共查询到20条相似文献，搜索用时 734 毫秒
1.
A. Alexander Beaujean Sean M. McGlaughlin Allison S. Margulies 《Psychology in the schools》2009,46(10):932-950
The Reynolds Intellectual Assessment Scales (RIAS) is a recently developed, individually administered psychometric instrument designed to measure general cognitive ability, as well as verbal (crystallized) intelligence, nonverbal (fluid) intelligence, and memory. Test reviewers have recommended the use of the RIAS despite the fact that, although the RIAS has been in circulation for more than four years, there is a paucity of independent research published about its psychometric properties. The purpose of the current study was to examine the factor structure of the RIAS across three samples of school‐age children: the RIAS norming sample; the data reported by Nelson, Canivez, Lindstrom, and Hatt; and a new, independent sample of students referred for special education services. Using confirmatory factor analytic techniques, this study found that a two‐factor model, positing verbal and nonverbal factors, fit all three data sets better than a one‐factor model. Furthermore, the two‐factor model demonstrated partial measurement invariance across the three samples, although the verbal factor showed much stronger invariance, construct reliability, and overall interpretability than did the nonverbal factor. Implications of this study for practitioners are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
2.
Confirmatory factor analytic procedures are routinely implemented to provide evidence of measurement invariance. Current lines of research focus on the accuracy of common analytic steps used in confirmatory factor analysis for invariance testing. However, the few studies that have examined this procedure have done so with perfectly or near perfectly fitting models. In the present study, the authors examined procedures for detecting simulated test structure differences across groups under model misspecification conditions. In particular, they manipulated sample size, number of factors, number of indicators per factor, percentage of a lack of invariance, and model misspecification. Model misspecification was introduced at the factor loading level. They evaluated three criteria for detection of invariance, including the chi-square difference test, the difference in comparative fit index values, and the combination of the two. Results indicate that misspecification was associated with elevated Type I error rates in measurement invariance testing. 相似文献
3.
Tenko Raykov George A. Marcoulides Siegfried Gabler 《Structural equation modeling》2017,24(5):755-767
In repeated measure studies with unidimensional scales, measurement invariance, and specificity stability over time, the specificity variance in each instrument component can be identified. This article describes for that setting an improved point and interval estimation procedure for the maximal reliability coefficient associated with a given set of homogeneous measures. The method is developed within the framework of latent variable modeling and can also be readily used in longitudinal studies for improved point and interval estimation of individual measure reliability and scale reliability at each assessment occasion. The procedure is based on empirically testable conditions and is illustrated with an example. 相似文献
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Responding to the ubiquity of information and the corresponding need to filter and make sense of it, transformative learning is increasingly being used to frame learning experiences in higher education. While several instruments have been developed to measure transformative learning in educational settings, little work has been done towards an understanding of transformative learning measurement in online environments. This study was conducted over two phases, an initial exploration of a reflective thinking questionnaire with students in an online MBA program of a higher education institution in the mid-Atlantic region of U.S., followed by a confirmatory phase of a refined, three-factor instrument in the same context. This study demonstrated the improved fit and overall interpretability of the three-factor instrument. The measurement invariance of the factor structure has also been examined with a set of covariates. 相似文献
6.
Charles R. Greenwood Jay BuzhardtDale Walker Luke McCuneWaylon Howard 《Early childhood research quarterly》2013
The Early Communication Indicator (ECI) is a measure for universal screening, intervention decision-making, progress monitoring for infants and toddlers needing higher levels of support, and program accountability. In the context of the ECI's long-term wide-scale use for these purposes, we examined the invariance of ECI measurement in two samples of the same Early Head Start (EHS) population differing in the years data were collected. Invariance or equivalence across samples is an important step in measurement validation because making inferences assumes that the measurements are factorially invariant. A number of time-covarying factors (e.g., assessors, children, etc.) can be hypothesized as threats to measurement invariance. Results of latent growth curve analyses indicated similarity in the functional forms (velocity and shape) of the ECIs four key skill trajectories between groups of children and ECI vocalizations, single, and multiple words trajectories met strong factorial and structural invariance. Gestures met only weak factorial invariance. ECI total communications, a weighted composite of the four scales, also met both strong factorial and structural invariance. With one exception, results indicated that the ECI produced comparable growth estimates over different conditions of programs, assessors, and children over time, strengthening the construct validity of the ECI. Implications are discussed. 相似文献
7.
