Bifactor invariance analysis of the Student Conceptions of Assessment inventory

Show simple item record Matos, DAS en Brown, Gavin en Gomes, CMA en 2019-02-26T22:37:01Z en 2018-12-07 en 2019 en
dc.identifier.citation Psico-USF 24(4):737-750 2019 en
dc.identifier.issn 1413-8271 en
dc.identifier.uri en
dc.description.abstract Student conceptions of the purposes of assessment are an important aspect of self-regulated learning. This study advances our understanding of the Student Conceptions of Assessment Inventory (SCoA) by examining the generalizability of the factorial structure of the SCoA using bifactor analysis and conducting cross-cultural invariance testing between Brazil and New Zealand. Eight different models were specified and evaluated, with the best model being adopted for invariance testing. This research adds to our understanding of the cross-cultural properties of the SCoA because the introduction of the bifactor model resulted in metric equivalence between countries, which had previously had only partial metric equivalence. Future studies should attempt to create more items around several SCoA constructs. en
dc.publisher Universidade de São Francisco en
dc.relation.ispartofseries Psico-USF en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.rights.uri en
dc.title Bifactor invariance analysis of the Student Conceptions of Assessment inventory en
dc.type Journal Article en
dc.identifier.doi 10.1590/1413-82712019240411 en
pubs.issue 4 en
pubs.begin-page 737 en
pubs.volume 24 en
dc.rights.holder Copyright: The authors en
pubs.end-page 750 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 512522 en Education and Social Work en Learning Development and Professional Practice en
pubs.record-created-at-source-date 2015-12-10 en 2019-12-03 en

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