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Cross-cultural comparability of latent constructs in ILSAs He, Jia; Buchholz, Janine; Fischer, Jessica Sammelbandbeitrag | Aus: Nilsen, Trude; Stancel-Piątak, Agnes; Gustafsson, Jan-Eric (Hrsg.): International handbook of comparative large-scale studies in education: Perspectives, methods and findings | Cham: Springer | 2022 44309 Endnote: Autor*innen: He, Jia; Buchholz, Janine; Fischer, Jessica
Titel: Cross-cultural comparability of latent constructs in ILSAs
Aus: Nilsen, Trude; Stancel-Piątak, Agnes; Gustafsson, Jan-Eric (Hrsg.): International handbook of comparative large-scale studies in education: Perspectives, methods and findings, Cham: Springer, 2022 (Springer International Handbooks of Education), S. 845-870
DOI: 10.1007/978-3-030-88178-8_58
URL: https://link.springer.com/referenceworkentry/10.1007/978-3-030-88178-8_58
Dokumenttyp: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Abstract: This chapter provides an overview of issues of cross-cultural comparability of latent constructs such as attitudes, values, and beliefs measured in ILSA questionnaires. We present the aim and scope of statistical approaches to analyze cross-cultural comparability in four parts. We first introduce the framework of bias and equivalence to guide the methodological considerations for valid cross-cultural comparisons. We then review the practice of construct validation and equivalence testing that has been documented across various ILSAs in the past, highlighting the urgency and challenges in ensuring comparability for multiple group comparisons as well as the related scientific discussions. Next, we briefly describe the recently developed approaches to accommodate the nonequivalence due to the numerous cultural, linguistic, and psychological differences in ILSA data. Finally, we discuss findings and provide recommendations for future applications for ILSA data publishers, policy stakeholders, and researchers who use ILSA data for secondary analysis or who collect data for cross-cultural comparisons. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

The structure of teaching practices across countries. A combination of factor analysis and network […] Fischer, Jessica; He, Jia; Klieme, Eckhard Zeitschriftenbeitrag | In: Studies in Educational Evaluation | 2020 39910 Endnote: Autor*innen: Fischer, Jessica; He, Jia; Klieme, Eckhard
Titel: The structure of teaching practices across countries. A combination of factor analysis and network analysis
In: Studies in Educational Evaluation, 65 (2020) , S. 100861
DOI: 10.1016/j.stueduc.2020.100861
URN: urn:nbn:de:0111-pedocs-203522
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-203522
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Unterrichtspraxis; Schülerleistung; Leistungsbewertung; Faktorenanalyse; Netzwerkanalyse; Datenanalyse; Sekundäranalyse; PISA <Programme for International Student Assessment>; Internationaler Vergleich; Interkultureller Vergleich
Abstract (english): Teaching practices are pivotal for student learning. Due to pedagogical traditions and national cultures, the structure of teaching practices may differ across countries. This study investigates the structure of teaching practices across 12 countries grouped into four major linguistic/cultural clusters. First, factor analysis is applied to investigate if the theoretical distinction between teacher-directed and student-centred practices is generalizable across countries. Then, network analysis is used to explore how individual classroom assessment practices relate to either teacher-directed or student-centred practices. Main findings include that: (1) teacher-directed and student-centred practices are two distinct factors across countries; (2) the overall structure and connectivity of teaching practices differs across countries, with smaller differences within linguistic/cultural clusters; and (3) assessment practices with the aim to structure and guide learning strongly relate to teacher-directed practices, whereas assessment practices with the aim to individualize instruction more relate to student-centred practices. We discuss the global patterning and implications.
