The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 3 Fit indices and model comparisons of invariance testing with gender as the grouping variable (correlated-traits models)

Model	χ² (df)	CFI	TLI	RMSEA	90 % CI RMSEA	Δχ² (Δdf)	ΔCFI	ΔTLI	ΔRMSEA
Measurement invariance models of TEDDICS
Configural invariance	425.9 (102)***	.985	.981	.077	[.070, .085]	–	–	–	–
Metric invariance	427.9 (111)***	.986	.983	.073	[.066, .080]	14.2 (9) ns	+.001	+.002	−.004
Scalar invariance	424.1 (132)***	.987	.987	.064	[.057, .071]	47.6 (30)*	+.002	+.006	−.013
Measurement invariance models of CSE
Configural invariance	258.5 (148)***	.982	.978	.037	[.030, .045]	–	–	–	–
Metric invariance	276.9 (159)***	.981	.978	.037	[.030, .044]	28.5 (11)**	−.001	.000	.000
Scalar invariance	311.7 (170)***	.977	.976	.039	[.032, .046]	77.3 (22)***	−.005	−.002	+.002

The configural invariance model was used as the reference for model comparisons. N = 1071
* p < .05, ** p < .01, *** p < .001, ns statistically insignificant (p > .05)