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1.
A moderated regression technique was applied to two samples, one of males and one of females, each of which had multiple predictor, moderator, and criterion information. One moderator was found that consistently identified a group of predictable individuals regardless of both sex and the three creative achievement criteria. This moderator was a modification of the Drews sociability scale and it indicated that those individuals who had little or no inclination towards social functions tended to be considerably more predictable than the remainder of the sample or when the group was taken as a whole. Within the low social groups, girls appeared to be somewhat more predictable than boys on two of the three creative achievement criteria, however the greatest discrepancy appeared in the writing criterion where the girls were substantially more predictable. Finally, the low sociability groups were characterized by greater predictive accuracy regardless of whether subgroup or overall prediction equations were used.  相似文献   

2.
A stepwise multiple regression procedure was employed to develop a series of equations composed of subsets of predictor variables which indicated the highest prediction accuracy for each of six counselor job performance criteria developed on a sample of 216 employed rehabilitation counselors and a subsequent randomly selected developmental sample of 166. Using cross-validation procedures, assessment was made of the predictive effectiveness of the regression equations when applied to a randomly selected independent sample derived from the same experience pool. Highest prediction accuracy in both developmental groups was demonstrated for the criterion self-initiative in increasing professional knowledge and skill. Significant predictors associated with this criterion for the total sample included: educational level, knowledge of professional subject matter in rehabilitation counseling, Personal Adjustment and Social Service scales of the Adjective Check List, and the Ability Utilization Scale of the Minnesota Importance Questionnaire. Significant multiple correlation coefficients obtained for the other five criteria ranged from .38 to .28. Results of cross-validation showed that two criteria exhibited little shrinkage, with a substantial increase in prediction accuracy observed for a third criterion, self-initiative in increasing professional knowledge and skill.  相似文献   

3.
This study examined the concurrent validity of the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Kaufman Assessment Battery for Children (K-ABC) with 47 students referred for learning difficulties. A comparison of the correlations of each of the criterion measures from the K-ABC global scales showed a more substantial relationship between the PPVT-R standard score and the K-ABC Achievement scale than with other K-ABC scales. In an effort to further examine the relationship between the PPVT-R and the K-ABC, a stepwise multiple regression was calculated, with the standard scores of the K-ABC global scales serving as the predictor variables of the PPVT-R. This analysis indicated that the K-ABC Achievement global scale was the only significant predictor of the PPVT-R. Implications for practitioners were discussed.  相似文献   

4.
The purpose of this study was to determine whether adjustments for the differential prediction observed among sex, racial/ethnic, or age subgroups in one freshman class at a college could be used to improve prediction accuracy for these subgroups in future freshman classes. For older students, dummy variable and separate subgroup prediction equations were found, on cross-validation, to be more accurate than the total group equations. For sex subgroups, dummy variable and separate subgroup equations were only moderately effective in improving prediction accuracy. For racial/ethnic subgroups, they were more often than not less accurate, on cross-validation, than total group equations. Among all three kinds of demographic subgroupings, shifts over time in colleges' mean grade averages were found to be a more important source of prediction bias than differential prediction.  相似文献   

5.
The Rosenberg Self-Esteem Scale (RSE) is a widely used measure of global self-esteem. Although its psychometric properties have found considerable support, its relationship to a multidimensional scale of self-concept has yet to be investigated. The sample for this study consisted of 150 adolescents randomly drawn in equal numbers and equated by gender from grades 8 to 12. Along with the RSE, Harter's Self-Perception Profile for Adolescents was administered to assess the adolescents' self-concept in nine separate domains. Correlational and cross-validation multiple regression analyses found that the RSE total score and both its factor scores were strongly related to Global Self-Worth, supporting Rosenberg's conclusions that his scale is a measure of global self-esteem and that its two identified factors are essentially measuring one rather than two different constructs. Other findings include a gender difference, with females reporting significantly lower RSE scores, and modest correlational support for a grade level rise found in the literature.  相似文献   

