Measurement Invariance of an Academic Self-Concept Scale

• In Event: From Single-Item Indicators to Complex Constructs: Insights into Scale Development and Validation

Abstract

This study examined the measurement invariance of a six-item Academic Self-Concept Scale (ASC) across sex and grade level among 976 gifted students. Exploratory and confirmatory factor analyses showed good model fit. Using multigroup confirmatory factor analysis, we established configural, metric, scalar, strict, and latent variance invariance across both sex (male vs. female) and grade level (elementary vs. secondary). These results confirm that the scale functions equivalently across demographic groups, allowing for valid comparisons. Establishing invariance provides a foundation for future research examining group differences in ASC. It supports the use of this scale in evaluating gifted students' academic self-perceptions across developmental stages and sexes.

Authors

• Nilay Gunel, Baylor University

• Todd Kettler, Baylor University

• Tara Toft, Regional Center for Arts and Academic Studies

• cole sussman, Baylor University