The five-dimensional student model achieved metric but not scalar measurement invariance across the seven countries, permitting association comparisons but not latent mean comparisons¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Fit-index changes from configural to metric invariance were within the Rutkowski and Svetina cut-offs. → Xin Liu 2023 q2 i? Differences between metric and scalar models exceeded cut-offs, so metric invariance holds and latent mean comparisons should be avoided. → Xin Liu 2023 (2)

Evidence¶

Xin Liu 2023¶

Xin Liu, Kajsa Yang Hansen, Jan De Neve, Martin Valcke. (2023). Teacher versus student perspectives on instructional quality in mathematics education across countries. Instructional Science. https://doi.org/10.1007/s11251-023-09652-6

q2 · i? · associational · r2

Measurement invariance testing of the five-factor student model across seven countries in Mplus. The article reports changes "within the cut-off values", with "ΔCFI equals 0.005" and ΔRMSEA of −0.001 for the metric level.

"The differences in fit indices between the configural and the metric invariance models were consistently within the cut-off values as defined by Rutkowski and Svetina (2014), with ΔCFI equals 0.005 (≥ − 0.020) and ΔRMSEA being − 0.001(≤ 0.030)."

Xin Liu 2023 (2)¶

q2 · i? · associational · r2

Second invariance step for the student model. Because "the metric and the scalar invariance models exceeded predefined cut-off values", the article concludes "metric invariance holds" and states comparisons of latent means should be avoided.

"The differences between the metric and the scalar invariance models exceeded predefined cut-off values. Therefore, we have to conclude that metric invariance holds."

Discussion¶

The three-dimensional teacher-reported model does not hold in all countries, so configural invariance was not achieved and cross-country comparison of teacher-perceived instructional quality was hardly possible
SFAILQ shows scalar measurement invariance across adolescents, young adults, and middle-aged adults — related
Student-reported mathematics instructional quality in pooled PISA 2012 data has five dimensions: teacher support, cognitive activation, classroom disciplinary climate, classroom management, and student-orientated instruction — related
A higher-order general instructional quality factor fits the student data in all seven countries but does not hold for teacher data — related
Measurement invariance of secondary students' perceptions of instructional quality is examined and supported — related
The CVT-based model is invariant across gender and area of study but only configurally invariant across countries — related
Configural and metric measurement invariance across time hold for nearly all constructs, but scalar invariance is problematic for several — related

Page metadata

Field	Value
`type`	`claim`
`id`	`student-model-metric-invariance-holds`
`title`	`The five-dimensional student model achieved metric but not scalar measurement invariance across the seven countries, permitting association comparisons but not latent mean comparisons`
`description`	`The five-dimensional student model achieved metric but not scalar measurement invariance across the seven countries, permitting association comparisons but not latent mean comparisons`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2023`
`generated`	by `process:wiki-ingest` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `xin-liu-2023`, `xin-liu-2023-2`

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