6.
Raw scores on the 16 K-ABC subtests and the total raw scores on the sequential and simultaneous processing scales and the achievement scale were correlated with age in months for two separate samples, each subdivided by race and sex: the K-ABC standardization sample (N = 2000) and an additional group of blacks and whites tested during the development of the K-ABC sociocultural norms (N = 615). Within each sample, the highest and lowest correlations from all race/sex groups were contrasted across all K-ABC subtests and scales. All correlations between age and raw scores were statistically significant (p ⩽ .05). No significant differences occurred in the magnitude of these relationships as a function of race/sex grouping, supporting the construct validity of the K-ABC as a developmental measure of children's aptitude and achievement for blacks, whites, Hispanics, males, and females.  相似文献   

7.
This paper examines the limitations of standard scores of achievement tests commonly used in diagnosing learning disabilities. The consideration of these limitations is an important factor in attempting to decide whether a marked discrepancy exists between ability and achievemen, a requirement for the diagnosis of learning disabilities under Public Law 94–142. The phrase “standard score scale” is ambiguous because it can refer to both status score scales and developmental score scales. Unfortunately, many school psychologists seem unaware of the distinction between these two types of standard scores and the ramifications of this distinction. Many standardized achievement tests commonly used in the assessment of learning disabilities use status standard scores despite their severe limitations (noncomparability across grade levels and subjects, and failure to reflect changes in variability across grade levels). While developmental standard scores are to be preferred over status standard scores in diagnosing learning disabled children, their value is significantly lowered because they require greater growth for below-average students than for average or above-average students. Moreover, developmental scores are nonequal interval and they assume that subject matter is normally distributed within age or grade groups. Although we recommend the use of developmental standard scores over status standard scores, we urge that they be interpreted cautiously.  相似文献   

8.
The purpose of the current study was to examine the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R) with a large sample (1313 classrooms). We explored both the seven subscales and the possibility of fewer distinct aspects of quality being measured by the scale. The large sample size allowed both exploratory and confirmatory factor analyses to be performed. The results showed two distinct factors, Activities/Materials (nine items) and Language/Interaction (seven items), which accounted for 69% of the variance. High internal consistency scores, a moderate correlation between the factor-based scales, and a strong correlation between the combined factor-based scales and the overall ECERS-R score suggested these were distinct factors that could serve as a proxy for the larger scale. Structural aspects of quality and teacher education were examined in relation to the new factor-based scales and the overall score. Implications for practitioners and future research suggestions are provided.  相似文献   

9.
Although numerous studies have examined the validity of scholastic aptitude measures as predictors of college performance for black and white students, few studies have investigated the validity of these predictors for different socioeconomic levels within a racially homogeneous population. To study the influence of socioeconomic status (SES) on the predictability of college performance, a sample of 1,631 white freshmen attending a large urban university was divided into homogeneous subgroups on each of three measures: (a) family income, (b) father's occupation, and (c) mother's education. Verbal and Quantitative Scholastic Aptitude Test scores and high school class rank were used to predict freshman grade-point average within each subgroup. For all three socioeconomic measures, lower cross-validated multiple correlations were associated with lower levels of SES. Possible explanations for these results are discussed and implications for research are presented.  相似文献   

10.
The article presents a study on metalinguistic, cognitive and metacognitive abilities in university students. A sample of 353 students was recruited; 178 of which from scientific and 175 from humanistic Faculties, with gender balance (M = 178; F = 175) whose age range was between 20 and 25 years old. They were administered a metalinguistic ability test that assesses metalinguistic awareness at implicit and explicit levels (L and ML scores) and the Raven’s Standard Progressive Matrices 38 (SPM38). In addition to the usual nonverbal administration of the matrices, candidates were asked to justify in written form the reasons for the solution indicated in each item. Three scores were considered for the SPM38: the ordinary score based on the number of correct nonverbal solutions (O.S.), a 7-point scale for assessing the argumentation of the correct solutions (C.ARG.S.) and a 6-point scale for assessing the argumentation of the incorrect solutions (I.ARG.S.). Significant gender and curriculum effects were found, with males and scientific students dominating at the nonverbal level while females and humanistic students dominated in the argumentative abilities related to the matrices and in all the scores of the metalinguistic test. A number of significant correlations were found between all the metalinguistic, cognitive and metacognitive abilities considered, with a prominent role of the metalinguistic abilities at the explicit level (ML score) that show a clear argumentative structure very similar to the C.ARG.S. argumentations in the matrices test.  相似文献   

