Publication Date:
Author(s): Kyle D. Husmann, Timothy R. Brick, James C. DiPerna
Publisher: Elsevier BV
Publication Type: Academic Journal Article
Journal Title: Journal of School Psychology
Volume: 92
Page Range: 360-375
Abstract:

The Measurement Model of Derivatives (MMOD; Estabrook, 2015) provides the opportunity to evaluate and refine measurement scales used in longitudinal studies to clarify their theoretical distinctions and relationship to academic achievement. We demonstrate this using three teacher-rated scales of child self-regulatory behavior obtained from the Early Childhood Longitudinal Study Kindergarten Class of 2010–11 (ECLS-K:2011; Tourangeau et al., 2019). Data-driven factor structures were generated using a training sample (N = 2821), then compared using the MMOD to the theoretical measurement structure on a holdout sample (N = 2822). Finally, to externally validate their utility, the best-fitting data-driven measurement structure was compared to the theoretical structure in their ability to predict academic achievement on a validation sample (N = 5643). We discuss theoretical implications for self-regulation, as well as the MMODs applicability to other educational data sets.