Differential Bundle Functioning Analysis of the Self-Description Questionnaire Self-Concept Scale for Kenyan Female and Male Students Using the MIMIC Model.
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| Title: | Differential Bundle Functioning Analysis of the Self-Description Questionnaire Self-Concept Scale for Kenyan Female and Male Students Using the MIMIC Model. |
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| Authors: | Mucherah, Winnie (AUTHOR), Finch, W.Holmes (AUTHOR), Keaikitse, Setlhomo (AUTHOR) |
| Source: | International Journal of Testing. Jan-Mar2012, Vol. 12 Issue 1, p78-99. 22p. 4 Diagrams, 5 Charts. |
| Subjects: | Self-perception, Adolescent psychology, Self-Disclosure Questionnaire, Personality questionnaires, Scale items |
| Abstract: | Understanding adolescent self-concept is of great concern for educators, mental health professionals, and parents, as research consistently demonstrates that low self-concept is related to a number of problem behaviors and poor outcomes. Thus, accurate measurements of self-concept are key, and the validity of such measurements, including the popular self-description questionnaire (SDQ), rests on the assumption that instruments used in this regard perform similarly for different groups of individuals (e.g., males and females). When this comparability across groups cannot be guaranteed, resultant scores for individuals from different groups are not comparable so that the validity and utility of these scores is called into question. Over the years, a great deal of literature has grown up around the assessment of such comparability in the framework of differential item functioning (DIF) and differential bundle functioning (DBF). The current study uses a novel approach, in the form of the MIMIC model, to ascertain whether there exists gender-based DBF in the SDQ for Kenyan high school students. Results show that DBF was present for both mathematics and academics self-esteem measures. Implications of these results and of the MIMIC model as a tool for DBF assessment are discussed. [ABSTRACT FROM PUBLISHER] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Understanding adolescent self-concept is of great concern for educators, mental health professionals, and parents, as research consistently demonstrates that low self-concept is related to a number of problem behaviors and poor outcomes. Thus, accurate measurements of self-concept are key, and the validity of such measurements, including the popular self-description questionnaire (SDQ), rests on the assumption that instruments used in this regard perform similarly for different groups of individuals (e.g., males and females). When this comparability across groups cannot be guaranteed, resultant scores for individuals from different groups are not comparable so that the validity and utility of these scores is called into question. Over the years, a great deal of literature has grown up around the assessment of such comparability in the framework of differential item functioning (DIF) and differential bundle functioning (DBF). The current study uses a novel approach, in the form of the MIMIC model, to ascertain whether there exists gender-based DBF in the SDQ for Kenyan high school students. Results show that DBF was present for both mathematics and academics self-esteem measures. Implications of these results and of the MIMIC model as a tool for DBF assessment are discussed. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 15305058 |
| DOI: | 10.1080/15305058.2011.620724 |
