{"title":"喀麦隆教师学习迁移量表系统(LTIS)的验证:测量不变性和性别间的潜在均值差异","authors":"Bekolo Ngo’a Celestin, Tchouchu Emmanuel, Kouame Dangui Dorcas","doi":"10.1080/14330237.2023.2175957","DOIUrl":null,"url":null,"abstract":"This study investigated the psychometric properties of the Learning Transfer Inventory System (LTIS) in the Cameroonian education system. A sample of 700 in-service teachers (female = 54.8%; mean age = 36 years, SD = 15.41 years) who completed leadership, management, or Information Communication Technology (ICT) training were the participants. Following confirmatory factor analysis, test of the measurement invariance, and measurement of the latent mean difference across participant sex of the instrument, results provided support for the hypothesised 16-factor structure. Empirical support for discriminant and convergent validity was strong. Additionally, we found significant latent mean differences between male and female teachers in terms of the constructs peer support, supervisor sanction, and training design. The LTIS appears to yield valid and reliable scores for measuring learning transfer of Cameroonian teachers following in-service training.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Validation of Learning Transfer Inventory System (LTIS) in Cameroon teachers: Measurement invariance and latent mean difference across sex\",\"authors\":\"Bekolo Ngo’a Celestin, Tchouchu Emmanuel, Kouame Dangui Dorcas\",\"doi\":\"10.1080/14330237.2023.2175957\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigated the psychometric properties of the Learning Transfer Inventory System (LTIS) in the Cameroonian education system. A sample of 700 in-service teachers (female = 54.8%; mean age = 36 years, SD = 15.41 years) who completed leadership, management, or Information Communication Technology (ICT) training were the participants. Following confirmatory factor analysis, test of the measurement invariance, and measurement of the latent mean difference across participant sex of the instrument, results provided support for the hypothesised 16-factor structure. Empirical support for discriminant and convergent validity was strong. Additionally, we found significant latent mean differences between male and female teachers in terms of the constructs peer support, supervisor sanction, and training design. The LTIS appears to yield valid and reliable scores for measuring learning transfer of Cameroonian teachers following in-service training.\",\"PeriodicalId\":46959,\"journal\":{\"name\":\"Journal of Psychology in Africa\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-06-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Psychology in Africa\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/14330237.2023.2175957\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Psychology in Africa","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/14330237.2023.2175957","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
Validation of Learning Transfer Inventory System (LTIS) in Cameroon teachers: Measurement invariance and latent mean difference across sex
This study investigated the psychometric properties of the Learning Transfer Inventory System (LTIS) in the Cameroonian education system. A sample of 700 in-service teachers (female = 54.8%; mean age = 36 years, SD = 15.41 years) who completed leadership, management, or Information Communication Technology (ICT) training were the participants. Following confirmatory factor analysis, test of the measurement invariance, and measurement of the latent mean difference across participant sex of the instrument, results provided support for the hypothesised 16-factor structure. Empirical support for discriminant and convergent validity was strong. Additionally, we found significant latent mean differences between male and female teachers in terms of the constructs peer support, supervisor sanction, and training design. The LTIS appears to yield valid and reliable scores for measuring learning transfer of Cameroonian teachers following in-service training.
期刊介绍:
Findings from psychological research in Africa and related regions needs a forum for better dissemination and utilisation in the context of development. Special emphasis is placed on the consideration of African, African-American, Asian, Caribbean, and Hispanic-Latino realities and problems. Contributions should attempt a synthesis of emic and etic methodologies and applications. The Journal of Psychology in Africa includes original articles, review articles, book reviews, commentaries, special issues, case analyses, reports and announcements.