Factorial Invariance Test and Differential Item Functioning Analysis of an English Self-Efficacy Scale: Chinese and Vietnamese Students

• In Event: AERA Poster Session 13
  In Poster Session: Quantitative and Qualitative Approaches to Assess Students' Cognitive Performance

Abstract

Using confirmatory factor analysis (CFA), factorial invariance test, and differential item functioning (DIF), this study examined systematic variation of interpretation by Chinese and Vietnamese college students with respect to the 30 items in the Questionnaire of English Self-Efficacy. Results from CFA indicated that the four-construct model adequately represented the factorial structure of self-efficacy in each population. Factorial invariance test suggested that factor pattern and loadings were the same but not all the error variances were not the same between Chinese and Vietnamese students. DIF analyses showed that 66.7% of the items had no DIF, seven items had intermediate DIF, and three items had large DIF. Two items were in favor of Vietnamese students and one item favored Chinese students.

Authors

• Chuang Wang, University of Macau

• Do-Hong Kim, Wayne State University

• Xiangjing Chen, Xi'an Jiaotong University