Informed theory and measurement equivalence in child development research

George P. Knight, Argero A. Zerr

Research output: Contribution to journalArticle

17 Scopus citations

Abstract

The role of theory informed by the nature of the population being studied is often overlooked in considering the equivalence of measures across developmental changes, across groups that differ in developmental status, or across groups that differ in participant characteristics. The purpose of this article is to discuss the " best practice" approaches for evaluating measurement equivalence based on such informed theory. This article discusses the role of informed theory in the consideration of various types of measurement equivalence in developmental research, as well as equivalence of translated items and measures.

Original languageEnglish (US)
Pages (from-to)25-30
Number of pages6
JournalChild Development Perspectives
Volume4
Issue number1
DOIs
StatePublished - Apr 1 2010

Keywords

  • Factorial invariance
  • Measurement equivalence
  • Measurement invariance

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Fingerprint Dive into the research topics of 'Informed theory and measurement equivalence in child development research'. Together they form a unique fingerprint.

  • Cite this