___

• Altıntaş, Ö., & Kutlu, Ö. (2019). Investigating differential item functioning of Ankara University examination for foreign students by recursive partitioning analysis in the Rasch model. International Journal of Assessment Tools in Education, 6(4), 602–616. https://doi.org/10.21449/ijate.554212
• Ateşok Deveci, N. (2008). Examination of Inter-university Board foreign language test in the frame of item bias. [Doctoral dissertation, Ankara University]. https://tez.yok.gov.tr
• Athman Ernst, J., & Monroe, M. (2004). The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking. Environmental Education Research, 10(4), 507-522. https://doi.org/10.1080/1350462042000291038
• Bar-Tal, D. (1978). Attributional analysis of achievement-related behavior. Review of Educational Research, 48(2), 259–271. https://doi.org/10.3102/00346543048002259
• Baron, J. (1985). Rationality and intelligence. Cambridge University Press.
• Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. PegemA.
• Byrne, B.M., Oakland, T., Leong, F.T.L., Van De Vijver, F.J.R., Hambleton, R.K., Cheung, F. M., & Bartram, D. (2009). A critical analysis of cross-cultural research and testing practices: Implications for improved education and training in psychology. Training and Education in Professional Psychology, 3, 94-105. https://doi.org/10.1037/a0014516
• Choi, S.W., Gibbons, L.E., & Crane, P.K. (2011). Lordif: An R package for detecting differential item functioning using iterative hybrid ordinal logistic regression/item response theory and Monte Carlo simulations. Journal of Statistical Software, 39(8), 1. https://doi.org/10.18637/jss.v039.i08
• Cole, D.A., Maxwell, S.E., Avery, R., & Salas, E. (1993). Multivariate group comparisons of variable systems: MANOVA and structural equation modeling. Psychological Bulletin, 114, 174-184. https://doi.org/10.1037/0033-2909.114.1.174
• Crandall, V.C., Katkovsky, W., & Crandall, V.J. (1965). Children’s belief in their own control of reinforcement in intellectual-academic achievement situations. Child Development, 36, 91–109. https://doi.org/10.2307/1126783
• Crane, P.K., Gibbons, L.E., Jolley, L., & Van Belle, G. (2006). Differential item functioning analysis with ordinal logistic regression techniques: DIF detect and difwithpar. Medical Care, 44(11), 115-123. https://www.jstor.org/stable/41219511
• Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Thomson Learning.
• Davidov, E., Meuleman, B., Cieciuch, J., Schmidt, P., & Billiet, J. (2014). Measurement equivalence in cross-national research. Annual Review of Sociology, 40, 55-75. https://doi.org/10.1146/annurev-soc-071913-043137
• Dewey, J. (1930). Human nature and conduct. The Modern Library.
• do Nascimento, C.D., Peter, W.F., Ribeiro, I.M., Moreira, B.S., Lima, V.P., Kirkwood, R.N., & Bastone, A.C. (2021). Cross-cultural validity of the animated activity questionnaire for patients with hip and knee osteoarthritis: A comparison between the Netherlands and Brazil, Brazilian Journal of Physical Therapy, 000(xxxx), 1-8. http://doi.org/10.1016/j.bjpt.2021.06.002
• Dönmez, B., & Kaya, F. (2016). Eleştirel Düşünme Motivasyonu Ölçeği’nin Türkçe’ye uyarlanması [Turkish adaptation study of Critical Thinking Motivational Scale]. HAYEF Journal of Education, 13 2(25), 159 173. https://dergipark.org.tr/tr/pub/iuhayefd/issue/24491/259590
• Eccles, J.S., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., & Meece, J.L. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motives (pp. 75–146). San Francisco Freeman.
• Ennis, R.H. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14, 5- 25. http://doi.org/10.1057/9781137378057_2
• Ennis, R.H. (1993). Critical thinking assessment. Theory into Practice, 32, 179-186. https://doi.org/10.1080/00405849309543594
• Ennis, R.H. (1996). Critical thinking dispositions: Their nature and assessability. Informal Logic, 18(2), 165-182. https://doi.org/10.22329/il.v18i2.2378
• Ersözlü, A. N., & Arslan, M. (2009). The effect of developing reflective thinking on metacognitional awareness at primary education level in Turkey. Reflective Practice, 10, 683–695. https://doi.org/10.1080/14623940903290752
• Facione, P.A., & Facione, N.C. (1992). The California critical thinking dispositions inventory. California Academic Press.
