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Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM)
The purpose of the present study was to model math achievement at both the person and university levels of the analyses in order to understand the optimal factor structure of math competency. Data involved 2,881 students who took a national mathematics examination as part of their entry at the unive...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2018
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134196/ https://www.ncbi.nlm.nih.gov/pubmed/30233437 http://dx.doi.org/10.3389/fpsyg.2018.01451 |
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author | Sideridis, Georgios D. Tsaousis, Ioannis Al-Sadaawi, Abdullah |
author_facet | Sideridis, Georgios D. Tsaousis, Ioannis Al-Sadaawi, Abdullah |
author_sort | Sideridis, Georgios D. |
collection | PubMed |
description | The purpose of the present study was to model math achievement at both the person and university levels of the analyses in order to understand the optimal factor structure of math competency. Data involved 2,881 students who took a national mathematics examination as part of their entry at the university public system in Saudi Arabia. Four factors from the National math examination comprised the math achievement measure, namely, numbers and operations, algebra and analysis, geometry and measurement, and, statistics and probabilities. Data were analyzed using the aggregate method and by use of Multilevel Structural Equation Modeling (MSEM). Results indicated that both a unidimensional and a 4-factor correlated model fitted the data equally well using aggregate data, where for reasons of parsimony the unidimensional model was the preferred choice with these data. When modeling data including clustering, results pointed to alternative factor structures at the person and university levels. Thus, a unidimensional model provided the best fit at the University level, whereas a four-factor correlated model was most descriptive for person level data. The optimal simple structure was evaluated using the Ryu and West (2009) methodology for partially saturating the MSEM model and also met criteria for discriminant validation as described in Gorsuch (1983). Furthermore, a university level variable, namely the year of establishment, pointed to the superiority of older institutions with regard to math achievement. It is concluded that ignoring a multilevel structure in the data may result in erroneous conclusions with regard to the optimal factor structure and the tests of structural models following that. |
format | Online Article Text |
id | pubmed-6134196 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-61341962018-09-19 Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM) Sideridis, Georgios D. Tsaousis, Ioannis Al-Sadaawi, Abdullah Front Psychol Psychology The purpose of the present study was to model math achievement at both the person and university levels of the analyses in order to understand the optimal factor structure of math competency. Data involved 2,881 students who took a national mathematics examination as part of their entry at the university public system in Saudi Arabia. Four factors from the National math examination comprised the math achievement measure, namely, numbers and operations, algebra and analysis, geometry and measurement, and, statistics and probabilities. Data were analyzed using the aggregate method and by use of Multilevel Structural Equation Modeling (MSEM). Results indicated that both a unidimensional and a 4-factor correlated model fitted the data equally well using aggregate data, where for reasons of parsimony the unidimensional model was the preferred choice with these data. When modeling data including clustering, results pointed to alternative factor structures at the person and university levels. Thus, a unidimensional model provided the best fit at the University level, whereas a four-factor correlated model was most descriptive for person level data. The optimal simple structure was evaluated using the Ryu and West (2009) methodology for partially saturating the MSEM model and also met criteria for discriminant validation as described in Gorsuch (1983). Furthermore, a university level variable, namely the year of establishment, pointed to the superiority of older institutions with regard to math achievement. It is concluded that ignoring a multilevel structure in the data may result in erroneous conclusions with regard to the optimal factor structure and the tests of structural models following that. Frontiers Media S.A. 2018-09-05 /pmc/articles/PMC6134196/ /pubmed/30233437 http://dx.doi.org/10.3389/fpsyg.2018.01451 Text en Copyright © 2018 Sideridis, Tsaousis and Al-Sadaawi. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Sideridis, Georgios D. Tsaousis, Ioannis Al-Sadaawi, Abdullah Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM) |
title | Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM) |
title_full | Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM) |
title_fullStr | Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM) |
title_full_unstemmed | Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM) |
title_short | Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM) |
title_sort | assessing construct validity in math achievement: an application of multilevel structural equation modeling (msem) |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6134196/ https://www.ncbi.nlm.nih.gov/pubmed/30233437 http://dx.doi.org/10.3389/fpsyg.2018.01451 |
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