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1.
The authors compared the Type I error rate and the power to detect differences in slopes and additive treatment effects of analysis of covariance (ANCOVA) and randomized block (RB) designs with a Monte Carlo simulation. For testing differences in slopes, 3 methods were compared: the test of slopes from ANCOVA, the omnibus Block × Treatment interaction, and the linear component of the Block × Treatment interaction of RB. In the test for adjusted means, 2 variations of both ANCOVA and RB were used. The power of the omnibus test of the interaction decreased dramatically as the number of blocks used increased and was always considerably smaller than the specific test of differences in slopes found in ANCOVA. Tests for means when there were concomitant differences in slopes showed that only ANCOVA uniformly controlled Type I error under all configurations of design variables. The most powerful option in almost all simulations for tests of both slopes and means was ANCOVA. 相似文献
2.
Ke-Hai Yuan Wai Chan George A. Marcoulides Peter M. Bentler 《Structural equation modeling》2016,23(3):319-330
Conventional null hypothesis testing (NHT) is a very important tool if the ultimate goal is to find a difference or to reject a model. However, the purpose of structural equation modeling (SEM) is to identify a model and use it to account for the relationship among substantive variables. With the setup of NHT, a nonsignificant test statistic does not necessarily imply that the model is correctly specified or the size of misspecification is properly controlled. To overcome this problem, this article proposes to replace NHT by equivalence testing, the goal of which is to endorse a model under a null hypothesis rather than to reject it. Differences and similarities between equivalence testing and NHT are discussed, and new “T-size” terminology is introduced to convey the goodness of the current model under equivalence testing. Adjusted cutoff values of root mean square error of approximation (RMSEA) and comparative fit index (CFI) corresponding to those conventionally used in the literature are obtained to facilitate the understanding of T-size RMSEA and CFI. The single most notable property of equivalence testing is that it allows a researcher to confidently claim that the size of misspecification in the current model is below the T-size RMSEA or CFI, which gives SEM a desirable property to be a scientific methodology. R code for conducting equivalence testing is provided in an appendix. 相似文献
3.
A paucity of research has compared estimation methods within a measurement invariance (MI) framework and determined if research conclusions using normal-theory maximum likelihood (ML) generalizes to the robust ML (MLR) and weighted least squares means and variance adjusted (WLSMV) estimators. Using ordered categorical data, this simulation study aimed to address these queries by investigating 342 conditions. When testing for metric and scalar invariance, Δχ2 results revealed that Type I error rates varied across estimators (ML, MLR, and WLSMV) with symmetric and asymmetric data. The Δχ2 power varied substantially based on the estimator selected, type of noninvariant indicator, number of noninvariant indicators, and sample size. Although some the changes in approximate fit indexes (ΔAFI) are relatively sample size independent, researchers who use the ΔAFI with WLSMV should use caution, as these statistics do not perform well with misspecified models. As a supplemental analysis, our results evaluate and suggest cutoff values based on previous research. 相似文献
4.
The question of an interaction over time between ability grouping and personality variables was the focus of the present study which examined pertinent data from 260 female high school students. Two standardized personality instruments, in addition to several scales designed by the E’s, were administered to students of the upper and lower ability tracks in a Catholic high school, grades 9 and 12. Ss in the lower track were found to have a lower need for achievement, a higher need to avoid failure, and a higher average score of test anxiety than Ss in the upper track. The effects of ability grouping did interact with grade level for a correlate of personality, level of aspiration. Relative to Ss in the upper track, the lower track Ss experienced a reduction in level of aspiration over time. Both future directions of associated research and educational practices were discussed within the context of the present findings. 相似文献
5.
Joe Hauptman 《Teaching Statistics》2004,26(2):46-48
This article describes a simple computer program which graphically demonstrates both Type I and Type II statistical errors. 相似文献
6.
Robert F. Barry 《Journal of Experimental Education》2013,81(3):221-228
In this study, the relationship between student affective performance and classroom physical environment, social climate, and management style were investigated in a sample of classes in Hong Kong primary schools. The results of Pearson and canonical correlation analyses indicated that among the measures of classroom environment, perceived quality of physical environment and class master's expert power, personal power, and coercive power were the strongest predictors of affective performance. This finding supports the importance of class master's management style in the classroom environment. Students' attitudes toward school and teachers appeared to be most sensitive to variation in the classroom environment, and self-concept was the least sensitive among the seven student affective measures. Students' self-efficacy of learning and intention to drop out were moderately sensitive to classroom environment. Profiles of effective and ineffective classroom environments were also mapped. In effective classrooms, class masters care for students, pay attention to teaching, do not use force or punishment but do create a good classroom climate with their professional knowledge, personal morality, and personality. Physical environment and psychological environment are both important; a good classroom environment is highly correlated with student affective performance. 相似文献
7.