• Farmer, H.S., & Vispoel, W.P. (1990). Attributions of female and male adolescents for real-life failure experiences. Journal of Experimental Education, 58(2), 127–140. https://doi.org/10.1080/00220973.1990.10806529
• Feingold, A. (1994). Gender differences in personality: A meta analysis. Psychological Bulletin, 116, 429-456. https://doi.org/10.1037/0033-2909.116.3.429
• Ferne, T., & Rupp, A. (2007). A synthesis of 15 years of research on DIF in language testing: Methodological advances, challenges, and recommendations. Language Assessment Quarterly, 4, 113-148. https://doi.org/10.1080/15434300701375923
• French, B.F., Hand, B., Nam, J., Yen, H.J., & Vazquez, J.A.V. (2014). Detection of differential item functioning in the Cornell Critical Thinking Test across Korean and North American students. Psychological Test and Assessment Modeling, 56(3), 275.
• French, B.F., Hand, B., Therrien, W.J., & Vazquez, J.A.V. (2012). Detection of sex differential item functioning in the Cornell Critical Thinking Test. Europen Journal of Psychological Assessment, 28(3), 201-207. http://doi.org/10.1027/1015-5759/a000127
• Frieze, I.H. (1975). Women’s expectations for and causal attributions of success and failure. In T. Mednick, S. Tangi, & L.W. Hoffman (Eds.), Women and achievement. Social and motivational analysis. (pp. 158–171). John Wiley and Sons.
• Galic, Z., Scherer, K.T., & Leberton, J.M. (2014). Examining the measurement equivalence of the conditional reasoning test for aggression across U.S. and Croatian samples. Psychological Test and Assessment Modeling, 56, 195 216. http://darhiv.ffzg.unizg.hr/id/eprint/5547
• Gallos, J.V. (1995). Gender and silence. Collage Teaching, 43(3), 101-105. http://doi.org/10.1080/87567555.1995.9925525
• Garcia, J.M., Gallagher, M.W., O’Bryant, S.E., & Medina, L.D. (2021). Differential item functioning of the Beck Anxiety Inventory in a rural, multi-ethnic cohort. Journal of Affective Disorders, 293, 36-42. http://doi.org/10.1016/j.jad.2021.06.005
• Garcia, T., & Pintrich, P.R. (1992). The effect of PBL curriculum on students’ motivation and self-regulation. Paper presented at The Biennial Conference of The European Association for Research on Learning and Instruction, Italy.
• Gierl, M., Khaliq, S.N., & Boughton, K. (1999). Gender differential item functioning in mathematics and science: Prevalence and policy implications. In Improving Large-Scale Assessment in Education Symposium at the Annual Meeting of the Canadian Society for the Study of Education, Canada.
• Gilligan, C. (1979). Woman’s place in man’s life cycle. Harvard Educational Review, 49, 431-446. https://doi.org/10.17763/haer.49.4.h136573541l3g463
• Glevey, K.E. (2006). Promoting thinking skills in education. London Review of Education, 4(3), 291-302. http://doi.org/10.1080/14748460601044005
• Glover, T.A., & Albers, C.A. (2007). Consideraitons for evaluating universal screening assessments. Journal of School Psychology, 45(2), 117 135. http://doi.org/10.1016/j.jsp.2006.05.005
• Gök, B., Kabasakal, K.A., & Kelecioğlu, H. (2014). PISA 2009 öğrenci anketi tutum maddelerinin kültüre göre değişen madde fonksiyonu açısından incelenmesi [Analysis of attitude items in PISA 2009 student questionnaire in terms of differential item functioning based on culture]. Journal of Measurement and Evaluation in Education and Psychology, 5(1), 72-87. https://doi.org/10.21031/epod.64124
• Halpern, D.F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53, 449-455. https://doi.org/10.1037/0003-066X.53.4.449
• Hambelton, R., & Rogers, J. (1995). Item bias review. Practical Assessment, Research, and Evaluation, 4(6), https://doi.org/10.7275/jymp-md73
• Hambleton, R.K., & Rovinelli, R.J. (1986). Assessing the dimensionality of a set of test items. Applied Psychological Measurement, 10(3), 287 302. https://doi.org/10.1177/014662168601000307
• Hambleton, R.K., & Swaminathan, H. (1989). Item response theory: Principles and applications. Kluwer Nijhoff.
