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1.
The Attachment Q-Set (AQS) has emerged as a psychometrically sound method for assessing young children's secure base behavior in the home. However, considerable disagreement exists about whether mothers versus trained observers should be used as AQS sorters. The present study examined associations between mothers' and trained observers' AQS sorts for preschoolers, and assessed mother-observer concordance in relation to observers' confidence about how representative the behavioral samples they witnessed were of the domain of AQS items. Mothers with careful training and supervision on the AQS system completed AQS sorts with regard to their children's current behavior, and the same children were assessed with the AQS during a 2–3 hour visit 1–2 weeks later by trained, "blind" observers. Trained observers provided a confidence rating regarding the degree to which the samples of behavior observed were representative of the universe of AQS items. Mothers' and observers' sorts were significantly intercorrelated; however, observer sorts converged with mother sorts as observers' confidence ratings increased. Results are discussed in relation to circumstances that affect mother-observer reliability with the AQS and to factors that should be weighed when considering whether to use mothers versus trained observers as sorters. 相似文献
2.
Security of children's relationships with nonparental care providers: a meta-analysis 总被引：3，自引：0，他引：3
Meta-analysis aggregated results of 40 investigations involving 2,867 children who averaged 29.6 (SD = 8.6) months of age when their attachments to care providers were assessed using either the Strange Situation (SS) or the Attachment Q-Set (AQS). As opposed to parents, secure attachments to nonparental care providers were less likely (using SS) or equally likely (using AQS), respectively. Secure child-care provider attachments were more likely in home- than center-based care, when the children were assessed longer after enrollment, and when they were girls. Whereas care providers' sensitivity to individual children predicted attachment security only in the small groups that characterize home-based settings, group-related sensitivity was a reliable predictor of secure child-care provider attachment, especially in child care centers. 相似文献
3.
A Twin Study of Attachment in Preschool Children 总被引：3，自引：0，他引：3
The degree to which individual differences in child-parent attachment were mediated by genetic, shared environmental, and nonshared environmental influences was investigated. One hundred and ten preschool-aged twin pairs (N = 220) were assessed in the Strange Situation and coded using conventional four-way classifications and a continuous measure of attachment security. The degree of sibling similarity in attachment was substantial, with an overall concordance rate of 67% at the secure/insecure level. The degree of concordance was equally high in monozygotic and dizygotic twin pairs, 70% and 64%, respectively, suggesting little genetic influence but a moderate degree of discordance. Twin similarity on the continuous measure of attachment security was r(57) = .48 and r(53) = .38 for monozygotic and dizygotic twin pairs, respectively, also consistent with a modest role for genetic influence but a significant effect for shared and nonshared environment. The implications for genetic influences on the environment and for understanding nonshared and shared environmental influences are discussed. 相似文献
4.
Helen Hamlet Buchanan Paul A. McDermott Barbara A. Schaefer 《Psychology in the schools》1998,35(4):355-361
Standardized and reliable rating scales have an important role in educational assessment and behavioral classroom intervention. The Learning Behaviors Scale (LBS) is a standardized behavior rating scale designed to report how individual students respond to classroom learning situations. This study investigated the interobserver agreement of the LBS with the use of linear and intraclass correlation methods. The methods jointly assessed the three salient aspects of observer judgments—severity level, rank order, and directionality. Participants were 72 students enrolled in special education programs as observed by 16 educators in eight self-contained classrooms. Both linear and intraclass coefficients were substantial (averages = .83 and .84, respectively). No significant observer effect was found. Moreover, the LBS produced comparable levels of differential learning styles for assessments of individual children. © 1998 John Wiley & Sons, Inc. 相似文献
5.
