Using Structural Equation Modeling to Test for Differential Reliability and Validity: An Empirical Demonstration

Raines-Eudy, Ruth

doi:10.1207/s15328007sem0701_07

Cited by 124 publications

(84 citation statements)

References 12 publications

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“…The Cronbach Alpha reliability coefficient is .65 in this study. [28] stated that the reliability coefficient of .50 and above is acceptable. Accordingly, it can be said that the reliability coefficients of the scale are sufficient.…”

Section: Data Collection Toolmentioning

confidence: 99%

Investigating Teacher Candidates' Beliefs about Standardized Testing

Kınay¹,

Ardiç²

2017

ujer

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The purpose of this study is to examine the beliefs of prospective teachers' about standardized testing in terms of some variables. This piece of research is in survey model. The study is carried out with 442 randomly selected prospective teachers registered in different departments at Dicle University in Turkey during the 2015-2016 academic year. Selected teacher candidates are grouped under 5 fields according to the branches they have registered (social sciences, language education, mathematics and sciences, fields requiring special ability, basic education). The Beliefs about Standardized Testing Scale (BAST) developed by Magee and Jones (2012) and adapted into Turkish language by İlhan, Çetin and Kinay (2015) is used as data collection tool. As a result of the study teacher candidates are found to have moderate beliefs for standardized tests. There is a significant difference between the candidate teachers' beliefs about standardized tests in terms of their gender and fields. Teacher candidates' beliefs about standardized tests do not differ significantly according to the grade variable.

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Section: Data Collection Toolmentioning

confidence: 99%

Investigating Teacher Candidates' Beliefs about Standardized Testing

Kınay¹,

Ardiç²

2017

ujer

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“…Generally, inventories with a reliability coefficient of .70 and higher are considered to be reliable (Domino & Domino, 2006;Fraenkel, Wallend & Hyun, 2012;Leech, Barlett & Morgan, 2005). However, for inventories with less items, reliability coefficients over .50 can be taken as basis (Nunnaly & Bernstein, 1994;Raines-Eudy, 2000). Under the light of this information, it can be asserted that less number of items in these sub-dimensions can be the main reason for the fact that reliability coefficient is .55 in four-item procedural information sub-dimensions and .59 in five-item debugging sub-dimension although it is .93 in the total 52-item inventory.…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…(Domino & Domino, 2006;Fraenkel, Wallend & Hyun, 2012;Leech, Barlett & Morgan, 2005). Ancak madde sayısı az olan ölçekler için .50'nin üzerinde olan güvenirlik katsayılarının ölçüt olarak alınabileceği belirtilmektedir (Nunnaly & Bernstein, 1994;Raines-Eudy, 2000). Bu bilgiler ışığında ölçeğin 52 maddeden oluşan toplam boyutunda güvenirlik katsayısının .93 olarak hesaplanmasına karşın dört maddeden oluşan prosedürel bilgi alt boyutunda güvenirlik katsayısının .55, beş maddeden oluşan hata ayıklama alt boyutunda ise güvenirlik katsayısının .59 olmasının temel nedeninin bu alt boyutlarda madde sayısının az olmasından kaynaklandığı söylenebilir.…”

Section: Yöntem Araştırma Modeliunclassified

Investigation of prospective teachers' metacognitive awareness in terms of some variables

Bars

Oral

2016

Pegegog

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The purpose of this study is to examine the metacognitive awareness of prospective teachers according to their gender, field of study and the average number of books they read in a year excluding textbooks. The study was conducted in accordance with this purpose, and the sample of the study consists of prospective teachers who were senior students at Dicle University Ziya Gökalp Faculty of Education in the 2014-2015 academic years spring semester and 1475 randomly selected prospective teachers in the teacher certification program. In the study, the 52-item "Metacognitive Awareness Inventory" was used in order to determine the metacognitive awareness levels of prospective teachers. The inventory was originally developed by Schraw and Dennison (1994) and it was adapted to Turkish by Akın, Abacı and Çetin (2007). The findings of the study reveal that the metacognitive awareness of prospective teachers does not differ significantly in the total extent of the scale according to their gender, but differs significantly according to their field of study and the average number of books they read in a year excluding textbooks.

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“…In 1981, Fornell and Larker proposed an indicator (composite reliability of latent variable) to measure intra-model coherence [33]. When the combined reliability reaches or exceeds 0.5 (Table 9), the measurement tool is stable [34].…”

Section: Reliability Test and Validity Evaluation Of Measurement Modelmentioning

confidence: 99%

The Key Driving Forces for Geo-Economic Relationships between China and ASEAN Countries

et al. 2017

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Abstract:With the rise of China and the implementation of the "21st Century Maritime Silk Road" strategy, research on geo-economics between China and ASEAN (Association of Southeast Asian Nations) countries has become increasingly important. Current studies mainly focus on influencing factors, while there is little consideration about how these influencing factors act on geo-economic relationships. Therefore, this paper explores the key driving forces for geo-economic relationships between China and ASEAN countries by use of the structural equation modeling based on Partial Lease Squares. There are three main findings: (1) Economic factors have the greatest impact on geo-economic relationships and the total path effect is 0.778. Geo-location, geopolitics and geo-culture act on geo-economic relationships directly and indirectly. Their total path effects are 0.731, 0.645 and 0.513, respectively. (2) Indirect effects of geo-location, geopolitics and geo-culture impacting geo-economic relationships are far greater than direct effects. Geo-culture, in particular, has a vital mediating effect on geo-economic relationships. (3) Economic drivers promote geo-economic relationships through market, industrial policy, technical, network and benefit-sharing mechanisms. Political drivers improve geo-economic relationships through cooperation, negotiation, coordination and institutional mechanisms. Cultural drivers enhance geo-economic relationships through transmission mechanism. Location drivers facilitate geo-economic relationships through selection mechanism. We provide new insights on the geo-economic relationships through quantitative analysis and enrich the existing literature by revealing the key driving forces and mechanisms for geo-economic relationships.

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Using Structural Equation Modeling to Test for Differential Reliability and Validity: An Empirical Demonstration

Cited by 124 publications

References 12 publications

Investigating Teacher Candidates' Beliefs about Standardized Testing

Investigating Teacher Candidates' Beliefs about Standardized Testing

Investigation of prospective teachers' metacognitive awareness in terms of some variables

The Key Driving Forces for Geo-Economic Relationships between China and ASEAN Countries

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