11.
Within a large (N = 182) heterogeneous sample of clinic-referred children with DSM-III-diagnosed attention deficit disorder (ADD), three behavioral subgroups were identified via cluster analysis of teacher ratings: 40% of the children had ADD with hyperactivity (ADDH), 30% had ADD with hyperactivity and aggressivity (ADDHA), and 31% had ADD without hyperactivity or aggressivity. Proportionally more girls were in the ADD-only subgroup. Over half the sample (n = 94) were poor readers, with 82 meeting discrepancy criteria for specific reading disability (RD). Proportionately more boys than girls met the RD criteria (9.2:1.0), whereas the sex ratio of males to females for the whole sample was 5.1 to 1.0. Focusing just on white males, the three behavioral subgroups were significantly different on convergent validity measures, such as other teacher ratings, parent ratings, and interview-elicited ratings of externalizing behavior, but were not different on such divergent validity measures as IQ and achievement scores, self-ratings, and laboratory performance tasks. Boys in the ADD sample who did not meet criteria for RD had significantly higher IQs than those who did, but subgroups with and without RD still differed significantly on WRAT-R reading and spelling scores with IQ covaried out. Both groups with and without RD could be differentiated from a control group on laboratory measures of sustained attention and impulse control. Methylphenidate benefited all subgroups equally, whether RD or not, and whether given a low (0.3 mg/kg) or high (0.6 mg/kg) dose.  相似文献   

12.
Recent research has shown that admissions tests retain the vast majority of their predictive power after controlling for socioeconomic status (SES), and that SES provides only a slight increment over SAT and high school grades (high school grade point average [HSGPA]) in predicting academic performance. To address the possibility that these overall analyses obscure differences by race/ethnicity or gender, we examine the role of SES in the test‒grade relationship for men and women as well as for various racial/ethnic subgroups within the United States. For each subgroup, the test‒grade relationship is only slightly diminished when controlling for SES. Further, SES is a substantially less powerful predictor of academic performance than both SAT and HSGPA. Among the indicators of SES (i.e., father's education, mother's education, and parental income), father's education appears to be strongest predictor of freshman grades across subgroups, with the exception of the Asian subgroup. In general, SES appears to behave similarly across subgroups in the prediction of freshman grades with SAT scores and HSGPA.  相似文献   

13.
Yujing Ni 《教育心理学》2000,20(2):139-152
This study investigated validity of scores derived from the measurement procedure involving number lines by assessing its unique contributions to performance differences in criterion measures of rational number knowledge and skills, including fraction computation, application and explanation. A total of 413 5th and 6th graders participated in the study. Children's part-whole knowledge was measured with items of regional area representation, measurement knowledge with items involving number lines as well as those of fraction-size comparisons. It was found that when part-whole knowledge was accounted for, measurement knowledge assessed with number line items had no or negligible association with all of the three criterion measures. In contrast, measurement knowledge assessed with fraction-size comparisons demonstrated excellent incremental predictability. The results indicate that scores derived from the number line test items are poor estimators of children's understanding of the measurement aspect of rational number.  相似文献   

14.
非参数项目反应理论模型包括单调均匀性模型和双单调模型。用单调均匀性模型对某英语听力考试结果研究发现,按照顺序选择法,可从16道听力试题中选出11道满足要求的试题,组成单维量表。用考生在这11道试题上的总得分对考生进行排序与按照潜质排序等效。利用双单调模型对11道听力试题组成的单维量表进行试题功能偏差研究发现,有5道试题在女生子群体中的排序与在男生子群体以及整个群体排序不同,显示女生子群体作出正确应答的概率明显高于男生子群体作出正确应答的概率。这种差异至少部分是由两个子群体听力能力上的差异引起的。  相似文献   