Meaghan C. Guiney Abigail Harris Akane Zusho Anthony Cancelli 《Journal of educational and psychological consultation》2014,24(1):28-54
The Consultation Self-Efficacy Scale (CSES) was developed and validated to assess school psychologists' perceptions of self-efficacy for engaging in school-based consultation. A pilot study with graduate students (N = 92) indicated high internal consistency (α = .99) and provided evidence of discriminant validity, as a group with more consultation experience had significantly higher total self-efficacy scores (M = 512.25) than a moderately experienced group (M = 437.35). Subsequently, a sample of 347 practicing school psychologists completed a revised CSES, consistently endorsing moderate to high levels of consultation self-efficacy (M = 404.08, SD = 51.73). Although consultation self-efficacy was hypothesized to be a multidimensional construct, exploratory factor analysis indicated a single-factor structure. Construct validity of the instrument was supported by significant correlations between school psychologists' consultation self-efficacy ratings and perceptions of their ability to respond to hypothetical consultation referral problems (r = .69, p < .01), and regression analysis found that years of experience and time spent consulting with teachers predicted psychologists' self-efficacy scores. 相似文献
6.
Darlene M. Guse Paul M. Zobitz 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):985-991
Audience response systems (ARS) are gaining popularity in multiple areas of education. Although its usefulness has been well reported, no study has investigated the accuracy of the technology. The purpose of this study was to validate ARS by assessing three key aspects: signal transmission from the keypad to the receiver, capture of a proper response by the receiver and association of that response to the proper device. One hundred volunteers were assigned roles of responder or observer. Each responder was given a unique answer combination for a series of five questions. The data was assessed for accuracies and inaccuracies. Average correct response rate was 98% with a confidence interval (CI) ranging from 0.9527 to 0.9928 (CI = 0.95). The 2% incorrect response rate was attributable to failed signal transmission. These failed transmissions originated from different devices. As more institutions utilise ARS and as its use continues to expand into higher calibre arenas, validity of the system becomes of utmost importance. Given the relatively high confidence level of the system function, ARS is a valid and accurate method of response collecting, but one must certainly consider the possible ramifications of failed signal transmission. 相似文献
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8.
This study describes the development and validation of a science and engineering (S/E) career interest survey (CIS). This 56 question survey was developed to measure the overall S/E career interests of 7th through 9th grade students. In the CIS, a S/E career is characterized as one which requires the completion of at least a four-year college program with a major in science, science education, or engineering. The CIS is divided into four major parts. In Part I (30 questions), students are expected to select from occupational activities, while in Part II (20 questions) they are to select from various occupations. Part III (5 questions) and Part IV together make up the CIS internal verification scale. The CIS test-retest reliability coefficients for one week and eight months were calculated as 0.96 (n = 57, grades 7–9) and 0.78 (n = 1937, grade 8), respectively. The KR-21 estimate for the CIS was calculated as 0.92. Criterion-related validity coefficients were calculated in two ways: (a) CIS scores were correlated with the Kuder GIS science subscale (r = 0.75, n = 45, grades 7–9), and (b) CIS scores were correlated with a CIS internal verification scale (r = 0.59, n = 127, grades 7–9). Evidence to support the construct validity of the CIS was collected by two methods: (a) for 7–9 grade students (n = 45), the CIS score was found to correlate 0.75 with the scientific subscale and ?0.42 with the artistic sub-scale, of the Kuder GIS. (b) the second method compared the scores of known groups. Test results for students in grades 7-9 (n = 127; n = 1937) showed a statistically significant difference between the scores of boys and girls on S/E career interest. The readability of the CIS was seventh grade level. 相似文献
9.
Despite the recognised importance of positive self-concepts inmany settings, surprisingly little attention has been paid to teacherself-concepts – teachers' self-perceptions of their own teachingeffectiveness. We integrate research literatures on self-concept and onstudents' evaluations of teaching effectiveness (SETs), develop amultidimensional university teacher self-concept instrument, andevaluate its psychometric properties (factor structure, reliability,validity). A multitrait-multimethod analysis of relations betweenmultiple dimensions of teacher self-concept and corresponding SET ratingdimensions provides good support for the construct validity of teacherself-concept responses. In support of a priori hypotheses based onself-concept theory, agreement between teacher self-concepts and SETswas moderate (median r = 0.20) for teachers who had notpreviously received SET feedback, but substantially higher (median r= 0.40) for teachers who had previously received SET feedback.Implications for further research on teacher self-reflection and forimproving teaching effectiveness in higher education arediscussed. 相似文献
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11.