DIPF-Abteilung: Bildungsqualität und Evaluation

Differential associations of school practices with achievement and sense of belonging of immigrant […] He, Jia; Fischer, Jessica Zeitschriftenbeitrag | In: Journal of Applied Developmental Psychology | 2020 39615 Endnote: Autor*innen: He, Jia; Fischer, Jessica
Titel: Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students
In: Journal of Applied Developmental Psychology, 67 (2020) , S. 101089
DOI: 10.1016/j.appdev.2019.101089
URL: https://www.sciencedirect.com/science/article/pii/S0193397319301078?dgcid=aut10.1016/j.appdev.2019.101089hor
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Deutschland; Italien; Spanien; Schüler; Immigrant; Lernergebnis; Schulische Integration; Einflussfaktor; Homogene Gruppierung; Notengebung; Schulpraxis; Außerunterrichtliche Aktivität; Mehrebenenanalyse; Datenanalyse; PISA <Programme for International Student Assessment>
Abstract (english): We are interested in identifying "malleable" school and classroom practices to enhance immigrant students' learning. Using PISA 2015 data from Germany, Italy, and Spain we test the differential associations of school-level practices with achievement and sense of belonging at school for students with and without an immigrant background. We found that (1) in-school ability grouping was invariably, negatively related to achievement of both student groups, and the effects were stronger for immigrant than nonimmigrant students; (3) grading based on "hard" factors was not related to achievement, but it showed differential associations with sense of belonging in Germany; (4) grading based on "soft" factors and provision of extracurricular activities also showed mixed associations with the outcomes across countries and did not fulfil the potential to enhance immigrant students' outcomes. We discuss these findings and implications. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009. A […] Zhou, Ji; He, Jia; Lafontaine, Dominique Zeitschriftenbeitrag | In: Assessment in Education | 2020 40612 Endnote: Autor*innen: Zhou, Ji; He, Jia; Lafontaine, Dominique
Titel: Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009. A comparison of two scoring methods
In: Assessment in Education, 27 (2020) 6, S. 635-654
DOI: 10.1080/0969594X.2020.1828820
URN: urn:nbn:de:0111-pedocs-221384
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-221384
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Metakognition; Wissen; Messung; Lesen; PISA <Programme for International Student Assessment>; Interkultureller Vergleich; Datenanalyse; Sekundäranalyse; Validität; Vergleich; Likert-Skala; OECD-Länder
Abstract: Accurate measurement of metacognitive knowledge in reading is important. Different instruments and scoring methods have been proposed but not systematically compared for their measurement comparability across cultures and validity. Given student data from 34 OECD countries in the Programme for International Student Assessment (PISA) in 2009, we compared two scoring methods for metacognitive knowledge in reading based on pair-wise comparisons of strategies and with conventional Likert-scale responses of selected items. Metacognitive knowledge scored with conventional Likert-scale responses demonstrated higher cross-cultural comparability than the pair-wise comparison method. Linked with reading competence, motivation and control strategy in reading, scores from the two scoring methods showed differential criterion validity, possibly related to the types of tasks (understanding and remembering versus summarising), item content (complexity and discrimination between preferred strategies in reading) and common method variance (e.g., individuals' stable response style in rating scales). Theoretical and methodological implications are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

The longitudinal links of personality traits, values, and well-being and self-esteem. A five-wave […] Fetvadjiev, Velichko H.; He, Jia Zeitschriftenbeitrag | In: Journal of Personality and Social Psychology | 2019 39222 Endnote: Autor*innen: Fetvadjiev, Velichko H.; He, Jia
Titel: The longitudinal links of personality traits, values, and well-being and self-esteem. A five-wave study of a nationally representative sample
In: Journal of Personality and Social Psychology, 117 (2019) 2, S. 448-464
DOI: 10.1037/pspp0000246
URN: urn:nbn:de:0111-dipfdocs-189987
URL: http://www.dipfdocs.de/volltexte/2020/18998/pdf/JPSP_2019_Fetvadjiev_He_The_longitudinal_links_of_personality_traits_values_and_well-being_and_self-esteem_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Affekt; Einflussfaktor; Kognition; Längsschnittuntersuchung; Messverfahren; Niederlande; Persönlichkeit; Persönlichkeitsmerkmal; Selbstwertgefühl; Wert; Wohlbefinden
Abstract: [Correction Notice: An Erratum for this article was reported online in Journal of Personality and Social Psychology on Apr 4 2019 (see record 2019-18472-001). In the article, the stability model is referred to incorrectly as trait-state error model in the abstract, twice in the main body of the article, and in the Table 2 Note. Corrected versions of the fourth sentence in the abstract, the first sentence of the Analysis Outline section, and the first sentence of the Table 2 Note are provided in the erratum. The Kenny & Zautra (1995) reference has been deleted from the text and References list, and Steyer & Schmitt (1994) was added to the text and References list. All versions of this article have been corrected.] The existence of links between personality traits, values, and well-being and self-esteem is well established, but the nature and direction