Factor structure and measurement invariance of the Students' Self-report Checklist of Social and Learning Behaviour (SSL)

被引：2

作者：

Lohbeck, Annette ^{[1
]}

Schultheiss, Jan ^{[2
]}

Petermann, Ulrike ^{[2
]}

Petermann, Franz ^{[2
]}

机构：

[1] Carl von Ossietzky Univ Oldenburg, Sch Educ & Social Sci, D-26111 Oldenburg, Germany

[2] Univ Bremen, Ctr Clin Psychol & Rehabil, Grazer Str 6, D-28359 Bremen, Germany

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2016年 / 51卷

关键词：

Self-report Checklist of Social and Learning Behaviour; Factor structure; Measurement invariance; Social behaviour; Learning behaviour; GENDER-DIFFERENCES; FIT INDEXES; SCHOOL; ACHIEVEMENT; ADOLESCENTS; BOYS; VALIDATION; CHILDREN; SUPPORT; GIRLS;

D O I：

10.1016/j.lindif.2016.08.038

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The SSL is a new self-report questionnaire for students aged 9 to 19 years measuring ten facets of social and learning behaviour (cooperation, self-perception, self-control, empathy, self-assertion, social relationships with peers, endurance, concentration, independence, diligence). Based upon a confirmatory factor analysis (CFA) approach, the present study examined the factor structure and measurement invariance across gender of the SSL with 4045 German students. Results of CFA provided strong support for the presumed ten-factor structure of the SSL and showed that the ten-factor structure (factor loadings and item intercepts) of the SSL was invariant across gender. These results suggest that the SSL can be used as a confidential instrument for measuring ten specific facets of students' self-reported social and learning behaviour. (C) 2016 Elsevier Inc All rights reserved.

引用

页码：314 / 321

页数：8

共 55 条

[1]

[Anonymous], 1998, MPLUS VERSION 7 STAT

[2] Principles and Practice of Scaled Difference Chi-Square Testing [J].

Bryant, Fred B. ;

Satorra, Albert .

STRUCTURAL EQUATION MODELING-A MULTIDISCIPLINARY JOURNAL, 2012, 19 (03) :372-398

[3]

Byrne B.M., 1998, Multivariate applications book series. Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications

[4] Evaluating goodness-of-fit indexes for testing measurement invariance [J].

Cheung, GW ;

Rensvold, RB .

STRUCTURAL EQUATION MODELING-A MULTIDISCIPLINARY JOURNAL, 2002, 9 (02) :233-255

[5]

Costello A., 2005, Pract Assess Res Eval, V10, P7, DOI DOI 10.7275/JYJ1-4868

[6] Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore [J].

Cvencek, Dario ;

Kapur, Manu ;

Meltzoff, Andrew N. .

LEARNING AND INSTRUCTION, 2015, 39 :1-10

[7]

De Beuckelaer A., 2011, Methods and applications in cross-cultural analysis, P117

[8] Judging students' achievement goal orientations: Are teacher ratings accurate? [J].

Dicke, Anna-Lena ;

Luedtke, Oliver ;

Trautwein, Ulrich ;

Nagy, Gabriel ;

Nagy, Nicole .

LEARNING AND INDIVIDUAL DIFFERENCES, 2012, 22 (06) :844-849

[9] Social and behavioral skills and the gender gap in early educational achievement [J].

DiPrete, Thomas A. ;

Jennings, Jennifer L. .

SOCIAL SCIENCE RESEARCH, 2012, 41 (01) :1-15

[10]

Eccles J.S., 2005, Handbook of Competence and Motivation, P105

← 1 2 3 4 5 6 →