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1.
Nine different confirmatory factor analysis (CFA) models, including CFAs with correlated traits, uniquenesses, and methods, were employed to test the factorial structure of Rosenberg's (1965) self-esteem scale in a sample of crack-cocaine drug users. The results partially support earlier research and show that (a) there exists a single global self-esteem factor underlying responses to Rosenberg scale; (b) method effects associated with item wording exist; and (c) the method effects were associated primarily with positively, rather than negatively, worded items.  相似文献   

2.
When developing self-report instruments, researchers often have included both positively and negatively worded items to negate the possibility of response bias. Unfortunately, this strategy may interfere with examinations of the latent structure of self-report instruments by introducing method effects, particularly among negatively worded items. The substantive nature of the method effects remains unclear and requires examination. Building on recommendations from previous researchers (Tomás& Oliver, 1999), this study examined the longitudinal invariance of method effects associated with negatively worded items using a self-report measure of global self-esteem. Data were obtained from the National Educational Longitudinal Study (NELS; Ingels et al., 1992) across 3 waves, each separated by 2 years, and the longitudinal invariance of the method effects was tested using LISREL 8.20 with weighted least squares estimation on polychoric correlations and an asymptotic variance/covariance matrix. Our results indicated that method effects associated with negatively worded items exhibited longitudinal invariance of the factor structure, factor loadings, item uniquenesses, factor variances, and factor covariances. Therefore, method effects associated with negatively worded items demonstrated invariance across time, similar to measures of personality traits, and should be considered of potential substantive importance. One possible substantive interpretation is a response style.  相似文献   

3.
This study examined the factor structure of the Emotional Autonomy Scale (EAS) as proposed by Steinberg and Silverberg. Participants were from three independent samples of adolescents in grades 6 (n = 1,842), 8 (n = 1,769), and 10 (n = 1,232), with each sample consisting of three ethnic groups: African American, European American, and Mexican American. None of the confirmatory factor analyses for these samples supported the factor structure proposed by Steinberg and Silverberg. From the three models tested, the EAS is best described by the four originally proposed factors, combined with two method factors, one consisting of the positively worded scale items and one consisting of the negatively worded scale items. Results show that the EAS exhibits poor construct validity and behaves quite differently for the different grade and ethnic groups. The strong impact of method variance on the factor structure is discussed. Although various alternative solutions to the psychometric problems in the EAS are proposed, the most credible solution may be to reexamine the conceptual foundations of emotional autonomy and develop better measures of those concepts for adolescents.  相似文献   

4.
A questionnaire used in student evaluations of interdisciplinary courses during six semesters contained two Likert items stated in a direct negative mode which were embedded in a questionnaire (14–18 items) in which the remaining items were phrased in a direct positive mode. In the seventh semester and thereafter, the two negative items were restated as direct positive stems. Item‐analysis demonstrated that in the direct negative mode, the two items had low item‐to‐total correlations and that the internal consistency reliability of the sum score could be improved by eliminating the two negatively phrased items. Also, the two negatively worded items defined a separate factor. After they were reworded into a direct positive mode, these two items showed markedly improved item‐to‐total correlations. Moreover, the unique factor disappeared, which suggests that it was a methodological artefact probably attributable to respondent carelessness. Including a few negative items in an otherwise positively stated questionnaire leads to ambiguity of results rather than controlling for response sets. We therefore recommend against the practice.  相似文献   

5.
The Rosenberg Self-Esteem scale (RSE) has been widely used in examinations of sex differences in global self-esteem. However, previous examinations of sex differences have not accounted for method effects associated with item wording, which have consistently been reported by researchers using the RSE. Accordingly, this study examined the multigroup invariance of global self-esteem and method effects associated with negatively worded items on the RSE between males and females. A correlated traits, correlated methods framework for modeling method effects was combined with a standard multigroup invariance routine using covariance structure analysis. Overall, there were few differences between males and females in terms of the measurement of self-esteem and method effects associated with negatively worded items on the RSE. Our findings suggest that, whereas method effects exist on the RSE scale for both males and females, the method effects associated with negatively worded items do not influence the measurement invariance and mean differences in global self-esteem scores between the sexes.  相似文献   

6.
Several investigators have interpreted method effects associated with negatively worded items in a substantive way. This research extends those studies in different ways: (a) it establishes the presence of methods effects in further populations and particular scales, and (b) it examines the possible relations between a method factor associated with negatively worded items and several covariates. Two samples were assessed: 592 high school students from Valencia (Spain), and 285 batterers from the same city. The self-esteem scales used were Rosenberg's Self-Esteem Scale, the State Self-Esteem Scale, and Self-Esteem 17. Anxiety was also assessed with the State-Trait Anxiety Inventory, and gender and educational level were taken into account. The models were conducted using a multiple indicators and multiple causes (MIMIC) model framework. The evidence in this research pointed out that method effects were present across the different measures of self-esteem. Moreover, a significant and negative effect of anxiety on method effects was present across scales and samples, whereas no effects of age or educational level where found.  相似文献   