Bradley T. Erford Donna L. Bagley James A. Hopper Ramona M. Lee Kathleen A. Panagopulos Denise B. Preller 《Psychology in the schools》1998,35(2):127-135
The Math Essential Skill Screener–Elementary Version (MESS-E) is a screener devised to identify primary grade students at risk for math difficulties. Item analysis, interitem consistency, test–retest reliability, decision efficiency, and construct validity of the MESS-E were studied using four independent samples of boys and girls grades 1–3 (aged 6–8). Item analysis revealed median item difficulty of .64 and median item discrimination of .75. Interitem consistency was .92 (n = 171) and .94 (n = 711), while 30-day test–retest reliability was .86 (n = 125). Exploratory factor analysis indicated a one-factor solution accounting for 37% of observed variance. LISREL 7 confirmatory factor analysis procedures determined that the one-factor model fit the standardization sample data poorly (goodness-of-fit index = .729, χ2 to df ratio = 9.91). The MESS-E yielded concurrent validity coefficients (n = 171) of .74 with the Woodcock–Johnson: Tests of Achievement–Revised (WJ-R) Math Cluster, .80 with the Wide-Range Achievement Test–Revised (WRAT-R) Arithmetic subtest and .73 with the KeyMath-R Operations Area standard scores. A diagnostic efficiency study yielded a total predictive value (TPV) of .93, sensitivity = .98, specificity = .88, positive predictive power (PPP) = .89, negative predictive power (NPP) = .98, and incremental validity = 39%. The MESS-E displayed a slight tendency to overidentify children potentially at risk for math difficulties. © 1998 John Wiley & Sons, Inc. 相似文献
12.
Elisabeth Georgiadou Evangelos Triantafillou Anastasios A. Economides 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):261-278
With the proliferation of computers in test delivery today, adaptive testing has become quite popular, especially when examinees must be classified into two categories (pass/fail, master/nonmaster). Several well‐established organisations have provided standards and guidelines for the design and evaluation of educational and psychological testing. The purpose of this paper was not to repeat the guidelines and standards that exist in the literature but to identify and discuss the main evaluation parameters for a computer‐adaptive test (CAT). A number of parameters should be taken into account when evaluating CAT. Key parameters include utility, validity, reliability, satisfaction, usability, reporting, administration, security, and thoseassociated with adaptivity, item pool, and psychometric theory. These parameters are presented and discussed below and form a proposed evaluation model, Evaluation Model of Computer‐Adaptive Testing. 相似文献
13.
This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = .32, sample weighted d = . 71; p = .001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD (DSM-III-R vs. DSM-IV). Significant differences emerged from the moderator comparisons. The second study, using averaged effect sizes from the first study as a baseline for comparison, investigated achievement levels for an understudied age group with ADHD, namely, college students. Unlike previous studies at the college level, the sample incorporated both student and parent ratings (N = 380 dyads). The results were comparable to outcomes from the meta-analysis for college students and adults. Analyses demonstrated modest (R = .21) but meaningful predictive validity across 1 year to end-of-first-year grades. However, unlike earlier studies with children and adolescents, student ratings were as predictive as parent ratings. Findings are discussed in terms of the impact of moderator variables on ADHD and achievement. 相似文献
14.
Construct validity (convergent and divergent) of the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) and the Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994a) is presented. Regular classroom teachers (n = 38) randomly selected 5‐ and 6‐year‐old children (N = 123) and rated them on the ASCA and PKBS in counterbalanced order. Convergent evidence of construct validity was observed for the PKBS Externalizing Problems scale and the ASCA Overactivity syndrome. Divergent evidence of construct validity was provided for the PKBS Externalizing Problems scale and ASCA Underactivity syndrome. Convergent and divergent evidence of construct validity for the PKBS Internalizing Problems scale and ASCA Overactivity and Underactivity syndromes was mixed. Results were identical to those of Canivez and Bordenkircher (2002). © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 621–633, 2002. 相似文献
15.