• Hambleton, R.K., Swaminathan, H., & Rogers, H.J. (1991). Fundamentals of item response theory. Sage.
• Ingle, C.O. (2007). Predictors of critical thinking ability among college students. [Doctoral dissertation]. Available from ProQuest Dissertations and Theses Database. (UMI No. 3263681).
• Jensen, A.R. (1980). Bias in mental testing. Free Press.
• Kalaycioğlu, D.B., & Kelecioğlu, H. (2011). Öğrenci Seçme Sınavı’nın madde yanlılığı açısından incelenmesi [Item Bias Analysis of the University Entrance Examination]. Education and Science, 36(161), 3-11.
• Karakaya, İ., & Kutlu, Ö. (2012). Seviye Belirleme Sınavındaki Türkçe alt testlerinin madde yanlılığının incelenmesi [An Investigation of Item Bias in Turkish Sub Tests in Level Determination Exam]. Education and Science, 37(165). http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1342
• King, P.M., Wood, P.K., & Mines, R.A. (1990). Critical thinking among college and graduate students. The Review of Higher Education, 13, 167 186. http://doi.org/10.1353/rhe.1990.0026
• Kholberg, L. (1973). Continuities and discontinuities in childhood and adult moral development revisited. In P. B. Baltes & L. R. Goutlet (Eds.), Lifespan developmental psychology: Research and theory (pp. 179-204). Academic Press.
• Kloosterman, P. (2001). Attributions, performance following failure, and motivation in mathematics. In E. Fennema & G.C. Leder (Eds.), Mathematics and gender. Teachers College Press.
• Köse, İ.A. (2015). PISA 2009 öğrenci anketi alt ölçeklerinde (Q32-Q33) bulunan maddelerin değişen madde fonksiyonu açısından incelenmesi [Investigation of items in PISA 2009 student questionnaire subscales (Q32-Q33) in terms of differential item functioning]. Kastamonu Education Journal, 23(1), 227 240. https://dergipark.org.tr/en/pub/kefdergi/issue/22600/241461
• Kurnaz, F.B., & Kelecioğlu, H. (2008). Investigation of Peabody Picture Vocabulary Test from the point of item bias. World Applied Sciences Journal, 3(2), 231-239. https://www.academia.edu/7282678/Investigation_of_Peabody_Picture_Vocabulary_Test_from_the_point_of_item_bias_peabody_picture_vocabulary_test
• Kurnaz Adıbatmaz, F.B., & Yıldız, H. (2020). The Effects of distractors to differential item functioning in Peabody Picture Vocabulary Test. Journal of Theoretical Educational Science, 13(3), 530-547. https://dergipark.org.tr/tr/pub/akukeg/issue/54987/621581
• Lau, C., Chiesi, F., Saklofske, D.H., Yan, G., & Li, C. (2020). How essential is the essential resilience scale? Differential item functioning of Chinese and English versions and criterion validity. Personality and Individual Differences, 155, 109666. http://doi.org/10.1016/j.paid.2019.109666
• Lau, C., Swindall, T., Chiesi, F., Quilty, L.C., Chen, H.C., Chan, Y.C., ... & Torres-Marín, J. (2023). Cultural differences in how people deal with ridicule and laughter: Differential item functioning between the Taiwanese Chinese and Canadian English versions of the PhoPhiKat-45. European Journal of Investigation in Health, Psychology and Education, 13(2), 238-258. https://doi.org/10.3390/ejihpe13020019
• Maller, S.J. (2001). Differential item functioning in the WISC-III: Item parameters for boys and girls in the national standardization sample. Educational and Psychological Measurement, 61(5), 793-817. https://doi.org/10.1177/00131640121971527
• McLean, C.P., & Miller, N.A. (2010). Changes in critical thinking skills following a course on science and pseudoscience: A quasi-experimental study. Teaching of Psychology, 37, 85-90. https://doi.org/10.1080/00986281003626714
• Mcpeck, J.E. (1990). Teaching critical thinking. Routledge.
