Theresa Dicke

What to do When Scalar Invariance Fails: The Extended Alignment Method for Multi-Group Factor Analysis Comparison of Latent Means Across Many Groups.

Abstract Scalar invariance is an unachievable ideal that in practice can only be approximated; often using potentially questionable approaches such as partial invariance based on a stepwise selection of parameter estimates with large modification indices. Study 1 demonstrates an extension of the power and flexibility of the alignment approach for comparing latent factor means in large-scale studies (30 OECD countries, 8 factors, 44 items, N = 249,840), for which scalar invariance is typically not supported in the traditional confirmatory factor analysis approach to measurement invariance (CFA-MI). Importantly, we introduce an alignment-within-CFA (AwC) approach, transforming alignment from a largely exploratory tool into a confirmatory tool, and enabling analyses that previously have not been possible with alignment (testing the invariance of uniquenesses and factor variances/covariances; multiple-group MIMIC models; contrasts on latent means) and structural equation models more generally. Specifically, it also allowed a comparison of gender differences in a 30-country MIMIC AwC (i.e., a SEM with gender as a covariate) and a 60-group AwC CFA (i.e., 30 countries × 2 genders) analysis. Study 2, a simulation study following up issues raised in Study 1, showed that latent means were more accurately estimated with alignment than with the scalar CFA-MI, and particularly with partial invariance scalar models based on the heavily criticized stepwise selection strategy. In summary, alignment augmented by AwC provides applied researchers from diverse disciplines considerable flexibility to address substantively important issues when the traditional CFA-MI scalar model does not fit the data.

Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores

Consistently with a priori predictions, school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school grades, and standardized achievement test scores). The design, based on a large, representative sample of German students (N = 1,325, M age = 11.75 years at Year 5) measured each year during the first 5 years of secondary school, was particularly strong. It featured 4 independent retention groups (different groups of students, each repeating 1 of the 4 first years of secondary school; total N = 103), with multiple posttest waves to evaluate short- and long-term effects, controlling for covariates (gender, age, socioeconomic status, primary school grades, IQ) and 1 or more sets of 10 outcomes collected prior to retention. Tests of developmental invariance demonstrated that the effects of retention (controlling for covariates and preretention outcomes) were highly consistent across this potentially volatile early to middle adolescent period; largely positive effects in the first year following retention were maintained in subsequent school years following retention. Particularly considering that these results are contrary to at least some of the accepted wisdom about school retention, the findings have important implications for educational researchers, policymakers, and parents.

The murky distinction between self-concept and self-efficacy: beware of lurking jingle-jangle fallacies

This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy.

Effects of School-Average Achievement on Individual Self-Concept and Achievement: Unmasking Phantom Effects Masquerading as True Compositional Effects.

School-average achievement is often reported to have positive effects on individual achievement (peer spillover effect). However, it is well established that school-average achievement has negative effects on academic self-concept (big-fish-little-pond effect [BFLPE]) and that academic self-concept and achievement are positively correlated and mutually reinforcing (reciprocal effects model). We resolve this theoretical paradox based on a large, longitudinal sample (N = 14,985 U.S. children) and improved methodology. More appropriate multilevel modeling that controls for phantom effects (due to measurement error and preexisting differences) makes the BFLPE even more negative, but turns the peer spillover effect from positive to slightly below zero. Thus, attending a high-achieving school has negative effects on academic self-concept and a nonpositive effect on achievement. The results question previous studies and meta-analyses showing a positive peer spillover effect that do not control for phantom effects, along with previous policy and school selection decisions based on this research.

An information distortion model of social class differences in math self-concept, intrinsic value and utility value

In this paper, we develop an information distortion model (IDM) of social class differences in self-beliefs and values. The IDM combines psychological biases on frame-of-reference effects with sociological foci on ability stratification. This combination is hypothesized to lead to working-class children having more positive math self-beliefs and values than equally able salariat children. We further suggest that the same conditions that give rise to the working-class benefit in self-beliefs and values are associated with signaling effects that suppress educational aspirations and attainment. These hypotheses are tested in 1 cross-sectional multinational and 1 longitudinal study. The results in favor of the IDM challenge cultural models of social class differences and have implications for rational action theory.

Bildungswissenschaftliches Wissen und professionelle Kompetenz in der Lehramtsausbildung

Ein empirisch bisher noch wenig erschlossener Bereich der universitaren Lehrerbildung ist der bildungswissenschaftliche Studienteil, in dem Lehren und Lernen, Bildung und Erziehung fachunabhangig behandelt werden. Das Projekt Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung (BilWiss) hat zum Ziel, den Ertrag dieses Studienteils, namlich das bildungswissenschaftliche Wissen von angehenden Lehrkraften nach dem Studium, empirisch zu erfassen und seine Bedeutung fur den Einstieg in die Berufspraxis zu ermitteln. Der vorliegende Beitrag stellt die theoretische Ausgangslage, Fragestellungen und Studienanlage von BilWiss sowie die wichtigsten derzeit vorliegenden Ergebnisse dar. Unser Forschungsprogramm umfasste Curriculumanalysen, eine Delphi-Studie, Pilotstudien zur Konstruktion eines umfangreichen Wissenstests zur Erfassung des bildungswissenschaftlichen Wissens, die Hauptstudie mit 3.118 Lehramtsabsolventinnen und Lehramtsabsolventen und einer angliederten Langsschnitt-Erhebung sowie flankierende Validierungsstudien. Unsere Studienergebnisse zeigen, dass zwar theoretisch ein Konsens uber die im bildungswissenschaftlichen Studienteil zu behandelnden Inhalte besteht, jedoch das universitare Studienangebot sowie die individuelle Nutzung seitens der Lehramtsstudierenden sehr stark variiert. Entsprechend zeigen sich kleine bis mittelgrose Effekte des Lehramtsstudiums auf das per Test gemessene bildungswissenschaftliche Wissen und keinerlei Standortprofile. Erste Befunde weisen allerdings darauf hin, dass hoch ausgepragtes bildungswissenschaftliches Wissen den Einstieg in die Berufspraxis erleichtert und das berufliche Handeln positiv beeinflussen kann.