ICCS 2009 Technical Report - IEA

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Students’ civic-related self-beliefsTable 12.9 reports the three scales, and their reliabilities, that were derived from questionsregarding students’ civic-related self-beliefs. The three scales, which are included in the ICCSstudent database, are:• Students’ interest in politics and social issues (INTPOLS);• Students’ sense of internal political efficacy (INPOLEF);• Students’ citizenship self-efficacy (CITEFF).Question 22 required students to indicate their interest in a series of issues. Item responsesincluded “very interested,” “quite interested,” “not very interested,” “not interested at all.” Fiveof the question items were used to construct the scale students’ interest in politics and social issues(INTPOLS); the higher scale scores correspond to greater interest in politics and social issues.The reliability of this scale (Cronbach’s alpha) was 0.86 for the pooled ICCS sample. Countryreliabilities ranged from 0.75 to 0.92 (see Table 12.7). Table 12.10 shows the item parametersthat were used for scaling.Question 23 asked students to state their degree of agreement or disagreement with a seriesof statements about their thoughts on political matters. Six items from this question were usedto form the scale students’ sense of internal political efficacy (INPOLEF), which had a reliability(Cronbach’s alpha) of 0.84 for the pooled ICCS sample and ranged from 0.72 to 0.89 (seeTable 12.9). Table 12.10 shows the item wording as well as the item parameters that were usedfor scaling. The higher values on this scale reflect a higher sense of internal political efficacy.Question 31 of the student questionnaire asked students how well they thought they wouldperform several listed activities (“very well,” “fairly well,” “not very well,” “not at all”). Together,the question items derived the scale students’ citizenship self-efficacy (CITEFF), and the highervalues on it denote higher levels of confidence with respect to this form of self-efficacy. Thereliability of this scale (Cronbach’s alpha) was 0.82 for the pooled ICCS sample, and thecountry reliabilities ranged from 0.70 to 0.88 (see Table 12.9). Table 12.10 shows the itemparameters that were used for scaling.Figure 12.7 sets out the results from the confirmatory factor analysis for the three item sets.All three fit indices suggested a satisfactory model fit, and the factor loadings indicatedgood measurement qualities for the items that were used to derive indices of the three latentconstructs. High correlations emerged between the three latent factors, in particular betweenINTPOLS (student interest in political and social issues) and INPOLEF (internal politicalefficacy).Students’ attitudes toward equal rightsThe three scales (and their reliabilities) that were derived from questions regarding students’attitudes toward equal rights are reported in Table 12.11 and included in the ICCS studentdatabase. They are:• Students’ attitudes toward gender equality (GENEQL);• Students’ attitudes toward equal rights for all ethnic/racial groups (ETHRGHT);• Students’ attitudes toward equal rights for immigrants (IMMRGHT).Question 24 presented a series of items about the roles of women and men in society. Studentswere asked to indicate their level of agreement (ranging from “strongly agree” to “stronglydisagree”) with each statement. The first six question items were used to form the scale students’attitudes toward gender equality (GENEQL), the reliability of which (Cronbach’s alpha) was 0.79for the pooled ICCS sample. The country reliabilities ranged from 0.56 to 0.88 (see Table12.11).SCALING PROCEDURES FOR ICCS questionnaire ITEMS177
Table 12.9: Reliabilities for scales reflecting students’ civic-related self-beliefsCountryInterest Politics/ Internal Political CitizenshipSoc. Issues Efficacy Self-EfficacyAustria 0.83 0.85 0.77Belgium (Flemish) 0.88 0.85 0.78Bulgaria 0.83 0.81 0.81Chile 0.84 0.82 0.83Chinese Taipei 0.87 0.84 0.84Colombia 0.83 0.78 0.80Cyprus 0.87 0.83 0.81Czech Republic 0.85 0.82 0.80Denmark 0.90 0.89 0.84Dominican Republic 0.78 0.74 0.70England 0.90 0.87 0.87Estonia 0.83 0.81 0.80Finland 0.91 0.89 0.85Greece 0.83 0.77 0.76Guatemala 0.75 0.72 0.78Hong Kong SAR 0.88 0.83 0.88Indonesia 0.75 0.76 0.79Ireland 0.87 0.86 0.84Italy 0.85 0.84 0.80Korea, Republic of 0.86 0.84 0.87Latvia 0.82 0.79 0.78Liechtenstein 0.84 0.87 0.80Lithuania 0.84 0.79 0.80Luxembourg 0.88 0.86 0.81Malta 0.83 0.82 0.83Mexico 0.80 0.78 0.80Netherlands 0.87 0.87 0.84New Zealand 0.89 0.87 0.88Norway 0.92 0.87 0.86Paraguay 0.77 0.75 0.77Poland 0.88 0.84 0.81Russian Federation 0.83 0.80 0.80Slovak Republic 0.84 0.83 0.80Slovenia 0.89 0.86 0.83Spain 0.86 0.83 0.81Sweden 0.92 0.89 0.88Switzerland 0.84 0.86 0.79Thailand 0.84 0.86 0.79ICCS average 0.86 0.84 0.82178ICCS 2009 technical report
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School sampling design 63Within-sch
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6ICCS 2009 technical report
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Table 9.9: Numbers of NRC responses
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Table 12.37: Item parameters for sc
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Figure 12.7: Confirmatory factor an
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Table B.21.1: Allocation of student
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ICCS collected data from more than
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• A 30-minute school questionnair
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ReferencesAmadeo, J., Torney-Purta,
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Table 2.1: Test development process
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PanelingPaneling is a team-based ap
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Development of constructed-response
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Table 2.6: Field trial item mapping
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Released test itemsTwo clusters of
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32 ICCS 2009 technical report
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• Civic identities, comprising tw
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The context of the wider community
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The international options offered t
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Some of the constructs measured thr
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Discussion with national centers an
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was that the test would focus on kn