Xiao Zhang Jari-Erik Nurmi Noona Kiuru Marja-Kristiina Lerkkanen Kaisa Aunola 《Learning and individual differences》2011,21(6):690-698
This study aims to validate a teacher-report measure of children's task-avoidant behavior, namely the Behavioral Strategy Rating Scale (BSRS), in a sample of 352 Finnish children. In each of the four waves from Kindergarten to Grade 2, teachers rated children's task-avoidant behavior using the BSRS, children completed reading and mathematics tests, and trained testers rated children's task-avoidant and social-dependent behavior after the test situation. Mothers also rated children's task-avoidant behavior in the last two waves. The results showed that a two-factor model including one factor representing task avoidance and one method factor accounting for wording effects among the negatively phrased items fitted the data best. The scale demonstrated strict measurement invariance across all four waves and satisfactory convergent and discriminant validity. Teacher-reported task avoidance was negatively associated with performance in reading and mathematics. The results suggest that the BSRS is a reliable, valid, and developmentally suitable instrument. 相似文献
8.
Testing for factorial invariance of the Modified Leadership Scale for Sports: using a Japanese version 总被引：1，自引：1，他引：0
The objective of this study was to provide empirical evidence to support psychometric properties of a modified four-dimensional model of the Leadership Scale for Sports (LSS). The study tested invariance of all parameters (i.e., factor loadings, error variances, and factor variances–covariances) in the four-dimensional measurement model between two groups of student-athletes. For testing multi-group invariance of the proposed scale, 335 middle school and 320 high school student-athletes in Japan participated in this study. The modified version of the LSS consists of 35 items representing training instruction, democratic behaviour, positive feedback, and social support. A chi-square difference test was employed for model comparisons. The results supported configural, metric, scalar and factor variance–covariance invariance in the modified LSS across the two student-athlete groups. 相似文献
9.
Parental anxiety in children’s education is closely related to children’s developmental and educational outcomes. The current study reported the development and validation of a self-report instrument to evaluate the Sources of Parental Anxiety in Children’s Education (SPACEs). Qualitative analyses suggested that the construct of parental anxiety in children’s education was multidimensional, representing learning performance anxiety, educational environment anxiety, educational input anxiety, and educational outcome anxiety as four primary sources. The results from exploratory and confirmatory factor analyses supported this four-factor structure comprising 17 items to capture this multidimensional construct. The scale also demonstrated adequate internal consistencies, convergent validity, discriminant validity, criterion-related validity, and test-retest reliability. A series of multi-group tests across age, locality, and children’s grades provided evidence of measurement invariance. Overall, the SPACE scale appear to be a reliable and valid tool to measure educational anxiety in parents in the Chinese context. 相似文献
10.
In latent growth modeling, measurement invariance across groups has received little attention. Considering that a group difference is commonly of interest in social science, a Monte Carlo study explored the performance of multigroup second-order latent growth modeling (MSLGM) in testing measurement invariance. True positive and false positive rates in detecting noninvariance across groups in addition to bias estimates of major MSLGM parameters were investigated. Simulation results support the suitability of MSLGM for measurement invariance testing when either forward or iterative likelihood ratio procedure is applied. 相似文献
11.
《Structural equation modeling》2013,20(2):217-243
Ipsative data (individual scores subject to a constant-sum constraint), suggested to minimize response bias, are sometimes observed in behavioral sciences. Chan and Bentler (1993, 1996) proposed a method to analyze ipsative data in a single-group case. Cheung and Chan (2002) extended the method to multiple-group analysis. However, these methods require tedious procedures on formulating within- and between-group constraints and recovering the parameter estimates and their standard errors. A direct estimation method, which is equivalent to Chan and Bentler's method with an alternative model specification, is proposed in this article. The 1st-order factor-analytic ipsative model in Chan and Bentler's method is reparameterized as a restricted 2nd-order factor-analytic model with fixed factor loading matrix reflecting the ipsative properties in the direct estimation method. The direct estimation method can be easily extended to test measurement invariance properties in multiple-group analysis. Issues related to ipsative models are also addressed. 相似文献
12.
Robert M. Klassen Mimi Bong Ellen L. Usher Wan Har Chong Vivien S. Huan Isabella Y.F. Wong Tasos Georgiou 《Contemporary educational psychology》2009
The purpose of this article was twofold. The first purpose was to test the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) in five settings—Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings. 相似文献
13.
ABSTRACTThis paper estimates the relative effectiveness of private and public primary schools in Kenya using data from 4,433 Grade 6 schoolchildren. Using ordinary least squares as a baseline model, we use the proportion of private schools in a district as an instrument in a Heckman two-stage correction framework, as well as propensity score matching models to correct for selection bias. There is a positive private school effect across all models. In the corrected models, we find that private school pupils outperform their public school counterparts by between .24 and .52 standard deviations. 相似文献
14.
