Measurement invariance analyses are carried out in order to find evidence for the structural validity of the measurement tools used in the field of educational sciences and psychology. The purpose of this research is to examine the measurement invariance of Science Motivation and Self-Efficacy Model constructed by Instrumental Motivation to Learn Science and Science Self-Efficacy subscales found in the PISA 2015 Student Questionnaire across different groups in the Turkish sample survey. The analysis was carried out with the data obtained from 4583 students that met the analysis assumptions. The measurement invariance of the model in terms of gender and statistical regional groups was examined by the structural equation modeling (SEM) technique. Firstly, the data was examined to determine whether the assumptions for the analyses were met. Then, measurement models were verified by performing confirmatory factor analysis (CFA). The measurement invariance across genders and statistical regions was tested by multi-group confirmatory factor analysis (MGCFA). Unweighted Least Squares (ULS) method was used as the estimation method in CFA and MGCFA stages. In order to make final decisions about the stage of measurement invariance models hold, Comparative Fit Index (CFI) was used. The results of the study show that the research model ensures all stages of invariance across gender groups and regions. Science Motivation and Self-Efficacy Model illustrates that it is valid to make comparisons between scores of male and female students or students from different regions of Turkey. According to the findings, the research model could provide complete measurement invariance.
Structural equation modeling, Measurement invariance, Instrumental motivation, Science self-efficacy