Confirmatory Factor Analysis and Item Response Theory Approaches to Measurement Invariance of the School Burnout Inventory in American Undergraduates.

This research utilized confirmatory factor analysis and item response theory to examine measurement invariance of the School Burnout Inventory (SBI) in American undergraduates. Group mean comparisons between categories of academic year, gender, and ethnicity indicated that the SBI performed well across subgroups. Limitations, implications, and future research directions are discussed.