Hulme PA 《Child abuse & neglect》2007,31(8):853-869
OBJECTIVE: To evaluate and compare the psychometric qualities of three retrospective, multi-item measures of childhood sexual abuse (CSA): the CSA Frequency Scale, CSA Count Index, and CSA Multiple Characteristics Index. METHODS: Two samples of women 20-50 years old who experienced CSA were recruited from a family practice clinic (N=132) and the community (N=19). The measures were designed to represent the three most commonly used approaches for multi-item measurement of past CSA, as determined by a review of literature. Items were derived from a self-administered instrument from a larger study. The CSA Frequency Scale was evaluated for test-retest reliability, internal consistency, and criterion-related validity. The CSA Count and CSA Multiple Characteristics Indexes were evaluated for content specification, indicator specification, indicator collinearity, external validity, criterion-related validity, and test-retest reliability. Criterion-related validity variables were (a) physical and psychosocial symptomatology and (b) depression. RESULTS: Upon evaluation, all three measures met criteria for satisfactory quality, with one exception: external validity for both indexes. When compared across test-retest reliability and criterion-related validity results, none of the measures proved superior. Intraclass correlation coefficients for test-retest reliability ranged from .92 to .94; correlations with the criterion-related validity variables ranged from r=.36 to .41. CONCLUSIONS: The results support the continued use of established scales similar to the CSA Frequency scale. In addition, the results suggest further development and standardization of indexes similar to the CSA Count and Multiple Characteristics Indexes is warranted. 相似文献
16.
乐观主义-悲观主义量表的编制及信效度研究 总被引：6，自引：0，他引：6
对自编的乐观主义-悲观主义量表的项目及其信效度的初步研究结果表明,乐观主义-悲观主义量表包括乐观主义和悲观主义两个因子,因子之间相关为-0.458;量表具有较高的内部一致性信度:乐观主义、悲观主义和总量表的α系数分别为0.7236、0.7440和0.8008;具有较理想的结构效度和实证效度。 相似文献
17.
使用大学生择业焦虑问卷、专业认同问卷和择业效能感量表对广西6所高校844名在校大学生进行测量,以探讨大学生专业认同、择业焦虑与择业自我效能感的关系,结果显示:①大学生专业认同、择业效能感和择业焦虑在性别、年级上均存在显著差异,在生源地上差异不显著;②大学生专业认同与自我效能感之间呈显著正相关(r=0.43,P<0.01),自我效能感与择业焦虑之间呈显著负相关(r=-0.35,P<0.01),专业认同与择业焦虑呈负相关(r=-0.26,P<0.01);③大学生专业认同正向预测择业效能感(β=0.31,P<0.01),择业效能感负向预测择业焦虑(β=-0.27,P<0.01),专业认同负向预测择业焦虑(β=-0.13,P<0.05),从中介效应来看,大学生自我效能感在专业认同对择业焦虑的影响中起部分中介作用。由此可知,大学生专业认同与择业焦虑关系密切,择业效能感在专业认同与择业焦虑中起部分中介作用。 相似文献
18.