7.
Three substudies of effects of different formats on student ratings of faculty teaching effectiveness were conducted. One substudy, Kinds of Keys, investigated three main kinds of keys: Agreement, Evaluation, and Needs Improvement. The second, NO TUP, investigated numbers of positive rating categories. The third, Item Wording Direction, investigated the same items worded positively, negatively, and neutrally, respectively. Practically important differences in level of ratings obtained in Kinds of Keys and practically and statistically significant differences obtained in NO TUP and Item Wording Direction. It was concluded that additional research is necessary to determine if apparent differences in teaching effectiveness are actually differences in teaching effectiveness or differences due to the methods of measurement.  相似文献   

8.
This article used multitrait-multimethod methodology and covariance modeling for an investigation of the presence and correlates of method effects associated with negatively worded items on the Rosenberg Self-Esteem (RSE) scale (Rosenberg, 1989) using a sample of 757 adults. Results showed that method effects associated with negative item phrasing on the RSE scale were present. Method effects associated with negative item wording were similarly observed with the Social Physique Anxiety Scale (SPAS; Hart, Leary, & Rejeski, 1989) and method effects were present and significantly correlated in analyses that included both the RSE scale and SPAS simultaneously. Path analysis modeling that incorporated personality measures identified factors that correlated with the presence of method effects. These findings further suggest that method effects associated with negatively worded items may be considered a response style.  相似文献   

9.
Single constructs measured using positively and negatively worded items are often incompatible with a congeneric model, but require 2 correlated factors. Imperfect correlation entails that 2 independent dimensions are required for representing the true variance. If 2 dimensions are sought, how can they be interpreted? This study shows how to extract a group factor orthogonal to the common factor, from either the positive or the negative variables. Applied to trait anxiety measured using the State–Trait Anxiety Inventory (STAI), the approach generates a bistable view of the construct, stressing basic definitional ambiguity.  相似文献   

10.
Results are reported from 2 common measures of medical student attitudes toward older adults: Maxwell-Sullivan Attitude Survey (MSAS); and UCLA Geriatrics Attitude Survey (GAS), with students entering the University of South Carolina School of Medicine (USCSM) in the period 2000–2005. A reliability analysis incorporating item means, Cronbach's alpha, item correlation matrix, and, Spearman-Brown prediction for positively and negatively worded items was conducted. Internal consistency results were unacceptable, revealing reliability and validity problems in this sample of medical students. Reconsideration of the use of these common measures, and a reframing of attitudes of medical students toward older adults seem appropriate.  相似文献   

11.
Wording effect refers to the systematic method variance caused by positive and negative item wordings on a self-report measure. This Monte Carlo simulation study investigated the impact of ignoring wording effect on the reliability and validity estimates of a self-report measure. Four factors were considered in the simulation design: (a) the number of positively and negatively worded items, (b) the loadings on the trait and the wording effect factors, (c) sample size, and (d) the magnitude of population validity coefficient. The findings suggest that the unidimensional model that ignores the negative wording effect would underestimate the composite reliability and criterion-related validity, but overestimate the homogeneity coefficient. The magnitude of relative bias of the composite reliability was generally small and acceptable, whereas the relative bias for the homogeneity coefficient and criterion-related validity coefficient was negatively correlated with the strength of the general trait factor.  相似文献   

12.
This article investigates the effect of the number of item response categories on chi‐square statistics for confirmatory factor analysis to assess whether a greater number of categories increases the likelihood of identifying spurious factors, as previous research had concluded. Four types of continuous single‐factor data were simulated for a 20‐item test: (a) uniform for all items, (b) symmetric unimodal for all items, (c) negatively skewed for all items, or (d) negatively skewed for 10 items and positively skewed for 10 items. For each of the 4 types of distributions, item responses were divided to yield item scores with 2,4, or 6 categories. The results indicated that the chi‐square statistic for evaluating a single‐factor model was most inflated (suggesting spurious factors) for 2‐category responses and became less inflated as the number of categories increased. However, the Satorra‐Bentler scaled chi‐square tended not to be inflated even for 2‐category responses, except if the continuous item data had both negatively and positively skewed distributions.  相似文献   

