Cross-cultural comparability of noncognitive constructs in TIMSS and PISA

He, Jinbo; Barrera-Pedemonte, Fabián; Buchholz, Janine

doi:10.1080/0969594x.2018.1469467

Cited by 36 publications

(38 citation statements)

References 23 publications

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“…In other words, it is possible that a scale scores is affected by some culture-specific features that the researcher did not intend to assess; in that case the scale lacks measurement invariance. Moreover, the aggregation of the scale data from different cultures may result in puzzling patterns and erroneous inferences (He et al 2017(He et al , 2018). In the current study, the measurement invariance was assumed for the scales utilized and the inferences made from the findings.…”

Section: Data Sourcesmentioning

confidence: 99%

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Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes

Ghasemi

Burley

2019

Large-scale Assess Educ

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Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to investigate cross-national gender differences in math-related affect, more precisely liking mathematics, confidence in mathematics, and valuing mathematics. We compared fourth and eighth graders to track any differences in these gender-related affective characteristics. Our findings suggest that despite the variability and some changes to the magnitude and direction of gender differences in math affect, boys and girls are similar. We also found that cross-national sociocultural, political, and educational equality of adults does not necessarily predict positive affect for both genders. In fact, the researchers found that some countries with a smaller adult gender gaps have students with higher gender differences in mathematics-relevant affect.

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Section: Data Sourcesmentioning

confidence: 99%

“…Next studies could check the measurement invariance first before proceeding to deeper analyses. As previously mentioned, the lack of invariance could result in misleading interpretation in cross-cultural studies (He et al 2017(He et al , 2018.…”

Section: Limitations Of the Studymentioning

confidence: 99%

Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes

Ghasemi

Burley

2019

Large-scale Assess Educ

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“…student questionnaires, e.g. He et al, 2018). Although Hopfenbeck et al (2018) explicitly states that measurement invariance is just as important for background questionnaires, Rutkowski and Rutkowski (2010) highlight that for all participating countries, background questionnaires comparability has not been explored to the same extend as the cognitive assessments.…”

mentioning

confidence: 99%

Should different countries participating in PISA interpret socioeconomic background in the same way? A measurement invariance approach

Erylmaz¹,

Rivera-Gutiérrez

Sandoval-Hernández³

2020

RIEOEI

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It has been claimed that there is a lack of theory-driven constructs and a lack of cross-country comparability in International Large-Scale Assessment (ILSA)’s socio-economic background scales. To address these issues, a new socio-economic background scale was created based on Pierre Bourdieu’s cultural reproduction theory, which distinguishes economic, cultural and social capital. Secondly, measurement invariance of this construct was tested across countries participating in the Programme for International Student Assessment (PISA). After dividing the countries which participated in PISA 2015 into three groups, i.e., Latin American, European, and Asian, a Multi-Group Confirmatory Factor Analysis was carried out in order to examine the measurement invariance of this new socio-economic scale. The results of this study revealed that this questionnaire, which measures the socio-economic background, was not found to be utterly invariant in the analysis involving all countries. However, when analysing more homogenous groups, measurement invariance was verified at the metric level, except for the group of Latin American countries. Further, implications for policymakers and recommendations for future studies are discussed.

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“…Our study lacks some important aspects that should be considered in further studies. We did not specifically address the issue of measurement invariance [78,79]. It is possible that the scales are not commensurable across all countries [9,17].…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

et al. 2020

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The PISA studies provide unique opportunities to investigate the competencies and attitudes of 15-year-olds across the world. Past research investigating environmental awareness (EA) in PISA 2006 found associations between EA and science-related competencies and attitudes. Investigating EA in the PISA studies may have important implications for education for sustainable development (ESD): results may show which factors should be considered in educational interventions to enhance students’ EA. Cross-national analyses of EA may provide insights into the predictors of EA on a local, national or international level. This study investigates the individual, school, and country level predictors of EA in PISA 2015 (365,194 students, 12,594 schools, 53 countries). The multi-level regression analysis on EA reveals that most of the variance is located at the student level. On the individual level, variables related to science learning in school are associated with EA across all countries. This study also compares the degrees of EA in the 2006 and 2015 populations. The results show similar degrees of EA in 2006 and 2015. Altogether, the study provides cross-country evidence on important aspects that should be addressed in successful ESD programs.

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Cross-cultural comparability of noncognitive constructs in TIMSS and PISA

Cited by 36 publications

References 23 publications

Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes

Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes

Should different countries participating in PISA interpret socioeconomic background in the same way? A measurement invariance approach

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

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