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

Year 2024, , 1 - 27, 28.01.2024

Mahmut Sami Yiğiter

https://doi.org/10.30831/akukeg.1207350

Cited By: 1

Abstract

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.

Keywords

mathematics, motivation, measurement invariance, students like learning mathematics, alignment method

Matematikte İçsel Motivasyonun Ülkeler Arası Ölçümü: On Dört Ülkede MG-CFA ve Hizalama Yöntemi ile Ölçme Değişmezliğinin İncelenmesi

Abstract

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-CFA'ya göre sadece yapısal değişmezliği sağlarken, hizalama yöntemine göre yaklaşık değişmezliği sağlamaktadır. 8. sınıf düzeyinde ise ölçek, MG-CFA'ya 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.

Keywords

matematik, motivasyon, ölçme değişmezliği, hizalama yöntemi, öğrenciler matematik öğrenmeyi sever

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