13.
Thirty-eight undergraduate students were randomly assigned one of two alternate forms of a 144-item true-false midterm examination. Whenever a statement appeared on one form as true and positively stated, it appeared on the alternate form as false and negatively stated. Similarly, a false and positively stated item on one form was true and negatively stated on the other. The subject matter of the two forms was identical and the four kinds of true-false items were equally represented on each form. Difficulty and discrimination indices were computed for each of the four item types. The statistical results showed negatively stated items were more difficult, but no more discriminating, than positively stated items. Also, false items were not statistically more difficult than true items, but were significantly more discriminating. It was concluded that test constructors should include more false items than true items in their instruments and that all items should be stated positively.  相似文献   

14.
We developed measures of current statistics self-efficacy (CSSE) and self-efficacy to learn statistics (SELS) to address whether statistics self-efficacy is related to statistics performance, and whether self-efficacy for statistics increases during an introductory statistics course. Both instruments yielded reliable, one-factor solutions that were related positively to each other and to two measures of statistics performance (i.e., specific statistics problems and overall course performance). The CSSE and SELS also were related positively to math self-efficacy and attitudes towards statistics, but related negatively to anxiety. Changes between two different testing occasions using the CSSE indicated that statistics self-efficacy increased almost two standard deviations over a 12-week instructional period.  相似文献   

15.
This study focused on how the design of a national student survey instrument was informed and improved through the combined use of student focus groups, cognitive interviews, and expert survey design advice. We were specifically interested in determining (a) how students interpret the items and response options, (b) the frequency of behaviors or activities associated with the response options, (c) if the items are clearly worded and specific enough to produce reliable and valid results, and (d) if the items and response categories accurately represent students' behaviors and perceptions. We collected focus group data from 8 colleges and universities as part of a nationally funded research project on student engagement. The findings provide additional insight into the importance of using focus groups and cognitive interviews to learn how students interpret various items and what different responses really mean.  相似文献   

16.
The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries. However, the empirical relationship between these two kinds of science teaching and student science performance is not soundly established, which is worth a careful examination. Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, using a two-level hierarchical linear modeling (HLM) approach and simultaneous multiple regression, this study examines the above relationship using the Trends in International Mathematics and Science Study (TIMSS) 2011 8th grade dataset from Singapore, Chinese Taipei, and the US. The study found that for the low-performing students, none of the inquiry-based teaching practice items measured had a significant relationship with the science achievements at any performance levels of students in any country/region except for the case of two inquiry-based teaching practice items that were positively related to Chinese Taipei students’ achievements. No didactic teaching practice items were associated with the Singapore students’ science achievement, three of these practice items were found negatively related to Chinese Taipei students’ science achievement, and one traditional didactic teaching practice was negatively related to the science achievement of U.S. students. However, for medium- and high-performing students, none of these inquiry-based or traditional didactic science-teaching practices were found to be positive predictors of science performance in all three countries/regions. However, in the case of Chinese Taipei, one didactic teaching practice item was negatively related with the medium level performing students’ achievement and two didactic teaching practices were found to hinder high-performing students’ science achievements.  相似文献   

17.
The structure of attitudes toward services rendered by state departments was studied in six southeaste states with a 70-item scale. Development procedures are described. The scale was administered to randoml chosen samples of superintendents (N = 671), central office personnel (N = 404), principals (N = 627) teacher, (N = 3, 684), and other local personnel (N = 373). Data from each group were factored and studied for dimensic ality. The two factors common to all groups consisted, respectively, of positively and negatively worded item despite the fact that the instrument was developed in a way intended to minimize response set factors. A thire factor dealt with university-state relationships.  相似文献   

18.
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement.  相似文献   

19.
This article seeks to contribute to the ongoing debate on the dimensionality of the burnout syndrome. Specifically, its aims are: (1) to investigate the role of efficacy beliefs using negatively worded inefficacy items instead of positive ones and (2) to establish whether depersonalization and cynicism can be considered two different dimensions of the teacher burnout syndrome. The results show that, compared with efficacy beliefs, inefficacy beliefs relate more strongly to the other burnout dimensions considered by the study (i.e., emotional exhaustion, depersonalization, and cynicism). Moreover, using partial disaggregation method, a better fit is found for the four-factor model with separate depersonalization and cynicism dimensions than for the three-factor model in which depersonalization and cynicism are collapsed into one factor. The article concludes that future research on teacher burnout should: (1) use the inefficacy scale as the “third dimension” of burnout, rather than the efficacy scale, and (2) include the cynicism and depersonalization constructs.  相似文献   

20.
This research investigated the nature of the method effect associated with positively worded items of the Life Orientation Test–Revised. In a first cross-sectional study (N?=?11,028) the best fitting model posits 2 factors, representing general optimism and a specific factor associated with positive items. In a second longitudinal study (N?=?203), a unified latent curve latent state–trait model was used to assess the developmental trajectory of the specific factor from 16 to 20 years. This factor contains a prevalence of trait versus state variance, and presents a relationship pattern with external criteria (e.g., depression) that differ from the one involving general optimism.  相似文献   

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