Partial scalar invariance and observed differences across gender in a reasoning test battery

  1. Paula Elosua 1
  2. Josu Mujika 2
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Unversidad del País Vasco
Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2015

Volumen: 27

Número: 3

Páginas: 296-302

Tipo: Artículo

DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Psicothema

Resumen

Antecedentes: construida sobre la teoría de la organización jerárquica de las habilidades cognitivas, la Batería de Pruebas de Razonamiento (BPR) combina un factor de razonamiento general y factores específicos asociados con el razonamiento abstracto, numérico, verbal, práctico, espacial y mecánico. La batería tiene 3 Formas que cubren un rango de edad entre 9 y 22 años. Método: se analizó la estructura interna de la versión en euskera de la batería por medio de análisis factoriales exploratorios y confirmatorios. Se llevaron a cabo estudios de invarianza factorial en función del sexo y se analizaron las diferencias observadas en las escalas parciales en una muestra de 1.923 estudiantes. Resultados: los resultados concluyeron: (a) la presencia de un factor de razonamiento general en cada una de las formas, (b) la invarianza escalar parcial que afectan a las escalas de razonamiento mecánico y razonamiento numérico, (c) la no diferenciación entre sexos en el factor general, y (d) diferencias mínimas en las escalas parciales. Conclusiones: los resultados del test de invarianza factorial apuntaron la presencia de valores interceptales diferentes, lo cual desaconseja la comparación de puntuaciones observadas g en función del sexo.