• Meece, J.L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351-373. https://doi.org/10.1016/j.jsp.2006.04.004
• Mertler, C.A., Vannatta, R.A., & LaVenia, K.N. (2005). Advanced and multivariate statistical methods: Practical application and interpretation. Pyrczak. https://doi.org/10.4324/9781003047223
• Millsap, R.E. (2012). Statistical approaches to measurement invariance. Routledge.
• Muraki, E. (1992). A generalized partial credıt model: Applicatıon of an em algorithm. ETS Research Report Series. https://doi.org/10.1002/j.2333-8504.1992.tb01436.x
• Nielsen, T., & Dammeyer, J. (2019). Measuring higher education students’ perceived stress: An IRT-based construct validity study of the PSS-10. Studies in Educational Evaluation, 63, 17-25. http://doi.org/10.1016/j.stueduc.2019.06.007
• Osterlind, S.J. (1983). Test item bias. Sage.
• Parsons, J., Adler, T.F., & Kaczala, C.M. (1984). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53, 322 339. https://doi.org/10.2307/1128973
• Paul, R.W. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Center for Critical Thinking and Moral Critique, Sonoma State University.
• Perkins, D.N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21. https://www.jstor.org/stable/23087298
• Poortinga, Y.H. (1989). Equivalence of cross-cultural data: An overview of basic issues. International Journal of Psychology, 24(6), 737 756. https://doi.org/10.1080/00207598908247842
• Ruble, D., Greulich, F., Pomerantz, E.M., & Gochberg, B. (1993). The role of gender-related processes in the development of sex differences in self-evaluation and depression. Journal of Affective Disorders, 29, 97–128. https://doi.org/10.1016/0165-0327(93)90027-H
• Serin, Q., Serin, N.B., Saracaloğlu, A.S., & Ceylan, A. (2010). The examination of critical thinking styles of university students (TRNC Sample). Procedia Social and Behavioral Sciences, 9, 864–868. https://doi.org/10.1016/j.sbspro.2010.12.250
• Steinberg, L., & Thissen, D. (2006). Using effect sizes for research reporting: examples using item response theory to analyze differential item functioning. Psychological Methods, 11, 402-415. https://doi.org/10.1037/1082-989X.11.4.402
• Stump, T.E., Monahan, P., & Mchorney, C.A. (2005). Differential item functioning in the short portable mental status questionnaire. Research on Aging, 27(3), 355-384. https://doi.org/10.1177/0164027504273784
• Schwartz, S., & Meyer, I.H. (2010). Mental health disparities research: The impact of within and between group analyses on tests of social stress hypotheses. Social Science & Medicine, 70(8), 1111-1118. https://doi.org/10.1016/j.socscimed.2009.11.032
• Şengül Avşar, A., & Emons, W.H.M. (2021). A cross-cultural comparison of non-cognitive outputs towards science between Turkish and Dutch students taking into account detected person misfit. Studies in Educational Evaluation, 70(101053). http://doi.org/10.1016/j.stueduc.2021.101053
• Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics. Pearson.
• Tedesco, J. (1991). Women’s ways of knowing/women’s ways of composing. Rhetoric Review, 9(2), 246-256. http://doi.org/10.1080/07350199109388931
• Tsui, L. (2000). Effects of campus culture on students’ critical thinking. The Review of Higher Education, 23(4), 421-441. http://doi.org/10.1353/rhe.2000.0020
• Turkish Language Assosiation (n.d.). Ability. In Updated Turkish Dictionary. Retrieved February 28, 2021. https://www.tdk.gov.tr/
• Usta, H.G. (2020). Sınav kaygı ölçeği maddelerinin çeşitli yöntemlere göre değişen madde fonksiyonlarının incelenmesi [Analysis of Test Anxiety Scale items in terms of differential item functioning by different methods]. Cumhuriyet International Journal of Education, 9(4), 1225-1242. https://doi.org/10.30703/cije.703337
• Valenzuela, J., Nieto, A.M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Journal of Research in Educational Psychology, 9(2), 823 848. http://repositorio.ual.es/bitstream/handle/10835/819/Art_24_588.pdf?sequence=1
• Yıldırım, H., & Büyüköztürk, Ş. (2018). Using the Delphi Technique and focus-group interviews to determine item bias on the Mathematics Section of the Level Determination Exam for 2012. Educational Sciences: Theory & Practice, 18(2), 447-470. http://doi.org/10.12738/estp.2018.2.0317