Investigating the invariance of non-cognitive skills in countries with different immigration policies: A psychometric network approach

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dc.authorid0000-0002-0861-9225en_US
dc.authorid0000-0002-5432-7338en_US
dc.contributor.authorGörgün, Güher
dc.contributor.authorKilmen, Sevilay
dc.date.accessioned2024-07-09T11:37:37Z
dc.date.available2024-07-09T11:37:37Z
dc.date.issued2023en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThe importance of non-cognitive skills for academic achievement and future success has been emphasized but the invariance among the relationships of these constructs across different groups and countries is rarely studied. In this study, we used a novel approach, psychometric network analysis, to analyze the invariance of connections between non-cognitive skills measured in an international large-scale assessment-the 2018 Program for International Student Assessment (PISA). We focused on four different countries in terms of immigration contexts (Australia, Canada, and Germany) and analyzed the invariance of connections among non-cognitive skills for immigrant and native students within these countries. While Australia and Canada were the examples of traditional immigration countries, Belgium and Germany represented the post-war immigration countries with less selective immigration policy. We found significant differences in the network structure among countries and immigrant status (i.e., native vs. first-generation immigrant). Interestingly, we found that the primary split occurred between countries with different immigration policies. That is, the network tree structures of Canada and Australia were more similar to one another while the network tree structures of Germany and Belgium resembled each other. The results provided empirical evidence that non-cognitive constructs are not universal across countries selected, immigrants, and native students. The findings also underscored the importance of considering within-country and cross-country differences in order to design effective educational interventions relying on non-cognitive skills for targeting distinct cultural groups of interest.en_US
dc.identifier.citationGorgun, G., & Kilmen, S. (2023). Investigating the invariance of non-cognitive skills in countries with different immigration policies: a psychometric network approach. Social Psychology of Education, 1-25.en_US
dc.identifier.doi10.1007/s11218-023-09871-2
dc.identifier.endpage25en_US
dc.identifier.issn1381-2890
dc.identifier.issn1573-1928
dc.identifier.scopus2-s2.0-85177557060en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s11218-023-09871-2
dc.identifier.urihttps://hdl.handle.net/20.500.12491/12248
dc.identifier.wosWOS:001105014900002en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKilmen, Sevilay
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofSocial Psychology of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectNon-Cognitive Skillsen_US
dc.subjectPsychometric Network Analysisen_US
dc.subjectImmigration Statusen_US
dc.subjectEducational Policiesen_US
dc.subjectInvarianceen_US
dc.titleInvestigating the invariance of non-cognitive skills in countries with different immigration policies: A psychometric network approachen_US
dc.typeArticleen_US

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