Yan Wang Eunsook Kim John M. Ferron Robert F. Dedrick Tony X. Tan Stephen Stark 《Educational and psychological measurement》2021,81(1):61
Factor mixture modeling (FMM) has been increasingly used to investigate unobserved population heterogeneity. This study examined the issue of covariate effects with FMM in the context of measurement invariance testing. Specifically, the impact of excluding and misspecifying covariate effects on measurement invariance testing and class enumeration was investigated via Monte Carlo simulations. Data were generated based on FMM models with (1) a zero covariate effect, (2) a covariate effect on the latent class variable, and (3) covariate effects on both the latent class variable and the factor. For each population model, different analysis models that excluded or misspecified covariate effects were fitted. Results highlighted the importance of including proper covariates in measurement invariance testing and evidenced the utility of a model comparison approach in searching for the correct specification of covariate effects and the level of measurement invariance. This approach was demonstrated using an empirical data set. Implications for methodological and applied research are discussed. 相似文献
8.
Kenneth J. Levy 《Journal of Experimental Education》2013,81(1):21-23
The purpose of the present paper is to demonstrate how many more subjects are required to achieve equal power when testing certain hypotheses concerning proportions if the randomized response technique is employed for estimating a population proportion instead of the conventional technique. 相似文献
9.
Mieke Heyvaert Mariola Moeyaert Paul Verkempynck Wim Van den Noortgate Marlies Vervloet Maaike Ugille 《Journal of Experimental Education》2017,85(2):175-196
This article reports on a Monte Carlo simulation study, evaluating two approaches for testing the intervention effect in replicated randomized AB designs: two-level hierarchical linear modeling (HLM) and using the additive method to combine randomization test p values (RTcombiP). Four factors were manipulated: mean intervention effect, number of cases included in a study, number of measurement occasions for each case, and between-case variance. Under the simulated conditions, Type I error rate was under control at the nominal 5% level for both HLM and RTcombiP. Furthermore, for both procedures, a larger number of combined cases resulted in higher statistical power, with many realistic conditions reaching statistical power of 80% or higher. Smaller values for the between-case variance resulted in higher power for HLM. A larger number of data points resulted in higher power for RTcombiP. 相似文献
10.
以情境效度为微观视角,阐述情境创设在测评英语学科核心素养试题命制中的重要价值和意义。基于情境效度的判定标准,结合具体的试题命制案例,透视命题情境的优化和改进。在此基础上,对基于情境效度的英语学科核心素养测评命题提出3点建议:1)重视主观题的试题情境设计;2)避免试题情境传递冗余信息;3)体现试题情境的育人价值。 相似文献
11.
语言测试的真实性是指，受试者在测试中使用目标语完成测试任务与其在现实生活中完成任务的相似程度。补缺假说强调在学习外语时，要同时学习外语语境知识。二者都强调语境的作用。因此，本文认为，既然补缺假说要求我们无论是外语的教还是学都必须在语境中进行，而测试又对教学有巨大的反拨作用，我们在设计测试时，就应该遵循语言测试的真实性原则，把测试置于真实的语境中，以促进教师和学生对外语语境知识的教学的重视。 相似文献
12.
Yoonjeong Kang 《Journal of Experimental Education》2017,85(3):376-388
Structured means analysis is a very useful approach for testing hypotheses about population means on latent constructs. In such models, a z test is most commonly used for testing the statistical significance of the relevant parameter estimates or of the differences between parameter estimates, where a z value is computed based on the asymptotic standard error estimate associated with the parameter of interest. In the current article, a series of population analyses demonstrate that the z tests for latent mean structure parameters or, more directly, the standard error estimates upon which those z tests are based are, not invariant to how factors are scaled. As such, circumstances exist in which latent mean inference is compromised solely as a result of scaling decisions. This problem is illustrated in the context of between-subjects (i.e., multisample) latent means models and within-subjects latent means models. Recommendations for practice are also offered. 相似文献
13.