of these links have been less clearly understood. This study examines longitudinally the stability of traits and values, their mutual effects, and their effects on affective and cognitive well-being and self-esteem. We analyzed data from a nationally representative panel in The Netherlands, spanning 5 time points spread across 8 years (n = 5,159 to 7,021 per time point, total N = 11,890). We estimated latent state-trait models with autoregression and random-intercepts cross-lagged panel models to account for the trait-like, time-invariant stability of the constructs. Traits were more stable than values. The bidirectional effects tended to be significant, but could be distinguished by their relative size. Traits predicted values more strongly than they were predicted by values, and generally predicted well-being and self-esteem more strongly than values did. Traits predicted broad well-being (especially its affective aspects) more strongly than they were predicted by it; values, by contrast, were predicted by well-being (especially its cognitive aspects and self-esteem) more strongly than they predicted it. The findings highlight the central role of traits for personality functioning, while also supporting the mutual constitution of traits and other personality concepts. The results are discussed in the framework of different theoretical approaches to the composition of the broader personality system. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Cross-cultural comparability of noncognitive constructs in TIMSS and PISA He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine Zeitschriftenbeitrag | In: Assessment in Education | 2019 38403 Endnote: Autor*innen: He, Jia; Barrera-Pedemonte, Fabian; Buchholz, Janine
Titel: Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
In: Assessment in Education, 26 (2019) 4, S. 369-385
DOI: 10.1080/0969594X.2018.1469467
URL: https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1469467
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: PISA <Programme for International Student Assessment>; TIMSS <Third International Mathematics and Science Study>; Schülerleistung; Leistungsmessung; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Freude; Motivation; Schule; Identifikation <Psy>; Sekundarstufe I; Schüler; Messverfahren; Vergleich; Item-Response-Theory; Faktorenanalyse; OECD-Länder
Abstract: Noncognitive assessments in Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study share certain similarities and provide complementary information, yet their comparability is seldom checked and convergence not sought. We made use of student self-report data of Instrumental Motivation, Enjoyment of Science and Sense of Belonging to School targeted in both surveys in 29 overlapping countries to (1) demonstrate levels of measurement comparability, (2) check convergence of different scaling methods within survey and (3) check convergence of these constructs with student achievement across surveys. We found that the three scales in either survey (except Sense of Belonging to School in PISA) reached at least metric invariance. The scale scores from the multigroup confirmatory factor analysis and the item response theory analysis were highly correlated, pointing to robustness of scaling methods. The correlations between each construct and achievement was generally positive within each culture in each survey, and the correlational pattern was similar across surveys (except for Sense of Belonging), indicating certain convergence in the cross-survey validation. We stress the importance of checking measurement invariance before making comparative inferences, and we discuss implications on the quality and relevance of these constructs in understating learning. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Research methods He, Jia; Vijver, Fons J. R. van de Sammelbandbeitrag | Aus: Matsumoto, David; Hwang, Hyisung C. (Hrsg.): The handbook of culture and psychology | New York; NY: Oxford University Press | 2019 39651 Endnote: Autor*innen: He, Jia; Vijver, Fons J. R. van de
Titel: Research methods
Aus: Matsumoto, David; Hwang, Hyisung C. (Hrsg.): The handbook of culture and psychology, New York; NY: Oxford University Press, 2019 , S. 161-180
Dokumenttyp: 4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Sprache: Englisch
DIPF-Abteilung: Bildungsqualität und Evaluation

On detecting systematic measurement error in cross-cultural research. A review and critical […] Boer, Diana; Hanke, Katja; He, Jia Zeitschriftenbeitrag | In: Journal of Cross-Cultural Psychology | 2018 39221 Endnote: Autor*innen: Boer, Diana; Hanke, Katja; He, Jia
Titel: On detecting systematic measurement error in cross-cultural research. A review and critical reflection on equivalence and invariance tests
In: Journal of Cross-Cultural Psychology, 49 (2018) 5, S. 713-734
DOI: 10.1177/0022022117749042
URL: https://journals.sagepub.com/doi/full/10.1177/0022022117749042
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Interkultureller Vergleich; Empirische Forschung; Messverfahren; Psychologische Forschung; Fehler; Kultureinfluss; Einflussfaktor; Kognition; Verhalten; Sprache; Validität; Taxonomie