Referencias bibliográficas

  • Almeida, L.S., Guisande, M.A., Primi, R., & Lemos, G. (2008). Contribuciones del factor general y de los factores específicos en la relación entre inteligencia y rendimiento escolar [Contributions of the general factor and specific factors in the relation between intelligence and scholar achievement]. European Journal of Education and Psychology, 1, 5-16.
  • Almeida, L.S., & Lemos, G. (2006). Batería de provas de raciocínio: manual técnico [Reasoning test batttery: Technical manual]. Braga: Universidade do Minho, Centro de Investigação em Psicologia.
  • Amaral, A.O., Almeida, L.S., & Morais, M.J. (2014). Raciocínio e rendimento escolar: Estudo com adolescentes moçambicanos da 8ª à 10.ª clase [Reasoning and scholar achivement in a sample of mozambican adolescents]. In Atas do 1º Congresso “Cognição, Aprendizagem & Rendimento”. Braga: Universidad de Minho: Centro de Investigación en Educación.
  • American Educational Research Association, American Psychological Association & National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing. Washington: AERA.
  • Baumgartl, V.O., & Primi, R. (2006). Evidences on the validity of the Battery of Reasoning Tests (BPR-5) for employment selection. Psicologia: Reflexão e Crítica, 19, 246-251.
  • Carroll, J.B. (2003). The higher-stratum structure of cognitive abilities: Current evidence supports g and about 10 brad factors. In H. Nyborg (Ed.), The Scientific Study of GeneralIintelligence: Tribute to Arthur R. Jensen (pp. 5-21). Amsterdam: Pergamon.
  • Cattell, R.B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1-22.
  • Cattell, R.B. (1971). Intelligence: Its structure, growth and action. Boston, MA: Houghton Mifflin.
  • Cheung, G.W., & Rensvold, R.B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233-255.
  • Colom, R., Quiroga, M.A., & Juan-Espinosa, M. (1999). Are cognitive sex differences disappearing? Evidence from Spanish populations. Personality and Individual Differences, 27, 1189-1195.
  • Dolan, C.V., Colom, R., Abad, F.J., Wicherts, J.M., Hessen, D.J., & van de Skyusm S. (2006). Multi-group covariance and mean structure modeling of the relationship between the WAIS-III common factors and sex and educational attainment in Spain. Intelligence, 34, 193-210.
  • Elosua, P., & Iliescu, D. (2012). Tests in Europe. Where we are and where we should to go. International Journal of Testing, 12, 157-175.
  • Elosua, P., & Mujika, J. (in press). Internal structure and gender invariance of the Spanish version of the reasoning test battery. Spanish Journal of Psychology.
  • Elosua, P., & Muñiz, J. (2010). Exploring the factorial structure of the Self-Concept: A sequential approach using CFA, MIMIC and MACS models, across gender and two languages. European Psychologist, 15, 58-67.
  • Finch, W.H., & French, B.F. (2012). The impact of factor noninvariance on observed composite score variances. International Journal of Research and Reviews in Applied Sciences, 10, 1-13.
  • Fryer, R.G., & Levitt, S.D. (2010). An empirical analysis of the gender gap in Mathematics. American Economic Journal-Applied Economics, 2, 210-240.
  • Geiser, C., Lehmann, W., & Eid, M. (2008). A note on sex differences in mental rotation in different age groups. Intelligence, 36, 556-563.
  • Guilford, J.P. (1967). The nature of human intelligence. New York: McGraw-Hill.
  • Halpern, D. (1997). Sex differences in intelligence: Implications for education. American Psychologist, 52, 1091-1102.
  • Halpern, D.F., Benbow, C., Geary, D.C., Gur, R.C., Hyde, J.S., & Gernsbacher, M.A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8, 1-51.
  • Horn, J., & Noll, J. (1997). Human cognitive capabilities: Gf-Gc theory. In D.P. Flagnagan, J.L. Genshaft & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues. New York, NY: The Guilford Press.
  • Hyde, J.S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581-592.
  • Hu, L., & Bentler, P.M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Irwing, P. (2012). Sex differences in g: An analysis of the US standardization sample of the WAIS-III. Personality and Individual Differences, 53, 126-131.
  • Jackson, D.N., & Rushton, J.P. (2006). Males have greater g: Sex differences in general mental ability from 100,000 17- to 18-year-olds on the Scholastic Assessment Test. Intelligence, 34, 479-486.
  • Johnson, W., & Bouchard, T. (2007). Sex differences in mental abilities: g masks the dimensions on which they lie. Intelligence, 35, 23-39.
  • Johnson, W., Carothers, A., & Deary, I.J. (2008). Sex differences in variability in general intelligence: A new look at the old question. Perspectives on Psychological Science, 3, 518-531.
  • Kenny, D.A., Kaniskan, B., & McCoach, D.B. (in press). The performance of RMSEA in Models with Small Degrees of Freedom. Sociological Methods Research.
  • Lemos, G., Abad, F.J., Almeida, LS., & Colom, R. (2013). Sex differences on g and non-g intellectual performance reveal potential sources of STEM discrepancies. Intelligence, 41, 11-18.
  • Linn, M.C., & Petersen, A.C. (1985). Emergence and characterisation of gender differences in spatial abilities: A meta-analysis. Child Development, 56, 1479-1498.
  • Lohman, D.F., & Lakin, J. (2009). Consistencies in sex differences on the cognitive abilities test across countries, grades, test forms, and cohorts. British Journal of Educational Psychology, 79, 389-407.
  • Lynn, R. (2002). Sex differences on the Progressive Matrices among 15-16 year olds: Some data from South Africa. Personality and Individual Differences, 33, 669-673.
  • Lynn, R., Raine, T.A., Venables, P.H., Mednick, S.A., & Irwing, P. (2005). Sex differences on the WISC-R in Mauritius. Intelligence, 3, 527-533.
  • McGrew, K.S. (2005). The Cattell-Horn-Carroll theory of cognitive abilities: Past, present, and future. In D.P. Flanagan & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 136-182). New York, NY: Guilford Press.
  • Muñiz, J., Elosua, P., & Hambleton, R.K. (2013). Directrices para la traducción y adaptación de los tests: segunda edición [International Test Commission guidelines for test translation and adaptation. Second edition]. Psicothema, 25, 149-155.
  • Muñiz, J., & Fernández-Hermida, J.R. (2010). La opinión de los psicólogos españoles sobre el uso de los tests [The opinion of Spanish psychologists on use of the tests]. Papeles del Psicólogo, 31, 108-121.
  • Primi, R., & Almeida, L.S. (2000). Estudo de validação da Bateria de provas de raciocínio (BPR-5) [Validation of the Reasoning test battery (BPR-5)]. Psicologia: Teoria e Pesquisa, 16, 165-173.
  • Primi, R., Couto, G., Almeida, L.S., Guisande, M.A., & Miguel, F.K. (2012). Intelligence, age and schooling: Data from the Battery of Reasoning Tests (BRT-5). Psicologia: Refl exão e Crítica, 25, 79-88.
  • Primi, R., Rocha da Silva, M.C., Rodrigues, P., Muniz, M., & Almeida, L.S. (2013). The use of the bi-factor model to test the uni-dimensionality of a battery of reasoning tests. Psicothema, 25, 115-122.
  • Rosseel, Y. (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48, 1-36.
  • Schneider, W.J., & McGrew, K.S. (2012). The Cattell-Horn-Carroll Model of Intelligence. In D.P. Flanagan & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed., pp. 99-144). New York, NY: Guilford Press.
  • Spelke, E.S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950-958.
  • Spearman, C. (1927). The abilities of man. New York: Macmillan.
  • Thurstone, L.L. (1938). Primary mental abilities. Chicago: University of Chicago Press.
  • Van der Sluis, S., Posthuma, D., Dolan, C.V., de Geus, E.J.C., Colom, R., & Boomsma, D.I. (2006). Sex differences on the Dutch WAIS-III. Intelligence, 34, 273-289.
  • Vernon, E. (1961). The Structure of Human Abilities. London: Methuen.
  • Voyer, D., Voyer, S., & Bryden, M.P. (1995). Magnitude of sex differences in spatial abilities: A meta-analysis and consideration of critical variables. Psychological Bulletin, 117, 250-270.
Fuente de los datos: Dialnet