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关联测量不变性、跨层次不变性和多层次信度

Relating Measurement Invariance, Cross-Level Invariance, and Multilevel Reliability.

作者信息

Jak Suzanne, Jorgensen Terrence D

机构信息

Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands.

出版信息

Front Psychol. 2017 Oct 10;8:1640. doi: 10.3389/fpsyg.2017.01640. eCollection 2017.

DOI:10.3389/fpsyg.2017.01640
PMID:29066984
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5641393/
Abstract

Data often have a nested, multilevel structure, for example when data are collected from children in classrooms. This kind of data complicate the evaluation of reliability and measurement invariance, because several properties can be evaluated at both the individual level and the cluster level, as well as across levels. For example, cross-level invariance implies equal factor loadings across levels, which is needed to give latent variables at the two levels a similar interpretation. Reliability at a specific level refers to the ratio of true score variance over total variance at that level. This paper aims to shine light on the relation between reliability, cross-level invariance, and strong factorial invariance across clusters in multilevel data. Specifically, we will illustrate how strong factorial invariance across clusters implies cross-level invariance and perfect reliability at the between level in multilevel factor models.

摘要

数据通常具有嵌套的多层次结构,例如从教室里的儿童那里收集数据时。这类数据使可靠性评估和测量不变性变得复杂,因为可以在个体层面、聚类层面以及跨层面评估多种属性。例如,跨层面不变性意味着各层面的因子载荷相等,这是赋予两个层面的潜在变量相似解释所必需的。特定层面的可靠性是指该层面真分数方差与总方差的比率。本文旨在阐明多层次数据中聚类间的可靠性、跨层面不变性和强因子不变性之间的关系。具体而言,我们将说明聚类间的强因子不变性如何意味着多层次因子模型中层间的跨层面不变性和完美可靠性。

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Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration.教师自我效能感的个体间差异和个体内差异:多层次因素探究
J Sch Psychol. 2016 Apr;55:39-56. doi: 10.1016/j.jsp.2015.12.003. Epub 2016 Jan 12.
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Reliability estimation in a multilevel confirmatory factor analysis framework.多层次验证性因素分析框架中的可靠性估计。
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Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher-student relationship quality.
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