You Can't Compare if You Don't Prepare: Differential Item Functioning in Measures of Grit, STEM Self-Regulation, and Motivation

Autor/inn/en	Gladstone, Jessica R.; Morell, Monica; Yang, Ji Seung; Ponnock, Annette; Turci Faust, Lara; Wigfield, Allan
Titel	You Can't Compare if You Don't Prepare: Differential Item Functioning in Measures of Grit, STEM Self-Regulation, and Motivation
Quelle	In: Journal of Experimental Education, 91 (2023) 3, S.557-575 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2022.2062584
Schlagwörter	Test Bias; STEM Education; Test Items; Student Characteristics; Grade 9; Grade 10; High School Students; Gender Differences; Racial Differences; Ethnicity; Questionnaires; Academic Achievement; Self Management; Student Motivation; Beliefs; Persistence; Self Efficacy; Student Attitudes; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Testkritik; STEM; Test content; Testaufgabe; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Fragebogen; Schulleistung; Selbstmanagement; Schulische Motivation; Belief; Glaube; Ausdauer; Self-efficacy; Selbstwirksamkeit; Schülerverhalten
Abstract	Researchers developing questionnaire measures of personality, motivation, and self-regulation constructs related to students' achievement and persistence in STEM or other fields rarely have examined whether the items on the measures used are functioning differently across groups, which is necessary for accurate group comparison. The present study assessed differential item functioning (DIF) in two frequently-used measures of such constructs, the Grit-S, the Motivated Strategies for Learning Questionnaire (MSLQ), and a new measure of long-term grit, using a sample of 1,146 ninth and tenth-grade students in the U.S.A. We also assessed gender and racial differences in the patterns of the relationships among the latent constructs, something rarely reported in the literature. Differences in such patterns indicate that the concurrent validity of the construct scores could vary across different groups. Results indicated that numerous items exhibited gender DIF on the Grit-S but not on the MSLQ or long-term grit measure. There were fewer DIF items across racial groups. Patterns of relations among the variables, in general, were weaker for females than males. There were fewer racial groups differences in the patterns of correlations. We discuss the implications of the DIF findings for future research on group comparisons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01