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The dimensionality of reading self-concept : Examining its stability using local structural equation models
Basarkod, Geetanjali Marsh, Herbert W. Sahdra, Baljinder K. Parker, Philip D. Guo, Jiesi Dicke, Theresa Lüdtke, Oliver
Basarkod, Geetanjali
Marsh, Herbert W.
Sahdra, Baljinder K.
Parker, Philip D.
Guo, Jiesi
Dicke, Theresa
Lüdtke, Oliver
Abstract
For results from large-scale surveys to inform policy and practice appropriately, all participants must interpret and respond to items similarly. While organizers of surveys assessing student outcomes often ensure this for achievement measures, doing so for psychological questionnaires is also critical. We demonstrate this by examining the dimensionality of reading self-concept—a crucial psychological construct for several outcomes—across reading achievement levels. We use Programme for International Student Assessment 2018 data (N = 529,966) and local structural equation models (LSEMs) to do so. Results reveal that reading self-concept dimensions (assessed through reading competence and difficulty) vary across reading achievement levels. Students with low reading achievement show differentiated responses to the two item sets (high competence–high difficulty). In contrast, students with high reading achievement have reconciled responses (high competence–low difficulty). Our results highlight the value of LSEMs in examining factor structure generalizability of constructs in large-scale surveys and call for greater cognitive testing during item development.
Keywords
factor structure, local structural equation models, reading self-concept, large-scale survey, PISA
Date
2023
Type
Journal article
Journal
Assessment
Book
Volume
30
Issue
3
Page Range
873-890
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled