Measurement invariance analyses are carried out in order to find evidence for the structural validity of the measurement tools used in the field of educational sciences and psychology. The purpose of this research is to examine the measurement invariance of Science Motivation and Self-Efficacy Model constructed by Instrumental Motivation to Learn Science and Science Self-Efficacy subscales found in the PISA 2015 Student Questionnaire across different groups in the Turkish sample survey. The analysis was carried out with the data obtained from 4583 students that met the analysis assumptions. The measurement invariance of the model in terms of gender and statistical regional groups was examined by the structural equation modeling (SEM) technique. Firstly, the data was examined to determine whether the assumptions for the analyses were met. Then, measurement models were verified by performing confirmatory factor analysis (CFA). The measurement invariance across genders and statistical regions was tested by multi-group confirmatory factor analysis (MGCFA). Unweighted Least Squares (ULS) method was used as the estimation method in CFA and MGCFA stages. In order to make final decisions about the stage of measurement invariance models hold, Comparative Fit Index (CFI) was used. The results of the study show that the research model ensures all stages of invariance across gender groups and regions. Science Motivation and Self-Efficacy Model illustrates that it is valid to make comparisons between scores of male and female students or students from different regions of Turkey. According to the findings, the research model could provide complete measurement invariance.

中文翻译：

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科学动机和自我效能模型的测量不变性研究：PISA 2015土耳其样本

进行测量不变性分析是为了寻找证据，证明教育科学和心理学领域中使用的测量工具的结构有效性。这项研究的目的是检验土耳其动机问卷调查中不同组别的“ PISA 2015学生问卷”中通过工具动机学习科学和科学自我效能量表构建的科学动机与自我效能模型的测量不变性。使用从4583名符合分析假设的学生获得的数据进行了分析。通过结构方程模型（SEM）技术检查了模型在性别和统计区域组方面的测量不变性。首先，检查数据以确定是否满足分析假设。然后，通过执行验证性因子分析（CFA）验证了测量模型。通过多组验证性因子分析（MGCFA）测试了性别和统计区域之间的测量不变性。在CFA和MGCFA阶段，将未加权最小二乘（ULS）方法用作估计方法。为了对测量不变性模型的适用阶段做出最终决定，我们使用了比较拟合指数（CFI）。研究结果表明，该研究模型可确保跨性别和地区性别的所有阶段。科学动机和自我效能模型表明，在土耳其男女学生或土耳其不同地区学生的分数之间进行比较是有效的。根据调查结果，该研究模型可以提供完整的测量不变性。