Geschlechtsinvarianz und Geschlechtsdifferenzen in der Intelligenzeinschätzung mit den Intelligence and Development Scales
Abstract
Zusammenfassung. Die Studie untersucht die Messinvarianz über das Geschlecht und Geschlechtsdifferenzen in der Intelligenz mit den Intelligence and Development Scales-Preschool (IDS-P; Grob, Reimann, Gut & Frischknecht, 2013) und Intelligence and Development Scales (IDS; Grob, Meyer & Hagmann-von Arx, 2013). Die IDS-P (3.0 to 5.11) und IDS (5.0 to 10.11) erfassen die allgemeine Intelligenz anhand von 7 Untertests. Die Studie verwendete die Normierungsstichproben mit N(IDS-P) = 700 und N(IDS) = 1 330 (je 50 % Jungen). Beide Verfahren wiesen latente partielle Messinvarianz auf Ebene der Untertests sowie auf Ebene der allgemeinen Intelligenz auf. Auf manifester Ebene zeigten sich keine Mittelwertdifferenzen für die allgemeine Intelligenz. In einigen Untertests ergaben sich Unterschiede zwischen den Geschlechtern: Jungen zeigten im Durchschnitt in Denken Bildlich in beiden Verfahren, Mädchen in Aufmerksamkeit Selektiv und in Gedächtnis Auditiv bessere Leistungen in den IDS-P. Die manifesten Varianzen unterschieden sich nicht. Die Befunde belegen, dass die Verfahren invariant bezüglich ihrer Struktur über das Geschlecht sind und folglich eine faire Intelligenzeinschätzung für beide Geschlechter ermöglichen.
Abstract. This study investigates measurement invariance across gender and gender differences in intelligence with the Intelligence and Development Scales–Preschool (IDS-P; Grob, Reimann, Gut & Frischknecht, 2013) and Intelligence and Development Scales (IDS; Grob, Meyer & Hagmann-von Arx, 2013). The IDS-P (3.0 to 5.11 years of age) and IDS (5.0 to 10.11 years of age) assess general intelligence with 7 subtests. This study used the standardization samples with N = 700 for IDS-P and N = 1,330 for IDS (50 % boys each). Both scales revealed latent partial measurement invariance on a subtest level and on a general intelligence level. On a manifest level, there were no mean level differences. Some differences occurred in the subtests: Boys scored higher on Abstract Reasoning in both scales, girls scored higher on Selective Attention and Long-Term Memory in the IDS-P. Additionally, no manifest variance differences were found. Results indicate that both scales hold measurement invariance across gender, and therefore provide a fair assessment of intelligence for both boys and girls.
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