Abstract: Grit, defined as passion and perseverance for long-term goals, has received much attention over the last decade. However, its dimensionality is still very much up for debate. The present study examines whether the bidimensional structure of the construct is a statistical artifact caused by item reversal. The sample consisted of 1,115 participants ( Myears = 38.92; SD = 15.08), of whom 67.3% were women. Several confirmatory models were specified with different versions of two grit scales. A bifactor model with a grit-general factor and two method-specific factors (one direct items, the other reversed items) demonstrated better fit according to all indicators (Original Grit-S: CFI = .995, RMSEA = .024; Mixed Grit-S: CFI = .966, RMSEA = .068; Mixed EGO: CFI = .985, RMSEA = .051) than a bifactor model with a grit-general factor and two theoretical factors (perseverance of effort and consistency of interests, Original Grit-S: CFI = .933, RMSEA = .085; Mixed Grit-S: CFI = .944, RMSEA = .088; Mixed EGO: CFI = .982, RMSEA = .056). Grit is a unidimensional construct, and the two dimensions identified in previous studies (consistency of interests and perseverance of effort) were the result of a statistical artifact due to item reversal. In addition, redirecting the items modified the factor structure of the Grit-S scale. The practical implications of the study are discussed.
{"title":"The Bidimensionality of Grit","authors":"Álvaro Postigo, Jaime García-Fernández, Marcelino Cuesta, Covadonga González-Nuevo, Álvaro Menéndez-Aller, E. García-Cueto","doi":"10.1027/1015-5759/a000766","DOIUrl":"https://doi.org/10.1027/1015-5759/a000766","url":null,"abstract":"Abstract: Grit, defined as passion and perseverance for long-term goals, has received much attention over the last decade. However, its dimensionality is still very much up for debate. The present study examines whether the bidimensional structure of the construct is a statistical artifact caused by item reversal. The sample consisted of 1,115 participants ( Myears = 38.92; SD = 15.08), of whom 67.3% were women. Several confirmatory models were specified with different versions of two grit scales. A bifactor model with a grit-general factor and two method-specific factors (one direct items, the other reversed items) demonstrated better fit according to all indicators (Original Grit-S: CFI = .995, RMSEA = .024; Mixed Grit-S: CFI = .966, RMSEA = .068; Mixed EGO: CFI = .985, RMSEA = .051) than a bifactor model with a grit-general factor and two theoretical factors (perseverance of effort and consistency of interests, Original Grit-S: CFI = .933, RMSEA = .085; Mixed Grit-S: CFI = .944, RMSEA = .088; Mixed EGO: CFI = .982, RMSEA = .056). Grit is a unidimensional construct, and the two dimensions identified in previous studies (consistency of interests and perseverance of effort) were the result of a statistical artifact due to item reversal. In addition, redirecting the items modified the factor structure of the Grit-S scale. The practical implications of the study are discussed.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42716771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1027/1015-5759/a000698
Carlota Urruela, Tom Booth, Manuel Eisner, Denis Ribeaud, Aja L. Murray
Abstract: A previous study developed and validated a multi-item instrument for the assessment of violent ideations, the “Violent Ideations Scale” (VIS). However, the final 12-item scale contained no items relating to sexual violence and was thus lacking an important dimension of violence. The current study explores an expansion of the original VIS to include ideations of sexual violence and investigates the psychometric properties of this new version: The Violent Ideations Scale-Extended (VIS-X). The VIS-X was completed by participants in the latest wave of the z-proso study ( N = 1,177; 595 females, 580 males aged 19–22 years). Exploratory factor analysis was conducted in a calibration sample and confirmatory factor analysis in a validation sample to establish a two subscale structure as optimal. Cronbach’s α and Composite Reliability suggested good internal consistency. Nomological analysis supported the convergent validity of the scores.
