A Differential Item Functioning Analysis of the German Academic Self-Regulation Questionnaire for Adolescents
Abstract
The German Academic Self-Regulation Questionnaire (SRQ-A[G]) for adolescents assesses four regulatory styles within Deci and Ryan’s (1985) self-determination theory: intrinsic, identified, introjected, and external regulation. The study on N = 2,123 students (1,057 girls) from secondary schools in Austria analyzes the effects of differential item functioning (DIF) on individual and group-level estimates of the latent regulatory styles. The scale demonstrated small DIF for sex and the ages from 10 to 17. The DIF items favored, if anything, younger students and lead to a slight overestimation of their introjected motivation level. However, the practical impact on group-level means was negligible. The SRQ-A[G] represents a reliable instrument to capture sex- and age-related differences in the four regulatory styles throughout adulthood.
References
2010). Development of a PROMIS item bank to measure pain interference. Pain, 150, 173–182.
(2006). Individual differences in response scale use: Mixed Rasch modelling of responses to NEO-FFI items. Personality and Individual Differences, 40, 1235–1245.
(2011). lordif: An R package for detecting differential item functioning. Journal of Statistical Software, 39, 1–30.
(1996). Improving the matching for DIF analysis by conditioning on both test score and an educational background variable. Journal of Educational Measurement, 33, 453–464.
(2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34, 154–166.
(2006). Differential item functioning analysis with ordinal logistic regression techniques. Medical Care, 44, 115–123.
(2007). A comparison of three sets of criteria for determining the presence of differential item functioning using ordinal logistic regression. Quality of Life Research, 16, 69–84.
(2008). Using item response theory to measure extreme response style in marketing research: A global investigation. Journal of Marketing Research, 45, 104–115.
(1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
(1985). Equivalence of psychological measurement in heterogeneous populations. Journal of Applied Psychology, 70, 662–680.
(2000). Item response theory for psychologists. Mahwah, NJ: Lawrence Erlbaum.
(1999). A description and demonstration of the polytomous-DFIT framework. Applied Psychological Measurement, 23, 309–326.
(2011). Evaluation of measurement precision with Rasch-type models. Personality and Individual Differences, 50, 53–58.
(2001). Rethinking construct reliabilty within latent variable systems. In , Structural Equation Modeling (pp. 195–216). Lincolnwood, IL: SSI.
(1992). Individual differences in the effects of educational transitions on young adolescent’s perceptions of competence and motivational orientation. American Educational Research Journal, 29, 777–807.
(2001). Evaluating type I error and power rates using an effect size measure with the logistic regression procedure for DIF detection. Applied Measurement in Education, 14, 329–349.
(2011). Measurement equivalence of ordinal items: A comparison of factor analytic, item response theory, and latent class approaches. Sociological Methods & Research, 40, 279–310.
(2002). An educational-psychological theory of interest and its relation to self-determination theory (SDT). In , Handbook of self-determination research (pp. 405–427). Rochester, NY: University of Rochester Press.
(2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196.
(1987). Statistical analysis with missing data. New York, NY: Wiley.
(2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology, 100, 78–95.
(2008). Power and sensitivity of alternative fit indices in tests of measurement invariance. Journal of Applied Psychology, 93, 568–592.
(1993). Methodology review: Statistical approaches for assessing measurement bias. Applied Psychological Measurement, 17, 297–334.
(2007). Skalen zur motivationalen Regulation beim Lernen von Schülerinnen und Schülern
([Scales to assess motivational regulation during students’ learning] Wissenschaftliche Beiträge aus dem Institut für Unterrichts- und Schulentwicklung, No. 1. Klagenfurt, Austria: Alpen-Adria-Universität.1992). A generalized partial credit model: Application of an EM algorithm. Applied Psychological Measurement, 16, 159–176.
(1998-2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
(2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170–183.
(2008). Gender differences in gifted and average-ability students. Gifted Child Quarterly, 52, 146–159.
(1979). Unifactor latent trait models applied to multifactor tests: Results and implications. Journal of Educational Statistic, 4, 207–230.
(2003). Intrinsic vs. extrinsic orientation in the classroom and self-regulated learning. Studia Psychologica, 45, 51–63.
(2006). ltm: An R package for latent variable modelling and item response theory analyses. Journal of Statistical Software, 17, 1–25.
(2009). Impact of missing data on the detection of differential item functioning: The case of Mantel-Haenszel and logistic regression analysis. Educational and Psychological Measurement, 69, 18–34.
(1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.
(1969). Estimation of latent ability using a response pattern of graded scores. Psychometrika Monograph Supplement, 17, 1–25.
(1978). Estimating the dimension of a model. Annals of Statistics, 6, 461–464.
(1983). Developing a common metric in item response theory. Applied Psychological Measurement, 7, 201–210.
(1990). Detecting differential item functioning using logistic regression procedures. Journal of Educational Measurement, 27, 361–370.
(1993). Detection of differential item functioning using the parameters of item response models. In , Differential item functioning (pp. 67–113). Mahwah, NJ: Lawrence Erlbaum.
(2012). New developments in Mokken scale analysis in R. Journal of Statistical Software, 48, 1–19.
(2011). Ordinal item response theory: Mokken scale analysis. Los Angeles, CA: Sage.
(2013). Do individual response styles matter? Assessing differential item functioning for men and women in the NEO-PI-R. Journal of Individual Differences, 34, 69–81.
(1999). A handbook on the theory and methods of differential item functioning (DIF). Ottawa, Canada: Directorate of Human Resources Research and Evaluation, Department of National Defense.
(