Zhen Li

TL;DR: The paper began by describing what is MI (and lack of MI) and how the concept can be realized in the context of factor analysis, and explained the need for modeling the mean and covariance structure (MACS), instead of the traditionally applied covarianceructure, in detecting factorial invariance.

TL;DR: The authors examined the relationship between school bullying, student-teacher (S-T) connectedness, and academic performance and found that there was a significant interaction between bullying and S-T connectedness.

TL;DR: This work utilized established instrument development procedures, involving teachers, students, and experts in transformational leadership theory to ensure that items exhibited sound content validity, and were developmentally appropriate, in developing a reliable and valid measure of transformational teaching.

TL;DR: The authors examined the comparability of children's self-reports of bullying across five countries, including Australia, Canada, Japan, Korea, and United States, using multigroup confirmatory factor analysis and item response theory modeling.

TL;DR: In this paper, the authors investigated the impact of differential item functioning (DIF) on the Type I error rate and effect size of the independent samples ttest on the observed total test scores and found that the amplification and cancellation effects among uniform DIF items did transfer to test level.