Evaluating Measurement Invariance in the Measurement of Developmental Assets in Latino English Language Groups Across Developmental Stages
Bibliographic Data
| ID | 16914751 |
|---|---|
| Authors | Okan Bulut (0000-0001-5853-1267, University of Alberta), Jose Palma, José R Palma (0000-0002-5951-401X, University of Minnesota), Michael C Rodríguez (0000-0001-8871-1509, University of Minnesota), Luke Stanke (0000-0002-4340-6954, Minneapolis Public Schools) |
| Year | 2015 |
| Volume | 5 |
| Issue | 2 |
| Publication date | 2015-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/2158244015586238 |
| OpenAlex | W2185374874 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
Noncognitive characteristics are gaining importance in addressing the persistent challenges facing youth in diverse settings. Measurement invariance of two youth developmental assets, Support and Positive Identity, is evaluated across grade levels and English language learner (ELL) subgroups of Latino students in 6th through 12th grade. Explanatory item response modeling is used to evaluate measurement invariance. The measurement of Latino students’ sense of support and positive identity varies depending on their developmental stage and language status. Students at later grade levels tend to require higher levels of Support to endorse items in the Support measure. There is a nonlinear relation between students’ grade level and item functioning for Positive Identity; students’ transition from middle to high school may influence the way they respond to Positive Identity items. This has implications for the measurement of assets with diverse Latino youth and for Latino youth development
Confirmatory factor analysis · Developmental psychology · Measurement invariance · Positive Youth Development · Structural equation modeling · Early Childhood Education and Development · Mathematics · Parental Involvement in Education · Psychology · Youth Development and Social Support
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| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |