TY - JOUR
T1 - Cultural, social, and economic capital constructs in international assessments
T2 - an evaluation using exploratory structural equation modeling
AU - Caro, Daniel H.
AU - Sandoval-Hernández, Andrés
AU - Lüdtke, Oliver
PY - 2014
Y1 - 2014
N2 - The article employs exploratory structural equation modeling (ESEM) to evaluate constructs of economic, cultural, and social capital in international large-scale assessment (LSA) data from the Progress in International Reading Literacy Study (PIRLS) 2006 and the Programme for International Student Assessment (PISA) 2009. ESEM integrates the theory-generating approach of exploratory factor analysis (EFA) and theory-testing approach of confirmatory factor analysis (CFA). It relaxes the zero-loading restriction in CFA, allowing items to load on different factors simultaneously, and it provides measurement invariance tests across countries not available in EFA. A main criticism of international LSA studies is the extended use of indicators poorly grounded in theory, like socioeconomic status, that prevent the study of mechanisms underlying associations with student outcomes. This article contributes to addressing this criticism by providing statistical criteria to evaluate the fit of well-defined sociological constructs with the empirical data.
AB - The article employs exploratory structural equation modeling (ESEM) to evaluate constructs of economic, cultural, and social capital in international large-scale assessment (LSA) data from the Progress in International Reading Literacy Study (PIRLS) 2006 and the Programme for International Student Assessment (PISA) 2009. ESEM integrates the theory-generating approach of exploratory factor analysis (EFA) and theory-testing approach of confirmatory factor analysis (CFA). It relaxes the zero-loading restriction in CFA, allowing items to load on different factors simultaneously, and it provides measurement invariance tests across countries not available in EFA. A main criticism of international LSA studies is the extended use of indicators poorly grounded in theory, like socioeconomic status, that prevent the study of mechanisms underlying associations with student outcomes. This article contributes to addressing this criticism by providing statistical criteria to evaluate the fit of well-defined sociological constructs with the empirical data.
KW - cultural capital
KW - exploratory structural equation modeling
KW - multigroup analysis
KW - PIRLS
KW - PISA
KW - social capital
UR - http://www.scopus.com/inward/record.url?scp=84904750871&partnerID=8YFLogxK
UR - http://dx.doi.org/10.1080/09243453.2013.812568
U2 - 10.1080/09243453.2013.812568
DO - 10.1080/09243453.2013.812568
M3 - Article
AN - SCOPUS:84904750871
SN - 0924-3453
VL - 25
SP - 433
EP - 450
JO - School Effectiveness and School Improvement
JF - School Effectiveness and School Improvement
IS - 3
ER -