The Perceptions of Inclusion Questionnaire (PIQ) in 11- to 14-Year-Old French Students: Longitudinal and Gender Measurement Invariance

Abstract

The Perception of Inclusion Questionnaire (PIQ) is a 12-item tool measuring students’ emotional well-being, social inclusion, and academic self-concept. To validly compare scores across groups or time, measurement invariance must be established. This study assessed the longitudinal and gender invariance of the PIQ with 201 students aged 11–14. Analyses confirmed strict longitudinal invariance across metric, scalar, and residual levels, confirming the PIQ is suitable for tracking changes over time in adolescence. For gender, strict invariance was found at ages 11 and 12, but only partial scalar invariance at ages 13 and 14. Results also indicated that the model’s quality and internal consistency improved over the years, while completion time significantly decreased. The study concludes that the PIQ possesses strong invariance properties for longitudinal research and for comparing girls and boys, particularly in early adolescence.

Keywords

inclusive education special needs subjective well-being social inclusion longitudinal studies measurement invariance

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