Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6-Reference-Cited by-同舟云学术

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Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6

Published:2024-08 Issue: Volume:105 Page:101324
ISSN:0022-4405
Container-title:Journal of School Psychology
language:en
Short-container-title:Journal of School Psychology

Author:

Magro Sophia W.,DeJoseph Meriah L.,Pianta Robert C.,Roisman Glenn I.

Funder

University of Virginia

Eunice Kennedy Shriver National Institute of Child Health and Human Development

National Heart Lung and Blood Institute

University of Minnesota

Robertson Foundation

U.S. Department of Education

Institute of Education Sciences

Publisher

Elsevier BV

Reference97 articles.

1. Factorial validity of the Student–Teacher Relationship Scale—Short Form, latent means comparison of teacher–student relationship quality and association with child problem and prosocial behaviours;Aboagye;Psychological Studies,2019

2. Gender stereotypes in the classroom and effects on achievement;Alan;The Review of Economics and Statistics,2018

3. School performance, status relations, and the structure of sentiment: Bringing the teacher back in;Alexander;American Sociological Review,1987

4. A more general model for testing measurement invariance and differential item functioning;Bauer;Psychological Methods,2017

5. Enhancing measurement validity in diverse populations: Modern approaches to evaluating differential item functioning;Bauer;British Journal of Mathematical and Statistical Psychology,2023

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