The Financial Identity Scale (FIS): A Multinational Validation and Measurement Invariance Study among Emerging Adults

Autor/inn/en	Sorgente, Angela; Vosylis, Rimantas; Lanz, Margherita; Serido, Joyce; Shim, Soeyon
Titel	The Financial Identity Scale (FIS): A Multinational Validation and Measurement Invariance Study among Emerging Adults
Quelle	In: International Journal of Behavioral Development, 44 (2020) 6, S.565-574 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sorgente, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025420914986
Schlagwörter	Measures (Individuals); Money Management; Young Adults; Test Validity; Test Reliability; Foreign Countries; Identification; United States; Italy; Lithuania + Suchen Sie Ihr Suchwort? Messdaten; Young adult; Junger Erwachsener; Testvalidität; Testreliabilität; Ausland; Identifikation; Identifizierung; USA; Italien; Litauen
Abstract	The transition from financial dependence on one's parents to financial self-sufficiency is one of the most relevant transitions during emerging adulthood. It is important to have an instrument able to assess emerging adults' financial capabilities and to detect its change over time. The current article aims to collect international evidence of the Financial Identity Scale (FIS) validity and reliability. Cross-sectional data collected from 2,501 emerging adults aged 18--25 and belonging to three different countries--U.S. (n = 1,535), Italy (n = 485), and Lithuania (n = 481)--were adopted to test score structure validity, generalizability, sensitivity to difference, criterion-related validity, and internal consistency. Instead, four-wave longitudinal data, available for the American sample only (n = 1,900), were adopted to test FIS structural stability and sensitivity to change. As recommended by the contemporary view of validity, different structural equation models were performed. Findings suggest that FIS scores are valid and reliable. The implications for researchers and practitioners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01