共查询到20条相似文献，搜索用时 31 毫秒
1.
Cody S. Ding Mark L. Davison Anne C. Petersen 《Journal of Educational Measurement》2005,42(2):171-191
Latent growth curve modeling provides a powerful and flexible tool for researchers to study individual differences in change as well as the correlates and predictors of change. Recent developments in estimation and hypothesis testing procedures are largely based on confirmatory structural equation approaches. In this article, an alternative exploratory approach is proposed for the analysis of growth and change using multidimensional scaling (MDS). When applied to growth data, it is a growth pattern recognition technique that partitions individual differences into initial level and growth pattern components. When applied to other longitudinal data, it can be used to study change patterns. A math achievement data set is used to illustrate the growth modeling method and a mood variable is used to illustrate change modeling. The strengths and limitations of the MDS growth profile analysis are discussed. 相似文献
2.
Ivan P. Nikolov 《Higher Education in Europe》1997,22(2):155-165
This study focusses on an investigation of the patterns of institutional change influenced by the TEMPUS I (European Community/European Union) assistance programme in Bulgaria during 1990‐1994, specifically at the Technical University of Sofia. The theoretical model of the research has used as its point of departure Burton Clark's concept (1983) of institutional relations and has examined the roles of state, government, market, and academic oligarchy in the dynamics of university administration and management during the transition period. The data collected demonstrate that the role of TEMPUS I JEP grants was a major factor in favour of change in the process of development and the implementation of new institutional policies and organizational structures. The study opens for discussion a number of issues related to the role and the policies of multinational funding agencies in a national university setting undergoing institutional change, forms of academic governance, and the conditions and requirements related to the implementation of market‐oriented approaches in academe. 相似文献
3.
Many large‐scale assessments are designed to yield two or more scores for an individual by administering multiple sections measuring different but related skills. Multidimensional tests, or more specifically, simple structured tests, such as these rely on multiple multiple‐choice and/or constructed responses sections of items to generate multiple scores. In the current article, we propose an extension of the hierarchical rater model (HRM) to be applied with simple structured tests with constructed response items. In addition to modeling the appropriate trait structure, the multidimensional HRM (M‐HRM) presented here also accounts for rater severity bias and rater variability or inconsistency. We introduce the model formulation, test parameter recovery with a focus on latent traits, and compare the M‐HRM to other scoring approaches (unidimensional HRMs and a traditional multidimensional item response theory model) using simulated and empirical data. Results show more precise scores under the M‐HRM, with a major improvement in scores when incorporating rater effects versus ignoring them in the traditional multidimensional item response theory model. 相似文献
4.
This article compares two statistical approaches for modeling growth across time. The two statistical approaches are the multilevel model (MLM) and latent curve analysis (LCA), which have been proposed to depict change or growth adequately. These two approaches were compared in terms of the estimation of growth profiles represented by the parameters of initial status and the rate of growth. A longitudinal data set obtained from a school‐based substance‐use prevention trial for adolescents was used to illustrate the similarities and differences between the two approaches. The results indicated that the two approaches yielded very compatible results. The parameter estimates associated with regression weights are the same, whereas those associated with variances and covariances are similar. The MLM approach is easier for model specification and is more efficient computationally in yielding results. The LCA approach, however, has the advantage of providing model evaluation, that is, an overall test of goodness of fit, and is more flexible in modeling and hypothesis testing as demonstrated in this study. 相似文献
5.
A theoretical model of nonscience majors' motivation to learn science was tested by surveying 369 students in a large‐enrollment college science course that satisfies a core curriculum requirement. Based on a social‐cognitive framework, motivation to learn science was conceptualized as having both cognitive and affective influences that foster science achievement. Structural equation modeling was used to examine the hypothesized relationships among the variables. The students' motivation, as measured by the Science Motivation Questionnaire (SMQ), had a strong direct influence on their achievement, as measured by their science grade point average. The students' motivation was influenced by their belief in the relevance of science to their careers. This belief was slightly stronger in women than men. Essays by the students and interviews with them provided insight into their motivation. The model suggests that instructors should strategically connect science concepts to the careers of nonscience majors through such means as case studies to increase motivation and achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 1088–1107, 2007 相似文献
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Nilufer Kahraman 《Journal of Educational Measurement》2013,50(2):227-246
This article considers potential problems that can arise in estimating a unidimensional item response theory (IRT) model when some test items are multidimensional (i.e., show a complex factorial structure). More specifically, this study examines (1) the consequences of model misfit on IRT item parameter estimates due to unintended minor item‐level multidimensionality, and (2) whether a Projection IRT model can provide a useful remedy. A real‐data example is used to illustrate the problem and also is used as a base model for a simulation study. The results suggest that ignoring item‐level multidimensionality might lead to inflated item discrimination parameter estimates when the proportion of multidimensional test items to unidimensional test items is as low as 1:5. The Projection IRT model appears to be a useful tool for updating unidimensional item parameter estimates of multidimensional test items for a purified unidimensional interpretation. 相似文献
8.
