Political trust among European youth: Evaluating multi-dimensionality and cross-national measurement comparability

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Educational Evaluation Pub Date : 2023-12-26 DOI:10.1016/j.stueduc.2023.101321

Linde Stals , Maria Magdalena Isac , Ellen Claes

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Abstract

Educational research has focused increasingly on comparing student civic outcomes across various educational systems. However, the study of non-cognitive, attitudinal measures has assumed a subsidiary role to the study of cognitive measures, despite its potential to shape policy and practice. This article investigates the validity and cross-country measurement equivalence or invariance (ME/I) of political trust measures among adolescents. Drawing on student data from ICCS 2016 covering 15 European educational systems (N = 52,788), the standard test for exact ME/I (i.e., Multi-Group Confirmatory Factor Analysis) is juxtaposed with a novel method for approximate ME/I (i.e., Alignment Optimization). The results underscore a two-dimensional structure of political trust, separating trust in order institutions from trust in representative institutions. While MGCFA results suggest configural invariance, rendering correlational analyses and country mean comparisons meaningless, Alignment Optimization yields valid latent means with an acceptable degree of non-invariance (i.e., 16%). Implications for comparative research on political trust among adolescents are discussed.

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欧洲青年的政治信任：评估多维度和跨国测量的可比性

教育研究越来越注重比较不同教育体系中学生的公民成果。然而，对非认知性、态度性测量方法的研究已成为认知性测量方法研究的附属品，尽管它具有影响政策和实践的潜力。本文研究了青少年政治信任测量的有效性和跨国测量等效性或不变性（ME/I）。文章利用 ICCS 2016 中涵盖 15 个欧洲教育系统的学生数据（N = 52,788），将精确 ME/I 的标准测试（即多组确证因子分析）与近似 ME/I 的新方法（即对齐优化）并列。研究结果表明，政治信任存在两维结构，即对秩序机构的信任和对代表机构的信任。虽然 MGCFA 结果表明结构不变量使得相关分析和国家均值比较失去意义，但对齐优化却能得到有效的潜在均值，其不变量程度可接受（即 16%）。本文讨论了青少年政治信任比较研究的意义。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.