Measurement Invariance of the Gifted Rating Scales--School Form across Five Cultural Groups

Autor/inn/en	Li, Huijun; Lee, Donghyuck; Pfeiffer, Steven I.; Kamata, Akihito; Kumtepe, Alper T.; Rosado, Javier
Titel	Measurement Invariance of the Gifted Rating Scales--School Form across Five Cultural Groups
Quelle	In: School Psychology Quarterly, 24 (2009) 3, S.186-198 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0017382
Schlagwörter	Gifted; Factor Structure; Rating Scales; Factor Analysis; Foreign Countries; Measurement; Identification; Cross Cultural Studies; Translation; Goodness of Fit; Elementary School Students; China; Puerto Rico; South Korea; Turkey; United States + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Faktorenstruktur; Rating-Skala; Faktorenanalyse; Ausland; Messverfahren; Identifikation; Identifizierung; Cultural comparison; Kulturvergleich; Korea; Republik; Türkei; USA
Abstract	This study examined measurement invariance of the Gifted Rating Scales--School Form (GRS-S) across the United States, Puerto Rico, China, South Korea, and Turkey, using multigroup confirmatory factor analysis. A total of 1,817 students were rated by 287 teachers using either translated versions of GRS-S or the original English GRS-S. Results indicate a similar factor structure for the GRS-S across the five locations; six factors with each of the 72 items equivalently loaded to the same latent variable across groups. The metric invariance test and the factor variance and covariance invariance tests reveal that the patterns of factor loadings and the factor variances and covariances are invariant across the five groups. Moreover, the scalar invariance test indicates that item means are equivalent across the groups. These results suggest that the GRS-S has intercultural utility and can be similarly interpreted. Implications and limitations of the present research for gifted identification are discussed. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10