Development of the child care worker job stress inventory 总被引：4，自引：0，他引：4
Barbara Curbow Kai Spratt Antoinette Ungaretti Karen McDonnell Steven Breckler 《Early childhood research quarterly》2000,15(4):515-536
After a series of instrument development studies, a mail survey was conducted with 196 randomly selected family day care providers (FDCPs) and child care center workers (CCCWs) residing in the state of Maryland (response rates were 76.6% and 70.5%, respectively). Embedded in the instrument were three job stress scales, specific to child care workers, measuring job demands, job control, and job resources. Extensive psychometric testing of the three 17-item instruments demonstrated several areas of strength. The job demands scale, because of its breadth of stressors covered, fared slightly worse on indicators of reliability (alpha = 0.77; mean interitem correlation [MIC] = 0.17; item-to-total correlations [ITCs] = 0.14 to 0.49) than did job control (alpha = 0.88; MIC = 0.31; ITCs = 0.26 to 0.69) and job resources (alpha = 0.89; MIC = 0.35; ITCs = 0.32 to 0.70). Known groups validity was demonstrated through a conceptually meaningful pattern of differences between FDCPs and CCCWs. Construct validity for all three scales was demonstrated by a pattern of stronger correlations with conceptually similar versus dissimilar instruments. Average correlations with similar versus dissimilar instruments were: job demands, 0.54 versus 0.24; job control, 0.74 versus 0.30; and job resources, −0.53 versus 0.30. Similar to the reliability analysis, results of factor analysis were stronger for job control and job resources than for job demands. 相似文献
19.
OBJECTIVE: The aim was to construct and test the reliability (utility, internal consistency, interrater agreement) and the validity (internal validity, concurrent validity) of a scale for home visiting social nurses to identify risks of physical abuse and neglect in mothers with a newborn child. METHOD: A 71-item scale was constructed based on a literature review and focus group sessions with social nurses and paraprofessionals who had experience with underprivileged families. This scale was applied in a random sample of 40 home visiting social nurses, who collected data in a sample of 373 nonabusive and 18 abusive/neglectful mothers with a newborn child. RESULTS: Items with prevalence rates below 5% and items making no significant difference between maltreating and non-maltreating mothers were omitted. The final version contained 20 items. This scale showed high internal consistency (alpha = .92) and high interrater reliability (r = .97). Exploratory factor analysis yielded a three-factor solution: Isolation (8 items, explaining 62.17% of the common variance), Psychological complexity (6 items, 18.86%), and Communication problems (6 items, 8.41%). Scores on Communication problems and Isolation significantly predicted scores on a social deprivation scale, which significantly distinguished maltreating from non-maltreating mothers. Mothers scoring high on Communication problems or Isolation obtained higher scores for social deprivation than low-scoring mothers. CONCLUSIONS: Home visiting nurses can identify risks for physical abuse and neglect among mothers with a newborn infant by focusing on signs of social isolation, distorted communication and psychological problems. 相似文献
20.
BackgroundIn order to prevent child abuse, instruments measuring child abuse potential (CAP) need to be appropriate, reliable and valid.ObjectiveThis study aimed to confirm the 6-factor structure of the Brief Child Abuse Potential Inventory (BCAPI) in a German sample of mothers and fathers, and to examine longitudinal predictors of CAP.Participants and settingTwo waves of data were collected from 197 mothers and 191 fathers of children aged 10–21 months for the “Kinder in Deutschland – KiD 0–3” in-depth study. Families were stratified based on prior self-report data for screening purposes.Methods138 fathers and 147 mothers were included in the analysis (invalid: 25% mothers, 30% fathers). First, validity of reporting was examined. Second, confirmatory factor analysis (CFA) was employed to assess factor structure. Third, internal reliability and criterion validity were examined. Finally, multivariate poisson regressions investigated longitudinal predictors of CAP in mothers.ResultsA previously established six-factor structure was confirmed for mothers but not fathers. CFA failed for fathers due to large numbers of variables with zero variance. For mothers, internal consistency and criterion validity were good. BCAPI score at follow-up was associated with baseline BCAPI score (β = 00.08), stress (β = 0.06), education (β=-0.19) and alcohol use (β = .58).ConclusionsFindings confirm the six-factor structure of the BCAPI among German mothers. The clinical use of the BCAPI in fathers is not recommended as it might produce data that are hard to interpret. Further research with fathers is needed to establish if this is due to limitations with this dataset or with the questionnaire. 相似文献