This series of simulation studies evaluate, in the context of applied research settings, the impact of the parameterization of the covariance structure of the growth mixture model (GMM) on the regression coefficient and standard error estimates in the 3-step method. The results show that the 1-step approach performs better than the 3-step method across the simulation studies. However, the performance of the 3-step method depends slightly or importantly on the parameterization of the GGM from the first step, on the inclusion or not of the predictor at the first step of the analysis, on the population model, and on the type (i.e., logit vs. linear) and size of the regression coefficient estimates. 相似文献
14.
The aim of this paper is to demonstrate the dramatic consequences the application of cut‐off points can have in the practice of identifying gifted individuals. The paradoxical attenuation effect describes the frequent situation in which measurements of the gifts and talents individuals possess are lower than their true values. However, in assessing the results of a measurement, one should suspect that the talent being measured is in actuality even lower than the score representing it. The practical implications of the paradoxical attenuastion effect are taken under discussion, including how high α errors and β errors are for specific IQ cut‐off points. For example, among persons with IQs of 130 and above, and using reliabilities of .80, most of the persons measured to be gifted are actually not gifted at all. 相似文献
15.
《Peabody Journal of Education》2013,88(2):39-56
The No Child Left Behind Act (NCLB) represents the greatest extension to date of Federal authority over public school governance. In NCLB, Congress used its conditional spending power to push states and localities into enacting particular kinds of testing and accountability policies. This article places NCLB in the context of Congress's generally increasing willingness to exert itself via conditions attached to federal financial aid. It also analyzes the implications of NCLB for federalism and intergovernmental relationships in education governance. 相似文献
16.
Gregory R. Hancock 《Journal of Experimental Education》2017,85(1):24-35
For the two-way factorial design in analysis of variance, the current article explicates and compares three methods for controlling the Type I error rate for all possible simple interaction contrasts following a statistically significant interaction, including a proposed modification to the Bonferroni procedure that increases the power of statistical tests for deconstructing interaction effects when they are of primary substantive interest. Results indicate the general superiority of the modified Bonferroni procedure over Scheffé and Roy-type procedures, where the Bonferroni and Scheffé procedures have been modified to accommodate the logical implications of a false omnibus interaction null hypothesis. An applied example is provided and considerations for applied researchers are offered. 相似文献
17.
18.
In 3 experiments, 6-month-old infants learned to move a mobile by kicking and were tested 1 to 21 days later for retention of the newly acquired memory as a function of the training and testing contexts. In Experiment 1, decreasing the relative distinctiveness of the training and testing context did not impair retrieval of the newly acquired memory. In Experiment 2, however, testing in a different context completely eliminated retention after delays of 1 and 3 days, when retention was otherwise perfect; after progressively longer delays, retention improved paradoxically. The familiarity or novelty of the test context was not a factor in the failure of infants to recognize the mobile in the altered context after 1 day. In Experiment 3, the effect of an altered context was assessed in a reactivation paradigm. After the training memory was forgotten, infants were presented with the original mobile as a reminder and were tested for retention of the training memory 1 day later. When either the reminding context or the testing context was different, they exhibited no retention. These findings reveal that memory retrieval at 6 months is highly specific to the setting in which the memory is acquired. We propose that infants learn what specific events are associated with what specific places prior to the age when they can locomote independently and acquire a spatiotemporal map of the relations between those places. 相似文献
19.
Chad Luke Frederick Redekop Chris Burgin 《Community College Journal of Research & Practice》2013,37(3):222-234
This study explored psychological factors in the context of a community college population purported to impact decisions to remain in college from one semester to another. Researchers examined results from 1191 responses from students attending a community college in the Mid-Atlantic United States. The study further explored the predictive power of four factors—career decision self-efficacy, career locus of control, education-employment connection, and intent to return—on both intent to return and on actual return to the college. Results indicated that intent to return was significantly predictive of actual return among this community college population. Additionally, age and gender differences, along with differences in the various psychological factors had differential impacts on each other, as well as on intent to return and subsequent return. Implications are discussed. 相似文献
20.
刘列斌 《湖北广播电视大学学报》2006,23(2):40-42
学习英语的过程,就是不断出现错误,不断纠正错误的过程。本文在综述国内外关于错误研究的理论和方法以及错误纠正的研究的基础上,研究了教师纠错的时机、纠错的模式以及学生对错误的认识、对错误纠正的态度和对错误纠正方法的喜好。本项研究对我国大学英语教学有如下启示:科学纠错是英语教学中一个重要环节,课堂纠错技巧运用得如何,直接影响着学生的学习积极性,影响着课堂教学的效率、效果。教师当“以学习者为本”科学纠错。 相似文献