dc.contributor.author |
Matos, DAS |
en |
dc.contributor.author |
Brown, Gavin |
en |
dc.contributor.author |
Gomes, CMA |
en |
dc.date.accessioned |
2019-02-26T22:37:01Z |
en |
dc.date.available |
2018-12-07 |
en |
dc.date.issued |
2019 |
en |
dc.identifier.citation |
Psico-USF 24(4):737-750 2019 |
en |
dc.identifier.issn |
1413-8271 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/45465 |
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 |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
https://creativecommons.org/licenses/by/4.0/ |
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 |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
512522 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.record-created-at-source-date |
2015-12-10 |
en |
pubs.online-publication-date |
2019-12-03 |
en |