Studies investigating invariance have often been limited to measurement or prediction invariance. Selection invariance, wherein the use of test scores for classification results in equivalent classification accuracy between groups, has received comparatively little attention in the psychometric literature. Previous research suggests that some form of selection bias (lack of selection invariance) will exist in most testing contexts, where classification decisions are made, even when meeting the conditions of measurement invariance. We define this conflict between measurement and selection invariance as the invariance paradox. Previous research has found test reliability to be an important factor in minimizing selection bias. This study demonstrates that the location of maximum test information may be a more important factor than overall test reliability in minimizing decision errors between groups. 相似文献
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Development and validation of the International Baccalaureate Learner Profile Questionnaire (IBLPQ) 总被引：1，自引：0，他引：1
The Learner Profile (LP) frames International Baccalaureate (IB) learning outcomes across the three programme levels and, as such, plays a key role in measuring the success of the rapidly growing number of IB schools in the Asia-Pacific Region. Our aim was to develop an instrument to measure the IBLP and validate the instrument through a series of psychometric procedures. Results showed solid construct validity and measurement reliability, alongside content validity from our Delphi studies and cross-validation with different samples. Given the growing number of IB schools in the Asia-Pacific, we believe that the development of the IBLP questionnaire (IBLPQ) contributes to the international research community and educators interested in exploring the relationship between student outcomes and the LP. Importantly, given the current absence of systematically designed and tested survey instruments to measure the LP, we expect the IBLPQ will become a key initial resource for a wide range of stakeholders. 相似文献
16.
Ángel Abós Catalán Javier Sevil Serrano José Antonio Julián Clemente José Martín-Albo Lucas Luis García-González 《International Journal for Educational and Vocational Guidance》2018,18(2):127-148
The present study aimed to validate a Spanish-version of the Basic Psychological Needs at Work Scale (BPNWS-Sp) and to examine the associations between needs satisfaction and engagement and burnout in secondary education teachers. Using a sample of 584 secondary education teachers, the results supported the three-factor model, composite reliability, measurement invariance, and nomological validity of the BPNWS-Sp. This study contributes to validating the first instrument in Spanish to measure the satisfaction of the three BPNs separately in secondary education teachers. The measurement of teachers’ BPNs could effectively provide guidance for school policies to improve teaching and learning. 相似文献
17.
MICHAEL J. SUBKOVIAK JOANNE S. MACK GAIL H. IRONSON ROBERT D. CRAIG 《Journal of Educational Measurement》1984,21(1):49-58
Biased test items were intentionally imbedded within a set of test items, and the resulting instrument was administered to large samples of blacks and whites. Three popular item bias detection procedures were then applied to the data: (1) the three-parameter item characteristic curve procedure, (2) the chi-square method, and (3) the transformed item difficulty approach. The three-parameter item characteristic curve procedure proved most effective at detecting the intentionally biased test items; and the chi-square method was viewed as the best alternative. The transformed item difficulty approach has certain limitations yet represents a practical alternative if sample size, lack of computer facilities, or the like preclude the use of the other two procedures. 相似文献
18.
A latent variable modeling procedure for examining specificity in any indicator of a common factor for a set of repeatedly administered measures is outlined in a longitudinal design setting with measurement invariance and specificity stability over time. The method permits one to test whether there is specificity in a given indicator and in the affirmative case allows one to point and interval estimate the specificity variance in that measure. The discussed procedure is readily applicable with popular software, is based on empirically testable conditions, and is illustrated with an example. 相似文献
19.
基于跨时测量恒等视角与知识图谱分析,文章对我国教育技术学较常探讨的变量"自我效能"量表进行了工具检测,并以四川省某小学三年级的197名学生为被试,前后测时间间隔为6个月。文章采用结构方程模型的跨时测量恒等检验程序,依序针对不同恒等程度的模型进行比较,结果发现:数学自我效能量表不符合完全的度量恒等,放宽两道题项的参数限制后可达到部分的纯量恒等,但仍不及严格恒等的要求;跨时测量恒等性的结果会影响配对样本t检验的结论。基于此,文章提出建议:为了提升实验的内在效度,较长时间的实验研究应纳入工具的跨时测量恒等性检验。 相似文献
20.
Paul L. Gardner 《International Journal of Science Education》2013,35(8):913-919
Summated rating scales to measure attitudes (and other human characteristics) commonly consist of numerous items whose scores are summed to yield a total score. A central assumption underlying the use of this technique is that the items in the scale reflect a common construct. If this assumption is not met, the scoring procedure produces largely meaningless, uninterpretable data. Although this important psychometric principle has been known for a long time, numerous studies in the research literature demonstrate a neglect of this principle. Some studies make no attempt at all to conceptualise the construct to be measured; others conceptualise the construct but then ignore the possibility that it may be multi‐dimensional; still others actually contain evidence which indicates that the construct is multi‐dimensional and then proceed to ignore that evidence. A possible contributor to the confusion is the widespread misunderstanding about the related yet distinct concepts of internal consistency and uni‐dimensionality. This paper presents case studies of poor and good instrument design, in the (forlorn?) hope that clarification of the issues might make a difference in the future. 相似文献