Using Monte Carlo simulation experiments, this paper examines the performance of popular SEM goodness-of-fit indices, namely CFI, TLI, RMSEA, and SRMR, with respect to a specific task of measurement invariance testing with categorical data and many groups (10-50 groups). Study factors include the number of groups, the level of non-invariance in the data, and the absence/presence of model misspecifications other than non-invariance. In sum, the study design yields a total of 81 conditions. All simulated data sets are analyzed using two popular SEM estimators, MLR and WLSMV. The main contribution of this paper to the methodological literature on cross-cultural survey research is that it produces revised guidelines for evaluating the goodness of fit of invariance MGCFA models with many groups.

/pdf/sensitivity-of-goodness-of-fit-indices-to-lack-of-qmdr5wml5a.pdf

Sensitivity of Goodness of Fit Indices to Lack of Measurement Invariance with Categorical Indicators and Many Groups

This study examined psychometric properties and measurement invariance of the Motivated Strategies for Learning Questionnaire for Chinese adult learners, learning strategy scale (MSLQ-CAL-LS). Data were collected from 2499 college students from 15 Chinese universities. Results from factor analysis suggested satisfactory psychometric properties of MSLQ-CAL-LS. We further identified strong evidence to support the configural, metric, scalar and strict invariance across the gender groups, confirming the appropriate use of MSLQ-CAL-LS that can accurately capture the construct of self-regulated learning (SRL) strategies among both female and male Chinese adult learners. This study provides one step forward to measure SRL outside the Western context. Recommendations for future research are discussed.

Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China

This study was carried out in Spain between 2018 and 2021 and aims to identify the obstacles and facilitators that are necessary to embrace the culture of innovation in education. A qualitative approach was applied, using grounded theory and semi-structured interviews with 40 key informants in educational innovation. The value of this study lies in the identification of eleven barriers and eight facilitators, among which the support of management teams stands out as the main driver of innovative teaching practices, and the educational administration as a major barrier that slows down and discourages teachers' innovation initiatives. 

Challenges and enablers in the advancement of educational innovation. The forces at work in the transformation of education.

Abstract Non-cognitive outcomes like Academic Self-efficacy (ASE) and Intrinsic Goal Orientation (IGO) have a bearing on students’ academic and life outcomes. Yet, the way teacher practices influence these outcomes has remained underexplored. We examined the influence of Teacher Innovative Behaviour (TIB) on students’ IGO and ASE within a span of one academic year (2015–16) in Indian government primary schools. Using structural equation modelling, we studied change in IGO and ASE among school students (N = 6421, grades 6–8) taught by 346 teachers with varying levels of TIB. The findings revealed that higher levels of TIB predicted higher levels of IGO but were unrelated to ASE after controlling for student demographics and prior outcomes. The independent variables collectively explained 20% and 15% of the variation in IGO and ASE. The implications of this study for teacher educators, education administrators, and policymakers are discussed.

Influence of teacher innovative behaviour on students’ academic self-efficacy and intrinsic goal orientation

Artikel ini mengeksplorasi peran kritis inovasi dalam pembangunan ekonomi dan pendidikan di Indonesia, dengan fokus pada pencapaian visi "Indonesia Maju 2045". Penelitian ini menggunakan pendekatan analisis komprehensif untuk mengkaji kebijakan saat ini dan menelusuri studi kasus pada beberapa inisiatif sukses yang melibatkan penerapan inovasi dalam sektor-sektor seperti fintech, edutech, dan ekonomi digital. Hasil dari penelitian ini menunjukkan bahwa inovasi teknologi, termasuk digitalisasi dan penggunaan AI, serta reformasi pendidikan yang adaptif, memegang peranan penting dalam mempercepat pertumbuhan ekonomi dan meningkatkan kualitas pendidikan. Artikel ini memberikan wawasan tentang bagaimana berbagai model inovasi yang telah diimplementasikan di negara berkembang dapat diadaptasi untuk mengatasi tantangan lokal dan memacu pertumbuhan sosial dan ekonomi di Indonesia. Selain itu, penelitian ini juga menekankan pentingnya kolaborasi antara pemerintah, industri, dan institusi pendidikan dalam menciptakan ekosistem inovasi yang berkelanjutan dan inklusif. 

pdf/peran-inovasi-dalam-pembangunan-ekonomi-dan-pendidikan-2sg2vuf0fr.pdf

Peran inovasi dalam pembangunan ekonomi dan pendidikan menuju visi Indonesia Maju 2045

Non-cognitive competencies play critical role in education. Interventions targeted at these competencies require access to valid measures. Within Indian context, no such validated measure exists at...

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2020.1853303

Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India

PurposeThe role of Teacher Innovative Behavior (TIB), in responding to systemic problems in educational systems and promoting “intrapreneurial” behavior has been recognized in recent times. A robust instrument that can help administrators and teacher educators gauge the levels of TIB among their teachers will facilitate the promotion of innovative behavior.Design/methodology/approachThis study tested a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) in a developing nation (India) context with public school teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups.FindingsThe IBI, ISI and IO showed good reliability and validity along with full measurement invariance at configural, metric and scalar levels. With respect to the structural parameters, the inventories exhibited invariance of factor variance and covariance, but not of factor means.Practical implicationsTeacher innovative behavior (TIB) is seen by developing country education administrators as a tool to address difficult problems. With better measurement, it will be possible to identify teachers who need training in creativity and entrepreneurial behavior, teachers who might have developed innovative practices that could be used for teacher development, and ways of promoting competition among teachers.Originality/valueThe study validates inventories, which were earlier tested in non-educational domains, for use with public school teachers of a developing country across gender, caste and subject groups.

Measuring teacher innovative behavior: a validated multidimensional inventory for use with public school teachers

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Influence of teacher innovative behaviour on students’ academic self-efficacy and intrinsic goal orientation

Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India

Measuring teacher innovative behavior: a validated multidimensional inventory for use with public school teachers