Investigating the Measurement of Social and Academic Competencies for Early/Late Preadolescents and Adolescents: A Multitrait--Multimethod Analysis

Byrne, Barbara M.; Bazana, P. Gordon

doi:10.1207/s15324818ame0902_2

Cited by 16 publications

(6 citation statements)

References 42 publications

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“…Among the three validity diagonals, the values for self-parent rating dyad, which were the highest, indicated high consistency between self-rating and parental rating. This finding was consistent with that in Byrne and Bazana (1996). It appears that academic self-concept was best understood by parents.…”

supporting

confidence: 90%

“…The relative performance of nested models can be compared by determining their χ 2 difference and by evaluating the significance level in relation to the difference in number of degrees of freedom. A statistically significant χ 2 difference argues for the better fit for the less restrictive model (Byrne & Bazana, 1996;Byrne & Goffin, 1993). Because the fit of the general model (Model 14) and that of the correlated uniqueness model (Model 15) were judged best, these two models were tested against a series of relatively restrictive models to provide evidence of convergent and discriminant validity.…”

Section: Comparison Of Nested Modelsmentioning

confidence: 99%

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Multitrait-Multimethod Analyses of Scores on a Chinese Version of the Dimensions of Self-Concept Scale

Huang

Michael

2002

Educational and Psychological Measurement

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The purpose of this study was to examine the construct validity of scores on a Chinese version of an academic self-concept scale as measured by self-, peer, and parent ratings. The multitrait-multimethod approach, general confirmatory factor analysis models, and correlated uniqueness models were utilized. Overall, the results from three analyses supported the convergent validity as well as discriminant validity of scores and the presence of a method effect. However, the evidence for convergent validity, discriminant validity, and method effect associated with scores was somewhat inconsistent. Alternative analysis procedures are recommended to provide safeguards to construct validation.Because self-concept is one of the most important constructs in educational and psychological research, instruments yielding reliable and valid scores are needed for appropriate interpretation in a number of educational settings. Among the myriad measures of self-concept, Dimensions of SelfConcept (DOSC) developed by Michael and Smith (Michael & Smith, 1976;Michael, Smith, & Michael, 1989) is one of the 23 scales recommended by Byrne (1996). The DOSC is widely used for assessing noncognitive factors of academic self-concept. This multidimensional self-concept instrument is available in three forms: Form E for elementary school children, Grades 4 through 6; Form S for secondary school students; and Form H for higher education students. Items in each form represent activities or attitudes toward school learning situations.

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supporting

confidence: 90%

Section: Comparison Of Nested Modelsmentioning

confidence: 99%

Multitrait-Multimethod Analyses of Scores on a Chinese Version of the Dimensions of Self-Concept Scale

Huang

Michael

2002

Educational and Psychological Measurement

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“…Self-report measures may be a beneficial method of identifying a child's perception of their own social functioning; however, this method's utility is limited to those children who are able to identify the strengths and weaknesses of their own social behavior. Particularly with children of elementary age, parent report, as opposed to self-report, may be a more reliable method of determining a child's social functioning (Byrne & Bazana, 1996).This consideration would also apply to special groups that may have limited cognitive functioning. A review of self-report measures follows.…”

Section: Self-reportmentioning

confidence: 99%

Social Behavior and Skills in Children

Matson¹

2009

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“…For applied examples of the above-mentioned procedure both for the Correlated methods and the Correlated Uniquenesses you can refer to Byrne and Goffin (1993), Byrne and Bazana (1996) as well as to Meyer, Frost, Brown, Steketee, and Tolin (2013) or Koch et al (2018). Byrne (2012) refers readers who wish to read more on comparisons of the correlated uniquenesses, composite direct product, and general CFA models to other sources (Bagozzi, 1993;Bagozzi & Yi, 1990;Coenders & Saris, 2000;Hernández & González-Romá, 2002;Marsh & Bailey, 1991;Marsh, Byrne, & Craven, 1992).…”

Section: Comparison Of the Two Methodsmentioning

confidence: 99%

Applied Psychometrics: The Application of CFA to Multitrait-Multimethod Matrices (CFA-MTMM)

Kyriazos¹

2018

PSYCH

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The application of CFA to Multitrait-Multimethod Matrices (MTMM) is an elaborated method for the evaluation of construct validity in terms of the discriminant and convergent validity as well as method effects. It is implemented to evaluate the acceptability of a questionnaire as a measure of constructs or latent variables, during the structural and external stages of an instrument validation process. CFA can be carried out in MTMM matrices, like in any other covariance matrix, to study the latent variables of traits and methods factors. CFA-MTMM models can distinguish systematic trait or method effects from unsystematic measurement error variance, thus offering the possibility of hypotheses testing on the measurement model, while controlling possible effects. A plethora of CFA-MTMM approaches have been proposed, but the Correlated Methods Models and the Correlated Uniqueness Models are two CFA-MTMM methods most widely used. This work discusses how these two approaches can be parametrized, and how inferences about construct validity and method effects can be drawn on the matrix level and on parameters level. Then, the two methods are briefly compared. Additional CFA MTMM parameterizations are also discussed and their advantages and disadvantages are summarized.

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Investigating the Measurement of Social and Academic Competencies for Early/Late Preadolescents and Adolescents: A Multitrait--Multimethod Analysis

Cited by 16 publications

References 42 publications

Multitrait-Multimethod Analyses of Scores on a Chinese Version of the Dimensions of Self-Concept Scale

Multitrait-Multimethod Analyses of Scores on a Chinese Version of the Dimensions of Self-Concept Scale

Social Behavior and Skills in Children

Applied Psychometrics: The Application of CFA to Multitrait-Multimethod Matrices (CFA-MTMM)

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