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<p>This research aimed to better understand meritocracy as a concept by investigating the multidimensional structure of this construct. For that purpose, by means of bifactor modeling approach, we developed and validated a psychometrically robust scale of school meritocracy designed to assess both the general meritocracy as a broad construct and its components as subdomains. Data were collected from two samples of French high-school teachers who were asked to rate school meritocracy statements. Exploratory and confirmatory bifactor analyses provided evidence for a bi-factor representation of the meritocracy structure supporting the presence of one global factor of meritocracy including the principle of rewards based on effort, and two specific factors referring to ability and equity. Our data highlighted the reliability and predictive power of the total school meritocracy scale as well as the unique reliability and differential predictive validity for each subscale. By providing psychometrically robust support for such a model of meritocracy, the present study offers the potential for conceptual clarification.</p>

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School meritocracy: a multidimensional construct? Evidence from the development of a school meritocracy scale by exploratory and confirmatory bifactor modeling

  • 期刊论文

  • 发表日期：

    2026年2月17日

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  • Bruno Chauvin,
  • Charlotte Rauscher,
  • Bérénice Saidah,
  • Eva Louvet

摘要

This research aimed to better understand meritocracy as a concept by investigating the multidimensional structure of this construct. For that purpose, by means of bifactor modeling approach, we developed and validated a psychometrically robust scale of school meritocracy designed to assess both the general meritocracy as a broad construct and its components as subdomains. Data were collected from two samples of French high-school teachers who were asked to rate school meritocracy statements. Exploratory and confirmatory bifactor analyses provided evidence for a bi-factor representation of the meritocracy structure supporting the presence of one global factor of meritocracy including the principle of rewards based on effort, and two specific factors referring to ability and equity. Our data highlighted the reliability and predictive power of the total school meritocracy scale as well as the unique reliability and differential predictive validity for each subscale. By providing psychometrically robust support for such a model of meritocracy, the present study offers the potential for conceptual clarification.