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Asian questionnaire developmentThe
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Of these, the survey instruments (c
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Adaptation of the instrumentsIn the
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International translation verifiers
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Quality control monitor reviewIEA h
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Teacher target populationICCS defin
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Table 6.1: Population coverage and
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Table 6.2: School, student, and tea
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The team next selected a sample fro
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Systematic sampling was used for se
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In a small number of countries, the
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Class non-response adjustment (WGTA
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Teacher non-response adjustment (WG
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Calculating participation ratesFor
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Table 7.1: Unweighted participation
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The unweighted overall participatio
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Table 7.4: Weighted participation r
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Table 7.5: Categories into which co
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Table 7.7: Participation by country
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• The School Sampling Manual (ICC
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School coordinators were required t
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For countries administering the sch
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Scoring the ICCS assessmentThe succ
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Quality control throughout the data
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Table 8.3: Weighted percentages of
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ICCS International Study Center (20
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They received an overview of the st
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Survey administration activities du
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Table 9.3: Percentages of IQCM resp
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Table 9.9: Numbers of NRC responses
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Table 9.12: Numbers of NRC response
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The majority of countries used the
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ReferencesICCS International Study
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After the item-statistics review ha
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Documentation and structure checkFo
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Page 129 and 130: SummaryTo achieve a high standard o
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Page 137 and 138: Table 11.3: Gender DIF estimates fo
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Page 141 and 142: fell below 70 percent were removed.
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Page 157 and 158: ReferencesAdams, R. (2002). Scaling
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Table 12.42: Reliabilities for scal
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Figure 12.23: Confirmatory factor a
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Figure 12.24 shows the results of t
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All of the items associated with Qu
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Figure 12.28 shows the results of t
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In Question 4, students were asked
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Question 4 asked students to rate t
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Students’ perceptions of public s
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Table 13.1: Numbers of sampling zon
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Table 13.2: Example of computation
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Table 13.3: National averages for c
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The ICCS international report also
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The software package HLM 6.08 (Raud
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Table 13.4: Coefficients of missing
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During the multiple regression anal
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SummaryThe jackknife repeated repli
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Staff at the IEA Data Processing an
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Republic of KoreaTae-Jun KimKorean
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Appendix B: Characteristics of nati
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Table B.3: Allocation of student sa
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B.6. Colombia• Night schools, wee
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Table B.8.2: Allocation of teacher
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B.12. Estonia• Schools for adults
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B.14. Greece• Night schools and s
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B.20. Korea• Special education sc
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B.23. Lithuania• Special needs sc
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Table B.29.1: Allocation of student
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Table B.32: Allocation of student s
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B.34. Slovenia• Dislocated units
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B.36. Sweden• Special needs schoo
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B.38. Thailand• Special education
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Table C1: Descriptions of cognitive
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Table C1: Descriptions of cognitive
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Table D.1: List of international an
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Table D.3: Years of further schooli
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