Correction: The impact of measurement noninvariance across time and group in longitudinal item response modeling

In this article, under the subheading titled, 'Growth and item parameters', the symbols ' ̂ 0 , ̂ 1 , ̂ 2 'were missed.It should have beenThe parameter estimates and corresponding standard errors of the growth trajectory expressed using the fixed intercept and slopes are presented in Table 5.By contrast with Model 1, in Model 2, group differences were allowed in the intercept and slopes.In particular, in Model 2, ̂ 0 = 0.462 indicates the initial status of males, and the initial status of females was higher than that of males by the estimated difference of, ̂ 0f = 0.093.However, this difference did not differ significantly from zero at the 5% level.The growth rate (or slope) of males while attending middle school was not significant ( ̂ 1 = 0.014), but the difference in growth between females and males was significant ( ̂ 1f = 0.090).In other words, for female students, awareness and planning with respect to future career changed or grew significantly ( ̂ 1 + ̂ 1f = 0.104), while the corresponding change was not significant for male students in middle school.On the other hand, the slope for this value among males attending high school ( ̂ 2 = 0.159) was positive and significant at the 5% level.For females, the growth rate was estimated to be 0.259 ( ̂ 2 + ̂ 2f = 0.159 + 0.1), and the difference in the slope between females and males ( ̂ 2f = 0.1) differed from zero at the 5% level.Model 2 revealed the different growth patterns for males and females while attending middle school and high school.The estimated item difficulties in Model 2 are