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Indicators of (in)tolerance toward immigrants among European youth: an assessment of measurement invariance in ICCS 2016
Visualization in Engineering Pub Date : 2019-03-28 , DOI: 10.1186/s40536-019-0074-5
Maria Magdalena Isac , Laura Palmerio , M. P. C. (Greetje) van der Werf

Promoting tolerance is an important goal of European education policies focused on education for democratic citizenship and human rights. In this article, we argue that cross-cultural comparability must be empirically assessed and ensured for the measurement of highly relevant indicators that serve to monitor inter-European and international differences in young people’s tolerant attitudes toward immigrants. Using the framework and data provided by the recent International Civic and Citizenship Education Study (ICCS 2016), we examine the extent to which average comparisons of cross-national differences in young people’s tolerant attitudes toward immigrants are empirically justified. Multiple-group confirmatory factor analysis (MGCFA) is applied to estimate the measurement model of the concept and test its measurement invariance across fourteen European countries. In line with prior research, our findings show that cross-cultural comparability can be achieved with some modifications. Results of measurement invariance analysis point to the achievement of full scalar invariance with the implication that average scores can be validly compared across the European educational systems under investigation. These findings are largely corroborated by robustness analyses. We conclude by providing information on further scale refinement and improvement. Limitations and implications for further research are outlined and discussed.

中文翻译:

欧洲年轻人对移民的(不)宽容指标:ICCS 2016中测量不变性的评估

促进宽容是欧洲教育政策的一个重要目标,该政策侧重于民主公民权和人权的教育。在本文中,我们认为,必须根据经验评估和确保跨文化可比性,以确保衡量高度相关的指标,这些指标可用来监测欧洲和国际上年轻人对移民宽容态度的差异。使用最近的《国际公民与公民教育研究》(ICCS 2016)提供的框架和数据,我们研究了在多大程度上对青年人对移民宽容态度的跨国差异进行实证比较是合理的。应用多组验证性因子分析(MGCFA)来估计该概念的度量模型,并在14个欧洲国家中测试其度量不变性。与先前的研究一致,我们的发现表明,通过一些修改就可以实现跨文化的可比性。测量不变性分析的结果表明,可以实现完全的标量不变性,这意味着可以在所调查的整个欧洲教育系统中有效地比较平均分数。鲁棒性分析在很大程度上证实了这些发现。最后,我们提供有关进一步规模优化和改进的信息。概述和讨论了进一步研究的局限性和含义。我们的发现表明,通过一些修改就可以实现跨文化的可比性。测量不变性分析的结果表明,可以实现完全的标量不变性,这意味着可以在所调查的整个欧洲教育系统中有效地比较平均分数。鲁棒性分析在很大程度上证实了这些发现。最后,我们提供有关进一步规模优化和改进的信息。概述和讨论了进一步研究的局限性和含义。我们的发现表明,通过一些修改就可以实现跨文化的可比性。测量不变性分析的结果表明,可以实现完全的标量不变性,这意味着可以在所调查的整个欧洲教育系统中有效地比较平均分数。鲁棒性分析在很大程度上证实了这些发现。最后,我们提供有关进一步规模优化和改进的信息。概述和讨论了进一步研究的局限性和含义。最后,我们提供有关进一步规模优化和改进的信息。概述和讨论了进一步研究的局限性和含义。最后,我们提供有关进一步规模优化和改进的信息。概述和讨论了进一步研究的局限性和含义。
更新日期:2019-03-28
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