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This paper presents a methodological solution to a main challenge quantitative research has to meet: The construction of measurement equivalence. Using an international research project investigating future teachers' career choice motives, the paper demonstrates a validation approach for scales obtained from confirmatory factor analysis across countries. Measurement invariance analyses provide information on whether cross-country differences result from differences among the latent factors or from a different understanding of the quantitative instrument applied. Thus, the methodological approach helps to ensure the validity of quantitative transnational research by incorporating the demand for comparability into the instrument. The results show country specific differences among future teachers' career choice motives that can be linked to different political and social framework conditions, including the appreciation of altruistic motives, working conditions or the universities' content structure of their teacher training programs. ; +repphzhbib2018A

Der Beitrag bietet eine methodologische Lösung für eine zentrale Herausforderung in der quantitativen internationalen Forschung - die Konstruktion von Messäquivalenz. In der Berechnung von Skaleninvarianz geht es darum zu analysieren, ob Unterschiede zwischen Ländern abhängig sind von Unterschieden zwischen den latenten Faktoren oder davon, dass ein quantitatives Messinstrument in verschiedenen Kontexten unterschiedlich verstanden wird. In Bezug auf ihr internationales Forschungsprojekt, in dem die Berufswahlmotivation von angehenden Lehrkräften untersucht wird, zeigen die Autorinnen und die Autoren eine Validierungsstrategie auf, um Skalen für länderübergreifende konfirmatorische Faktorenanalysen zu erhalten. Sie erhoffen sich, dass der im Artikel vorgeschlagene Zugang die Validität von internationalen Vergleichsstudien erhöht. (DIPF/Orig.) ; This paper presents a methodological solution to a main challenge quantitative research has to meet: The construction of measurement equivalence. Using an international research project investigating future teachers' career choice motives, the paper demonstrates a validation approach for scales obtained from confirmatory factor analysis across countries. Measurement invariance analyses provide information on whether cross-country differences result from cultural bias, misconceptions or mistranslations during the construction of the instrument. Thus, the methodological approach helps to ensure the validity of quantitative transnational research by incorporating the demand for comparability into the instrument. The results show country specific differences among future teachers' career choice motives that can be linked to different political and social framework conditions, including the appreciation of altruistic motives, working conditions or the universities' content structure of their teacher training programs. (DIPF/Orig.)