Structural Validation of the Measurement Model for Responsible Innovator Competence of Upper Secondary School Students
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Abstract
Responsible innovator competence is a crucial learning outcome for preparing students to create innovations that consider impacts on society and the environment. Previous research has found that many researchers have proposed frameworks for innovation competence and responsible innovation separately, with no studies integrating both frameworks together. Therefore, this study aimed to develop and validate the structural validity of a measurement model for responsible innovator competence by integrating a 5-dimensional innovation competence framework comprising creativity, critical thinking, initiative, teamwork, and networking with a 4-dimensional responsible innovation framework comprising anticipation, reflexivity, inclusion, and responsiveness. The sample consisted of 758 upper secondary school students with experience in science project competitions at the regional level or above. Data was collected using a 6-point rating scale self-assessment covering 20 components with 60 items. Data was analyzed using confirmatory factor analysis. Results showed that the model had excellent fit with the empirical data
(χ²/df = 2.84, CFI = 0.995, TLI = 0.994, RMSEA = 0.049, SRMR = 0.045). All 60 observed variables had standardized factor loadings ranging from 0.565 to 0.916, with statistical significance. For convergent validity, 18 out of 20 components (90%) had AVE ≥ 0.50, and 19 components (95%) had CR ≥ 0.70, indicating that each component could clearly explain its observed variables with acceptable reliability. For discriminant validity, the HTMT criterion showed that 88.4% of component pairs had HTMT < 0.90, demonstrating clear differentiation between components. The findings confirm that the integration of innovation competence and responsible innovation frameworks can holistically explain students' competence structure and has potential for use as a tool to assess and develop innovators in the 21st century.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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