15.
The survey investigated the problems of social desirability (SD), non‐response bias (NRB) and reliability in the Minnesota Multiphasic Personality Inventory – Revised (MMPI‐2) self‐report inventory administered to Brunei student teachers. Bruneians scored higher on all the validity scales than the normative US sample, thereby threatening the internal validity of the study. Of the three validity scales that assess various forms of SD, only the F scale was reliable and its mean score was in the clinical range. In addition, seven of the ten clinical scales had poor reliability. Although Brunei males scored much higher on the K scale than females, both mean scores were below the critical region. Protocols for two respondents with many missing values indicated that the study’s external validity was vulnerable to NRB effects. Altogether SD, NRB and low reliability had potential to undermine and depress the overall validity of the MMPI‐2 and caution the value of using it ‘as is’ in Brunei.  相似文献   

16.
This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three‐factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although general academic success was 9% less likely every time that scores on SRG scale increased 1 point. These results were similar for Spanish and mathematics. However, the score on the LG scale did not forecast success in both subjects. © 2009 Wiley Periodicals, Inc.  相似文献   

17.
Common factor scores were compared to unfactored data-level variables as predictors in terms of the correlation of a criterion with the predicted value in multiple regression equations applied to replication (cross-validation) samples. Data were generated by computer to provide populations with three different degrees of common variance inherent in their predictor variable intercorrelation matrices. Two replication populations differing from the original by specified amounts in their intercorrelation matrices were created for each common variance level. Results indicated that shrinkage was less for factor scores than for data-level variables for all combinations of common variance and difference of replication population. Moreover, the actual correlation describing accuracy of prediction was higher for factor scores than for data-level variables at the extreme conditions of common variance and difference of replication population.  相似文献   

18.
Standard Age Scores on the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and WISC-R IQs of 51 urban black males receiving special education services were compared. Correlations between the SBIV Composite scores and WISC-R Verbal, Performance, and Full Scale IQs were 0.803, 0.826, and 0.87 respectively. Correlations between all combinations of scales ranged from 0.612 to 0.888, median r=.723. SBIV Composite mean scores did not differ significantly from the mean WISC-R Full Scale, Verbal, and Performance IQs. Regression analysis of the three subgroups (BD. LD, and EMR) indicated that the SBIV possesses differential validity for each group. Tabular comparison of precision of classification between the SBIV and the WISC-R yielded a 78% agreement. These data suggest that the SBIV possesses utility for assessing the intelligence of black students classified as BD and EMR. However, the use of the scale with LD students is unsupported.  相似文献   

19.
A sample of 74 Finnish children with mild learning disabilities (LD) and 57 controls was followed from the third grade (Study 1) to the sixth grade (Study 2). In the initial study, the sample had been grouped into five valid subgroups (Normal, General Language, Visuo-Motor, General Deficiency, Naming) utilizing a cluster analysis. In both studies a battery of 12 neuropsychological, reading, and writing tests was administered, and teacher ratings were obtained. The results indicated that the general neuropsychological profiles of the subgroups were maintained, but some changes, consistent with the progress in reading, were noted. The developmental rate of some neuropsychological functions from Study 1 to Study 2 in the subgroups of children with learning disabilities more closely approached that of the Normal subgroup. At follow-up, 64% of the original LD sample continued to have marked reading and/or writing problems. The Naming subgroup had a more unfavorable prognosis than the other subgroups, especially in reading, and the General Deficiency subgroup in writing (spelling), respectively. Some possibilities for using the results to improve remedial teaching are discussed.  相似文献   

20.
A recent study appearing in this journal argued that student anxiety concerning research methods classes in criminology and criminal justice is characterized by three separate but related concepts: Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA). The current study extends the previous work by presenting a modified version of the DRAMA scale and assessing its ability to predict student performance among a sample of students enrolled in an introductory research methods class at a university located in the southeastern United States. In support of the main hypothesis, the composite DRAMA scale was a significant, negative predictor of student grades. Subsequent analysis indicated that the effect of DRAMA was largely the result of the Math Anxiety subscale.  相似文献   

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