The state-trait model of cheerfulness: Tests of measurement invariance and latent mean differences in European and Chinese Canadian students

Abstract

The State-Trait Cheerfulness Inventory (STCI) assesses latent traits and states of cheerfulness, seriousness, and bad mood to represent the temperamental basis of humor. The present study (1) tested the generalizability of the three-factor model in both state and trait versions of the STCI across European Canadian (N = 489) and first generation Chinese Canadian (N = 147) participants completing the English version of the STCI and (2) compared latent mean differences. Results indicated the confirmatory factor analyses of the three-factor model for European White participants born in Canada and Chinese participants born in China showed adequate fit for both trait and state measures. Furthermore, substantial equivalence of factor model parameters and partial scalar invariance were found for both the state and trait STCI measures. In examining latent mean differences, European White Canadian participants reported significantly higher trait cheerfulness, z = 3.30, p < .001, d = 0.84, and lower trait bad mood z = 3.25, p < .01, d = 0.80 compared to the Chinese Canadian groups. European White Canadian participants reported significantly lower state bad mood, z = 3.59, p < .001, d = 1.15, compared to the Chinese Canadian groups. Limitations and future directions based on study findings are discussed.

Exploring the Accuracy and Consistency of a School Readiness Assessment Tool for Preschoolers: Reliability, Validity and Measurement Invariance Analysis

“…Although the concept of measurement invariance has garnered considerable attention in psychological research (Bravo et al 2021;Calchei et al 2023;Lau et al 2022;Teo et al 2022;Zewude and Hercz 2022), there remains a significant research gap concerning the confirmation of psychometric properties of school readiness assessment. Consequently, the present study endeavors to address this gap by examining the measurement invariance of the DIFER test, which assesses the school readiness of young children.…”

Diagnostic Assessment of School Readiness

“…Although the concept of measurement invariance has garnered considerable attention in psychological research (Bravo et al, 2021;Calchei et al, 2023;Lau et al, 2022;Teo et al, 2022;Zewude & Hercz, 2022), there remains a significant research gap concerning the confirmation of psychometric properties of school readiness assessment. Consequently, the present study endeavors to address this gap by examining the measurement invariance of the DIFER test, which assesses the school readiness of young children.…”