The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates

The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, valid...

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Autores principales:	Mustafa Ali Khalaf, Mohammed A. A. Abulela*
Formato:	article
Lenguaje:	EN
Publicado:	RU Publications 2021
Materias:	academic buoyancy congeneric reliability measurement invariance. Education L
Acceso en línea:	https://doaj.org/article/28be01d8241a4012888cd22fed6c98aa
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spelling	oai:doaj.org-article:28be01d8241a4012888cd22fed6c98aa2021-11-11T08:19:08ZThe Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates2165-871410.12973/eu-jer.10.4.2121https://doaj.org/article/28be01d8241a4012888cd22fed6c98aa2021-10-01T00:00:00Z https://eu-jer.com/EU-JER_10_4_2121.pdf https://doaj.org/toc/2165-8714The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, validity evidence based on relations to other variables, and score reliability using categorical omega across culture and gender among Egyptian and Omani undergraduates. Participants were 345 college students: Egyptian sample (N=191) and Omani sample (N=154). To assess measurement invariance across culture and gender, multiple–group confirmatory factor analysis was performed with four successive invariance models: (a) configural, (b) metric, (c) scalar, and (d) residual. Results revealed that the unidimensional baseline model had adequate fit to the data in the full sample. Moreover, measurement invariance was found to hold across culture but not across gender and consequently the ABS could be used to yield valid cross-cultural comparisons between the Egyptian and Omani students. Conversely, it cannot be used to yield valid inferences related to comparing gender groups within each culture. Validity evidence based on relations to other variables was supported by the significantly moderate correlation between ABS and academic achievement (GPA; r =.435 and r = .457, P < .01) for the Egyptian and Omani samples, respectively. With regard to score reliability, categorical omega coefficients were moderate across both samples. Educational and psychological implications, limitations and suggestions for improving the scale are discussed.Mustafa Ali KhalafMohammed A. A. Abulela*RU Publicationsarticleacademic buoyancy congeneric reliability measurement invariance.EducationLENEuropean Journal of Educational Research , Vol 10, Iss 4, Pp 2121-2131 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic buoyancy congeneric reliability measurement invariance. Education L
spellingShingle	academic buoyancy congeneric reliability measurement invariance. Education L Mustafa Ali Khalaf Mohammed A. A. Abulela* The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates
description	The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, validity evidence based on relations to other variables, and score reliability using categorical omega across culture and gender among Egyptian and Omani undergraduates. Participants were 345 college students: Egyptian sample (N=191) and Omani sample (N=154). To assess measurement invariance across culture and gender, multiple–group confirmatory factor analysis was performed with four successive invariance models: (a) configural, (b) metric, (c) scalar, and (d) residual. Results revealed that the unidimensional baseline model had adequate fit to the data in the full sample. Moreover, measurement invariance was found to hold across culture but not across gender and consequently the ABS could be used to yield valid cross-cultural comparisons between the Egyptian and Omani students. Conversely, it cannot be used to yield valid inferences related to comparing gender groups within each culture. Validity evidence based on relations to other variables was supported by the significantly moderate correlation between ABS and academic achievement (GPA; r =.435 and r = .457, P < .01) for the Egyptian and Omani samples, respectively. With regard to score reliability, categorical omega coefficients were moderate across both samples. Educational and psychological implications, limitations and suggestions for improving the scale are discussed.
format	article
author	Mustafa Ali Khalaf Mohammed A. A. Abulela*
author_facet	Mustafa Ali Khalaf Mohammed A. A. Abulela*
author_sort	Mustafa Ali Khalaf
title	The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates
title_short	The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates
title_full	The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates
title_fullStr	The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates
title_full_unstemmed	The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates
title_sort	academic buoyancy scale: measurement invariance across culture and gender in egyptian and omani undergraduates
publisher	RU Publications
publishDate	2021
url	https://doaj.org/article/28be01d8241a4012888cd22fed6c98aa
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The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates

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