R. Philip Chalmers 《Journal of Educational Measurement》2015,52(2):200-222
A mixed‐effects item response theory (IRT) model is presented as a logical extension of the generalized linear mixed‐effects modeling approach to formulating explanatory IRT models. Fixed and random coefficients in the extended model are estimated using a Metropolis‐Hastings Robbins‐Monro (MH‐RM) stochastic imputation algorithm to accommodate for increased dimensionality due to modeling multiple design‐ and trait‐based random effects. As a consequence of using this algorithm, more flexible explanatory IRT models, such as the multidimensional four‐parameter logistic model, are easily organized and efficiently estimated for unidimensional and multidimensional tests. Rasch versions of the linear latent trait and latent regression model, along with their extensions, are presented and discussed, Monte Carlo simulations are conducted to determine the efficiency of parameter recovery of the MH‐RM algorithm, and an empirical example using the extended mixed‐effects IRT model is presented. 相似文献
9.
David Dennie Parul Acharya Deirdre Greer Camille Bryant 《Psychology in the schools》2019,56(5):765-780
The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed. 相似文献
10.
In this study, we present a thermal optimization method using the overall lumped parameter (LP) and partial computational fluid dynamics (CFD) modeling for a 600-kW permanent magnet traction motor developed for high-speed trains. The motor is totally enclosed forced ventilated to achieve high power density, high efficiency, and low maintenance requirements. Considering the electro-magnetic performance, bogie space, and thermal capacity, we propose a ventilation structure with zigzag plates in sector cross-section. We focus particularly on the ventilation channels and propose an overall LP model for thermal optimization, in which the full consideration of the influence of turbulent flow is given by using a partial CFD model. Given the specific critical parameters from the optimization results, we present a complete 3D CFD model of the whole motor to obtain an accurate temperature distribution and the maximum temperature rises in local points. The benefit of zigzag plates is studied extensively using both the LP and the complete CFD models and the results are verified by equivalent thermal experiments under rated operations. Experimental results indicate that the ventilation structure fulfills the normal operational demands of high-speed trains by improving thermal performance by more than 15%. Additionally, we propose an engineering method to estimate iron loss constraint with the complete CFD model to guide the control system design. 相似文献
11.
This study investigates the effect of multidimensionality on extraction of latent classes in mixture Rasch models. In this study, two‐dimensional data were generated under varying conditions. The two‐dimensional data sets were analyzed with one‐ to five‐class mixture Rasch models. Results of the simulation study indicate the mixture Rasch model tended to extract more latent classes than the number of dimensions simulated, particularly when the multidimensional structure of the data was more complex. In addition, the number of extracted latent classes decreased as the dimensions were more highly correlated regardless of multidimensional structure. An analysis of the empirical multidimensional data also shows that the number of latent classes extracted by the mixture Rasch model is larger than the number of dimensions measured by the test. 相似文献
12.
David W. Chan 《Roeper Review》2013,35(4):203-209
The relationships among adjustment problems, self‐efficacy, and psychological distress were investigated in a sample of 207 Chinese gifted students in Hong Kong. A mediation‐effect model specifying that adjustment problems had an effect on psychological distress mediated by self‐efficacy was hypothesized and tested using structural equation modeling procedures. For comparison, a direct‐effect model and a direct‐and‐mediation‐effect model were also fitted to the data. The results indicated that the direct‐and‐mediation‐effect model provided the best and a reasonably adequate fit, suggesting that the effects of adjustment problems on psychological distress could be direct, but more importantly the effects could also be mediated by self‐efficacy. Implications of the findings for enhancing the self‐efficacy of students to promote their psychological well‐being are discussed. 相似文献
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The purpose of this study was to verify, through the application of confirmatory factor analysis, Guilford's formulation of social intelligence as a multidimensional concept. O'Sullivan, Guildford and Demille (1965), using exploratory factor analysis, found six factors of cognitive social intelligence. Using LISREL, we reanalyzed their data and tested two distinctly different factor models: (1a) the orthogonal six‐factor model proposed by O'Sullivan et al., (1b) the same six‐factor model except that the factors were allowed to intercorrelate, and (2) a single‐factor model. The orthogonal six‐factor model did not fit the data and, although the oblique variant of this model was an improvement, the single‐factor model fitted the data better in addition to being more parsimonious. This suggests that Guilford's concept of social intelligence is unnecessarily complicated and exposes a weakness in his Structure of Intellect Model. On the positive side, measurement of cognitive social intelligence should be more straightforward and our findings indicate which of Guilford's recommended tests are the best to use. 相似文献
15.
