening depressive symptoms in nurses across different nursing roles, genders, and workplace sectors. Methods: The study is a secondary analysis of pre-COVID and COVID-19 survey data from 4,176 nurses and 3,238 nurses in British Columbia. Data from the PHQ-9 tested the assumption of unidimensionality, reliability, and the presence of differential item functioning (DIF). Results: The PHQ-9 showed excellent internal consistency (r = 0.9) and a unidimensional factor structure. PHQ-9 items were free of DIF across nursing roles, gender, and workplace sector. Conclusions: This study supported the valid use of the PHQ-9 as a screening tool for depressive symptoms among nurses. [ABSTRACT FROM AUTHOR]

The Grit-short scale measures consistency and perseverance for long-term goals. In the present study, we translated and adapted the Grit-short scale into Hindi (Grit-SH) and examined its within-network and between-network construct validity among Indian adolescents. The participants were 534 senior secondary school students aged 14 – 18 years recruited from five schools across two samples. Grit-SH, along with the brief inventory of thriving and student satisfaction scale, was administered in sample 1 (N 1 = 310), whereas in sample 2 (N 2 = 224), the English version of the Grit-short scale was used. Regarding within-network construct validity, the two-dimensional structure of Grit-SH demonstrated an acceptable fit to the data, partially strict invariance against its English version, and good internal consistency reliability. In terms of between-network construct validity, grit demonstrated a significantly positive correlation with student satisfaction and well-being. Overall, findings indicated that the Grit-SH is a valid and reliable measure of grit that researchers and practitioners can use to assess grit among Indian adolescents. [ABSTRACT FROM AUTHOR]

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 many covariates. However, computationally inefficient estimation methods have hampered practical use of the regularized MNFLA method. We develop a penalized expectation–maximization (EM) algorithm with soft- and firm-thresholding to more efficiently estimate regularized MNLFA parameters. Simulation and empirical results show that, compared to previous implementations of regularized MNFLA, the penalized EM algorithm is faster, more flexible, and more statistically principled. This method also yields similar recovery of DIF relative to previous implementations, suggesting that regularized DIF detection remains a preferred approach over traditional methods of identifying DIF. [ABSTRACT FROM AUTHOR]

This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics. Using an instrument that measures instructors' recognition of four hypothesized professional obligations, we surveyed 471 US high school mathematics teachers and 239 university mathematics instructors to measure the extent to which they recognized professional obligations when evaluating the appropriateness of certain instructional actions. After testing measurement invariance of four item sets, each of which measures one of the four hypothesized professional obligations—disciplinary, institutional, interpersonal, and individual obligations-, we compared the instructors' recognition of each of the four obligations between the two groups. We found that university instructors recognized the institutional obligation more than high school teachers, while recognizing the individual and interpersonal obligations significantly less. This investigation provides insight into the variation in the nature of mathematics teaching practice across different levels of schooling. [ABSTRACT FROM AUTHOR]

Various bibliometric indicators have been used to assess the researchers' impact, but composites of such indicators, namely a metric that combines various individual indicators to describe a complex construct, have received a strong critique thus far. We employ concepts from psychometrics to revisit a composite proposed by Ioannidis et al. (2020) that aimed to represent researcher impact. Based on a selected sample of highly cited researchers, our proof-of-concept study presents a psychometrically principled composite formation. Specifically, by relying on the congeneric measurement model (and related models) rooted in classical test theory, we found that one of the proposed indicators clearly violated the congeneric model's fundamental assumption of unidimensionality, and two other indicators were excluded for redundancy. The resulting composite based on only three bibliometric indicators was found to display excellent reliability. Importantly, the reliability approached that of the composite based on five indicators, and it was clearly better than the original six-indicator composite. Further, we found rather homogeneous effective weights (i.e., relative contributions of each indicator to composite variance) for simple sum scores, and these weights were close to those calculated using an algorithm for equally effective weights. While the congeneric measurement model also showed strong measurement invariance across sexes, this model's loadings and intercepts were not measurement invariant across scientific fields and academic age groups. Notably, we found that various derived composites correlate positively with academic age, hinting at a lack of fairness of the composites. [ABSTRACT FROM AUTHOR]