Cross-National Measurement of Mathematics Intrinsic Motivation: An Investigate of Measurement Invariance with MG-CFA and Aligment Method Across Fourteen Countries

Mahmut Sami Yiğiter

Makale detayları

Cross-National Measurement of Mathematics Intrinsic Motivation: An Investigate of Measurement Invariance with MG-CFA and Aligment Method Across Fourteen Countries

Yazarlar:

Mahmut Sami Yiğiter

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.1-27

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309677

pISSN:

1308-1659

Anahtar kelimeler:

Özet:

 One of the main objectives of international large-scale assessments is to make comparisons between different countries, education policies, education systems, or subgroups. One of the main criteria for making comparisons between different groups is to ensure measurement invariance. The purpose of this study was to test the measurement invariance of the mathematics intrinsic motivation scale across 14 countries. For this purpose, the students like learning mathematics scale, which measures intrinsic motivation for mathematics, was included in the TIMSS 2019 cycle. The study sample consisted of a total of 152992 students, 70192 4th grade and 82800 8th grade students from 14 different countries participating in the TIMSS 2019 cycle. Measurement invariance was tested with Multi-Group Confirmatory Factor Analysis MG-CFA and Alignment Method. The mathematics intrinsic motivation scale provides only configural invariance according to MG-CFA at the 4th grade level, whereas the scale provides approximate invariance according to the alignment method. At the 8th grade level, the scale provides configural and metric invariance according to MG-CFA, whereas the scale provides approximate invariance according to the alignment method. The results indicate that the mathematics intrinsic motivation scale provides approximate measurement invariance at both grade levels and that comparisons can be made between the scores of the identified countries.

 One of the main objectives of international large-scale assessments is to make comparisons between different countries, education policies, education systems, or subgroups. One of the main criteria for making comparisons between different groups is to ensure measurement invariance. The purpose of this study was to test the measurement invariance of the mathematics intrinsic motivation scale across 14 countries. For this purpose, the students like learning mathematics scale, which measures intrinsic motivation for mathematics, was included in the TIMSS 2019 cycle. The study sample consisted of a total of 152992 students, 70192 4th grade and 82800 8th grade students from 14 different countries participating in the TIMSS 2019 cycle. Measurement invariance was tested with Multi-Group Confirmatory Factor Analysis MG-CFA and Alignment Method. The mathematics intrinsic motivation scale provides only configural invariance according to MG-CFA at the 4th grade level, whereas the scale provides approximate invariance according to the alignment method. At the 8th grade level, the scale provides configural and metric invariance according to MG-CFA, whereas the scale provides approximate invariance according to the alignment method. The results indicate that the mathematics intrinsic motivation scale provides approximate measurement invariance at both grade levels and that comparisons can be made between the scores of the identified countries.

 One of the main objectives of international large-scale assessments is to make comparisons between different countries, education policies, education systems, or subgroups. One of the main criteria for making comparisons between different groups is to ensure measurement invariance. The purpose of this study was to test the measurement invariance of the mathematics intrinsic motivation scale across 14 countries. For this purpose, the students like learning mathematics scale, which measures intrinsic motivation for mathematics, was included in the TIMSS 2019 cycle. The study sample consisted of a total of 152992 students, 70192 4th grade and 82800 8th grade students from 14 different countries participating in the TIMSS 2019 cycle. Measurement invariance was tested with Multi-Group Confirmatory Factor Analysis MG-CFA and Alignment Method. The mathematics intrinsic motivation scale provides only configural invariance according to MG-CFA at the 4th grade level, whereas the scale provides approximate invariance according to the alignment method. At the 8th grade level, the scale provides configural and metric invariance according to MG-CFA, whereas the scale provides approximate invariance according to the alignment method. The results indicate that the mathematics intrinsic motivation scale provides approximate measurement invariance at both grade levels and that comparisons can be made between the scores of the identified countries.

 Geniş ölçekli uluslararası değerlendirmelerin temel amaçlarından biri, farklı ülkeler, eğitim politikaları, eğitim sistemleri veya alt gruplar arasında karşılaştırmalar yapmaktır. Farklı gruplar arasında karşılaştırma yapmanın temel ölçütlerinden biri de ölçme değişmezliğinin sağlanmasıdır. Bu çalışmanın amacı, matematik içsel motivasyon ölçeğinin 14 ülke arasında ölçme değişmezliğini test etmektir. Bu amaçla, matematiğe yönelik içsel motivasyonu ölçen öğrenciler matematik öğrenmeyi sever ölçeği TIMSS 2019 döngüsüne dahil edilmiştir. Çalışmanın örneklemi TIMSS 2019 döngüsüne katılan 14 farklı ülkeden 70192 4. sınıf ve 82800 8. sınıf öğrencisi olmak üzere toplam 152992 öğrenciden oluşmaktadır. Ölçme değişmezliği, Çok Gruplu Doğrulayıcı Faktör Analizi MG-CFA ve Hizalama Yöntemi ile test edilmiştir. Matematik içsel motivasyon ölçeği, 4. sınıf düzeyinde MG-CFAya göre sadece yapısal değişmezliği sağlarken, hizalama yöntemine göre yaklaşık değişmezliği sağlamaktadır. 8. sınıf düzeyinde ise ölçek, MG-CFAya göre konfigüral ve metrik değişmezliği sağlarken, hizalama yöntemine göre yaklaşık değişmezliği sağlamaktadır. Sonuçlar, matematik içsel motivasyon ölçeğinin her iki sınıf düzeyinde de yaklaşık ölçme değişmezliğini sağladığını ve belirlenen ülkelerin puanları arasında karşılaştırmalar yapılabileceğini göstermektedir.

Makale detayları

Cross-National Measurement of Mathematics Intrinsic Motivation: An Investigate of Measurement Invariance with MG-CFA and Aligment Method Across Fourteen Countries

Yazarlar:

Mahmut Sami Yiğiter

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.1-27

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309677

pISSN:

1308-1659

mathematics

motivation

measurement invariance

students like learning mathematics

alignment methodmatematik

motivasyon

ölçme değişmezliği

hizalama yöntemi

öğrenciler matematik öğrenmeyi sever

Sayı

Makale detayları

Yazarlar: Mahmut Sami Yiğiter

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.1-27

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001309677

pISSN: 1308-1659

Sayı

Yazarlar:

Mahmut Sami Yiğiter

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.1-27

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309677

pISSN:

1308-1659