Expanding the Domain of Student Performance: Measurement Properties and Nomological Network of Student Citizenship Behaviors
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| Title: | Expanding the Domain of Student Performance: Measurement Properties and Nomological Network of Student Citizenship Behaviors |
|---|---|
| Language: | English |
| Authors: | John P. Meriac (ORCID |
| Source: | Educational Research and Evaluation. 2025 30(5-6):401-438. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Behavior, Citizenship, Psychometrics, Measures (Individuals), Test Validity, Factor Analysis, Psychology, Business Education, Public Colleges, Student Attitudes, Part Time Students, Employment Level, College Students |
| DOI: | 10.1080/13803611.2025.2472141 |
| ISSN: | 1380-3611 1744-4187 |
| Abstract: | Scholars have emphasized the need to expand the student performance domain, including organizational citizenship behaviors (OCBs). The purpose of this research was to examine the structure, validity evidence, and equivalence of student OCB across student subgroups. University students were recruited to evaluate psychometric evidence across three studies. Study one utilized confirmatory factor analysis (CFA), revealing three distinct factors of the student OCB scale: interpersonal helping, loyalty, and individual initiative. Study two established a nomological network of student OCBs by examining relationships among OCB dimensions with theoretically relevant external variables, demonstrating the construct validity of the measure. Study three utilized multiple-groups CFA, and confirmed the measurement invariance of the student OCB scale, such that it was invariant across student (full-time or part-time student) and employment (employed or unemployed) status. These findings support the conceptualization of student OCB as a multidimensional construct and indicate that it operates consistently between different student subgroups. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502255 |
| Database: | ERIC |
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