Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and Anglo-Saxon countries.

Autor/inn/en	Marsh, Herbert W.; Abduljabbar, Adel Salah; Abu-Hilal, Maher M.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Leung, Kim Chau; Xu, Man K.; Nagengast, Benjamin; Parker, Philip
Titel	Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: A comparison of Arab and Anglo-Saxon countries.
Quelle	In: The journal of educational psychology, 105 (2013) 1, S. 108-128Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0029907
Schlagwörter	Testvalidität; Geschlechtsspezifischer Unterschied; Junior High School; Schüler; Interkulturelle Differenz; Leistungsmotivation; Mathematik; Mathematikunterricht; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Leistung; USA
Abstract	Evaluated the psychometric properties of the math and science motivation scales used in the international Trends in International Mathematics and Science Study (TIMSS 2007) in 4 Arab-speaking countries and 4 English-speaking Anglo-Saxon countries and addresses methodological weaknesses. Participants were a total of 40,803 eighth-grade students from Saudi Arabia (N=4,269), Jordan (N=5,251), Oman (n=4,752), Egypt (N=6,582), the United States (N=7,593), England (N=4,048), Australia (N=4,103), and Scotland (N=4,205). The evaluated scales encompass self-concept, positive affect, and value. Their factor structure, method effects, gender differences, and convergent and discriminant validity were evaluated, and methodological weaknesses in the TIMSS approach to these motivation measures are discussed. Results show support for within-group invariance across the math and science domains and between-group invariance across countries for full-factor loading invariance and partial item intercept invariance. However, the factor structure is complicated by strong negative-item method effects and correlated unique characteristics associated with the use of math and science items with parallel wording. Correlations involving the motivation factors are considered reasonably similar across countries, which is assumed to support both discriminant and convergent validity in relation to achievement, plans to take more coursework in math and science, and long-term educational aspirations. However, gender differences are thought to largely favor girls in the Arab countries (with strong single-sex education systems) relative to Anglo countries (and international norms). Finally, the juxtapositions of latent mean differences in achievement and motivation factors show that students from Anglo countries had substantially higher achievement than students from Arab countries but had substantially lower motivation across all eight math and science factors. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/3