Abstract: One major threat to revealing cultural influences on psychological states or processes is the presence of bias (i.e., systematic measurement error). When quantitative measures are not targeting the same construct or they differ in metric across cultures, the validity of inferences about cultural variability (and universality) is in doubt. The objectives of this article are to review what can be done about it and what is being done about it. To date, a multitude of useful techniques and methods to reduce or assess bias in cross-cultural research have been developed. We explore the limits of invariance/equivalence testing and suggest more flexible means of dealing with bias. First, we review currently available established and novel methods that reveal bias in cross-cultural research. Second, we analyze current practices in a systematic content analysis. The content analysis of more than 500 culture-comparative quantitative studies (published from 2008 to 2015 in three outlets in cross-cultural, social, and developmental psychology) aims to gauge current practices and approaches in the assessment of measurement equivalence/invariance. Surprisingly, the analysis revealed a rather low penetration of invariance testing in cross-cultural research. Although a multitude of classical and novel approaches for invariance testing is available, these are employed infrequent rather than habitual. We discuss reasons for this hesitation, and we derive suggestions for creatively assessing and handling biases across different research paradigms and designs. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

Country-level correlates of educational achievement. Evidence from large scale surveys He, Jia; van de Vijver, Fons J. R.; Kulikova, Alena Zeitschriftenbeitrag | In: Educational Research and Evaluation | 2018 39220 Endnote: Autor*innen: He, Jia; van de Vijver, Fons J. R.; Kulikova, Alena
Titel: Country-level correlates of educational achievement. Evidence from large scale surveys
In: Educational Research and Evaluation, 23 (2018) 5/6, S. 163-179
DOI: 10.1080/13803611.2017.1455288
URL: https://www.tandfonline.com/doi/abs/10.1080/13803611.2017.1455288
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Linking country-level educational achievement with other country-level indicators has the potential to drive systemic educational changes, as these correlates may reflect characteristics relevant for policy-making decisions to improve educational effectiveness. This study establishes a nomological network of educational achievement at the country level, with clusters of country variables derived from psychological, sociological, and other country-comparative research. Country educational achievements were compiled from all cycles of the Programme for International Student Achievement (PISA), and the Trends in International Mathematics and Science Study (TIMSS) for Grade 8 and Grade 4 students. These scores were found to be correlated with (a) affluence and educational investment indicators (positive); (b) intelligence (positive); (c) religious diversity (positive); (d) values pertaining to long-term orientation (positive), autonomy (positive), uncertainty avoidance (negative), and embeddedness (negative); and (e) aggregated scores of conscientiousness, openness, self-esteem, and teacher self-reports of job satisfaction and efficacy (negative). Policy implications are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation

An indigenous measure of social desirability across non-western countries Domínguez-Espinosa, Alejandra del Carmen; He, Jia; Rosabal-Coto, Mariano; Harb, Camelia; […] Sammelbandbeitrag | Aus: Karasawa, Minoru; Yuki, Masaki; Ishii, Keiko; Uchida, Yukiko; Sato, Kosuke; Friedlmeier, Wolfgang (Hrsg.): Venture into cross-cultural psychology: Proceedings from the 23rd Congress of the International Association for Cross-Cultural Psychology (IACCP), July 30th - August 3rd, 2016, Nagoya, Japan | Allendale; MI: Grand Valley State University | 2018 39224 Endnote: Autor*innen: Domínguez-Espinosa, Alejandra del Carmen; He, Jia; Rosabal-Coto, Mariano; Harb, Camelia; Baena, Isabel Benitez; Acosta, Tania; Estrada, Catalina; Barrios, Carolina; Vijver, Fons J. R. van de; Matus, Pedro Wolfgang Velasco
Titel: An indigenous measure of social desirability across non-western countries
Aus: Karasawa, Minoru; Yuki, Masaki; Ishii, Keiko; Uchida, Yukiko; Sato, Kosuke; Friedlmeier, Wolfgang (Hrsg.): Venture into cross-cultural psychology: Proceedings from the 23rd Congress of the International Association for Cross-Cultural Psychology (IACCP), July 30th - August 3rd, 2016, Nagoya, Japan, Allendale; MI: Grand Valley State University, 2018 , S. #1
URL: https://scholarworks.gvsu.edu/iaccp_papers/154/
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Nicaragua; Persönlichkeit; Persönlichkeitsmerkmal; Soziales Verhalten; Altruismus; Liebe; Selbstdarstellung; Lüge; Charakter; Messverfahren; Psychometrie; Interkultureller Vergleich; Argentinien; Kolumbien; Mexiko; Spanien; China; Costa Rica; Libanon
Abstract: Cross-cultural differences in Social Desirability (SD) could be partly due to the nonequivalence of constructs, items, or other challenges of cross-cultural research. We tested to what extent a Mexican, indigenous scale of SD, capturing both positive and negative features of SD, would be useful in other countries. Data were collected in convenience samples in eight countries (Argentina, China, Colombia, Costa Rica, Lebanon, Mexico, Nicaragua, and Spain) in order to test the psychometric accuracy and invariance of the factor structure. Values of Tucker's factor congruence coefficients (gauging invariance) and tests of the similarity of the cross-country similarity of Cronbach's alpha (gauging internal consistency) revealed that SD, as measured by this indigenous list, is stable and comparable across cultures. The results are interpreted in a conceptual framework in which SD is viewed as a culturally embedded communication style that people use to integrate successfully into their groups. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation