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Testing for the Equivalence of Factor Covariance and Mean Structures: The Issue of Partial Measurement Invariance

Testing for the Equivalence of Factor Covariance and Mean Structures: The Issue of Partial... Addresses issues related to partial measurement invariance using a tutorial approach based on the LISREL confirmatory factor analytic model. Specifically, we demonstrate procedures for (a) using “sensitivity analyses” to establish stable and substantively well-fitting baseline models, (b) determining partially invariant measurement parameters, and (c) testing for the invariance of factor covariance and mean structures, given partial measurement invariance. We also show, explicitly, the transformation of parameters from an all- X to an all- Y model specification, for purposes of testing mean structures. These procedures are illustrated with multidimensional self-concept data from low (n = 248) and high (n = 582) academically tracked high school adolescents. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Psychological Bulletin American Psychological Association

Testing for the Equivalence of Factor Covariance and Mean Structures: The Issue of Partial Measurement Invariance

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References (55)

Publisher
American Psychological Association
Copyright
Copyright © 1989 American Psychological Association
ISSN
0033-2909
eISSN
1939-1455
DOI
10.1037/0033-2909.105.3.456
Publisher site
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Abstract

Addresses issues related to partial measurement invariance using a tutorial approach based on the LISREL confirmatory factor analytic model. Specifically, we demonstrate procedures for (a) using “sensitivity analyses” to establish stable and substantively well-fitting baseline models, (b) determining partially invariant measurement parameters, and (c) testing for the invariance of factor covariance and mean structures, given partial measurement invariance. We also show, explicitly, the transformation of parameters from an all- X to an all- Y model specification, for purposes of testing mean structures. These procedures are illustrated with multidimensional self-concept data from low (n = 248) and high (n = 582) academically tracked high school adolescents.

Journal

Psychological Bulletin – American Psychological Association

Published: May 1, 1989

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