Evaluating the Mathematics Interest Inventory Using Item Response Theory: Differential Item Functioning across Gender and Ethnicities

Autor/inn/en	Wei, Tianlan; Chesnut, Steven R.; Barnard-Brak, Lucy; Stevens, Tara; Olivárez, Arturo, Jr.
Titel	Evaluating the Mathematics Interest Inventory Using Item Response Theory: Differential Item Functioning across Gender and Ethnicities
Quelle	In: Journal of Psychoeducational Assessment, 32 (2014) 8, S.747-761 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282914540449
Schlagwörter	Interest Inventories; Item Response Theory; Item Analysis; Gender Differences; Mathematics Achievement; Psychometrics; Advanced Courses; Mathematics Instruction; Hispanic American Students; White Students; Intention; Measurement; Student Attitudes; Elementary School Students; Secondary School Students; Texas + Suchen Sie Ihr Suchwort? Interest profile; Interessenprofil; Item-Response-Theorie; Itemanalyse; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Psychometry; Psychometrie; Fortgeschrittenenunterricht; Mathematics lessons; Mathematikunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Messverfahren; Schülerverhalten; Sekundarschüler
Abstract	As the United States has begun to lag behind other developed countries in performance on mathematics and science, researchers have sought to explain this with theories of teaching, knowledge, and motivation. We expand this examination by further analyzing a measure of interest that has been linked to student performance in mathematics and intention to enroll in advanced mathematics classes. Using Item Response Theory (IRT), the purpose of this study was to evaluate the psychometric properties of the Mathematics Interest Inventory (MII). Six hundred sixty-six students (47.6% Hispanic, 48.2% Male) formed the sample. Results revealed minimal differential item functioning (DIF) between genders. Substantial DIF emerged between Hispanic and White students. Implications of the differential functioning and the measurement of interest in mathematics are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10