Assessing sense of school belonging across cultural contexts using the PSSM: measurement and functional invariance
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Date
2016
Authors
Abubakar, Amina
Van de Vijver, Fons J. R.
Alonso-Arbiol, Itziar
Suryani, Angela O.
Pandia, Weny Savitry
Handani, Penny
Arasa, Josephine
Mazrui, Lubna M.
Murugumi, Margaret
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE Publications
Abstract
Despite its popularity, the factorial structure of the Psychological Sense of School Membership
(PSSM) Questionnaire remains controversial. The current study set out to clarify its structure
across different cultural contexts. The study was carried out among 1,928 adolescents aged 11
to 20 years in the Netherlands, Kenya, Indonesia, and Spain. Item-based measurement models
with a single factor did not show a good fit. A bifactor method (defining a method factor for
negatively worded items) did not show a good fit either. However, when items were combined
per target to be rated (school, student, teacher, other people, and self), measurement invariance
of a one-factorial model was found. Internal consistencies observed across the cultural groups
studied were high. In addition, an evaluation of functional equivalence indicated that the
relationship between PSSM and life satisfaction was invariant across countries. Implications for
assessment and future directions are discussed.
Keywords: PSSM, Measurement Invariance, Functional Invariance
Description
DOI: 10.1177/0734282915607161
Keywords
PSSM, Measurement Invariance, Functional Invariance
Citation
Journal of Psychoeducational Assessment 2016, Vol. 34(4) 380– 388, sagepub.com/journalsPermissions.nav, DOI: 10.1177/0734282915607161