Kamel Jedidi Venkatram Ramaswamy Wayne S. DeSarbo Michel Wedel 《Structural equation modeling》2013,20(3):266-289
We propose a maximum likelihood framework for estimating finite mixtures of multivariate regression and simultaneous equation models with multiple endogenous variables. The proposed “semi‐parametric” approach posits that the sample of endogenous observations arises from a finite mixture of components (or latent‐classes) of unknown proportions with multiple structural relations implied by the specified model for each latent‐class. We devise an Expectation‐Maximization algorithm in a maximum likelihood framework to simultaneously estimate the class proportions, the class‐specific structural parameters, and posterior probabilities of membership of each observation into each latent‐class. The appropriate number of classes can be chosen using various information‐theoretic heuristics. A data set entailing cross‐sectional observations for a diverse sample of businesses is used to illustrate the proposed approach. 相似文献
16.
Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students’ self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students’ perceived science strategy use, and the influence of students’ valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed. 相似文献
17.
In this study, repeated measures item response data from an English language proficiency (ELP) test administered over 2?years were analyzed by item response theory-based approaches to model change over time. First, change over time was modeled by an item side change approach where change was parameterized at the item level. Second, more importantly, this study introduced and demonstrated an application of an interaction model for change, which overcomes a limitation of the item side change approach by allowing interaction effects between persons and item side change parameters. The results showed that student changes in the ELP data used in this study should be modeled for the three sub-content areas and that modeling interaction for change was necessary. 相似文献
18.
Mirka Henninger 《Journal of Educational Measurement》2021,58(1):104-129
Item Response Theory models with varying thresholds are essential tools to account for unknown types of response tendencies in rating data. However, in order to separate constructs to be measured and response tendencies, specific constraints have to be imposed on varying thresholds and their interrelations. In this article, a multidimensional extension of a Partial Credit Model using a sum‐to‐zero constraint for varying thresholds is proposed. The new model allows us to flexibly account for response tendencies and to model covariations between varying thresholds that are commonly found in empirical data. The model's ability to estimate different types of response tendencies under various data structures is shown in a simulation study. An illustrative multicountry analysis demonstrates that differences between respondents in terms of their response tendencies exist and can be captured by the new model. Furthermore, it is well suited to account for extreme and mid response styles, but also to accommodate unknown, previously unmodeled, response tendencies. Therewith, the sum‐to‐zero model can be considered a suitable candidate to examine the types response tendencies in rating data and to account for biases in construct measures due to response tendencies. 相似文献
19.
The primary purpose of this study was to evaluate a proposed model between learner motivation, attention allocation, cognitive engagement, and conceptual change. We hypothesized that task-value orientation (i.e., utility and attainment values) would positively influence learners' attention allocation and level of cognitive engagement which, in turn, would influence opportunities for conceptual change. A total of 291 undergraduates participated in this study. Results indicated task values were strongly associated with engagement and engagement with conceptual change. Results of structural equation modeling showed attention allocation having a direct effect on cognitive engagement, which in turn was predictive of conceptual change. Implications of our findings are further discussed along with directions for future research. 相似文献
20.
Leslie Rutkowski 《Journal of Educational Measurement》2011,48(3):293-312
Although population modeling methods are well established, a paucity of literature appears to exist regarding the effect of missing background data on subpopulation achievement estimates. Using simulated data that follows typical large‐scale assessment designs with known parameters and a number of missing conditions, this paper examines the extent to which missing background data impacts subpopulation achievement estimates. In particular, the paper compares achievement estimates under a model with fully observed background data to achievement estimates for a variety of missing background data conditions. The findings suggest that sub‐population differences are preserved under all analyzed conditions while point estimates for subpopulation achievement values are influenced by missing at random conditions. Implications for cross‐population comparisons are discussed. 相似文献