{"title":"Validation of an Extended Violent Ideations Scale to Measure Both Non-Sexual and Sexual Violent Ideations (The VIS-X)","authors":"Carlota Urruela, Tom Booth, Manuel Eisner, Denis Ribeaud, Aja L. Murray","doi":"10.1027/1015-5759/a000698","DOIUrl":"https://doi.org/10.1027/1015-5759/a000698","url":null,"abstract":"Abstract: A previous study developed and validated a multi-item instrument for the assessment of violent ideations, the “Violent Ideations Scale” (VIS). However, the final 12-item scale contained no items relating to sexual violence and was thus lacking an important dimension of violence. The current study explores an expansion of the original VIS to include ideations of sexual violence and investigates the psychometric properties of this new version: The Violent Ideations Scale-Extended (VIS-X). The VIS-X was completed by participants in the latest wave of the z-proso study ( N = 1,177; 595 females, 580 males aged 19–22 years). Exploratory factor analysis was conducted in a calibration sample and confirmatory factor analysis in a validation sample to establish a two subscale structure as optimal. Cronbach’s α and Composite Reliability suggested good internal consistency. Nomological analysis supported the convergent validity of the scores.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135399706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1027/1015-5759/a000710
Hyemin Han, Kelsie J. Dawson, Youn-Jeng Choi
Abstract: Although the Moral Growth Mindset (MGM) Measure was tested and validated in general, whether it measures MGM consistently across people with different political perspectives associated with moral foundations, has not been tested. We examined measurement invariance (MI) and differential item functioning (DIF) across different political affiliations to test whether the MGM Measure functioned consistently. We also examined the relationship between MGM, moral foundations, and political affiliation with t-tests and regression analyses. The findings reported that first, at the test level, the strictest MI was achieved, so the measurement structure was consistent between the different political groups. Second, no item showed significant DIF, so the MGM Measure was not biased at the item level. Third, t-tests and regression analyses reported that MGM and its relationship with moral foundations were not significantly associated with political affiliation.
{"title":"Testing the Consistency of the Moral Growth Mindset Measure Across People With Different Political Perspectives","authors":"Hyemin Han, Kelsie J. Dawson, Youn-Jeng Choi","doi":"10.1027/1015-5759/a000710","DOIUrl":"https://doi.org/10.1027/1015-5759/a000710","url":null,"abstract":"Abstract: Although the Moral Growth Mindset (MGM) Measure was tested and validated in general, whether it measures MGM consistently across people with different political perspectives associated with moral foundations, has not been tested. We examined measurement invariance (MI) and differential item functioning (DIF) across different political affiliations to test whether the MGM Measure functioned consistently. We also examined the relationship between MGM, moral foundations, and political affiliation with t-tests and regression analyses. The findings reported that first, at the test level, the strictest MI was achieved, so the measurement structure was consistent between the different political groups. Second, no item showed significant DIF, so the MGM Measure was not biased at the item level. Third, t-tests and regression analyses reported that MGM and its relationship with moral foundations were not significantly associated with political affiliation.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135504455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1027/1015-5759/a000707
Nan Li, Mei Tan, Philip E Thuma, Elena L Grigorenko
This study aimed to investigate the psychometric properties of the Pediatric Symptom Checklist-17 (PSC-17) in a sample of children orphaned or made vulnerable (OVC) by HIV in Zambia. Caregivers of 1,076 OVC (55.1% boys; Mage = 12.91 years) completed the PSC-17. Competing models, including confirmatory factor analysis (CFA), hierarchical CFA, bifactor CFA, exploratory structural equation modeling (ESEM), and bifactor ESEM, were tested to evaluate the optimal factor structure of the PSC-17. Results showed that the bifactor ESEM provided the best approximation of the PSC-17 data with a well-defined general psychosocial problems factor explaining 72% of the reliable variance in the total score and an internalizing factor containing 63% of reliable variance unique from the general factor. The observed overall psychosocial problems score was associated with lower academic achievement and working memory (with small effect sizes), supporting the discriminant validity of score interpretation. Results of multiple indicators multiple causes (MIMIC) analyses revealed that all items functioned equivalently across child gender and age.
{"title":"Pediatric Symptom Checklist-17: Factor Structure and Uniform Differential Item Functioning Across Gender and Age in HIV Orphans and Vulnerable Children in Zambia.","authors":"Nan Li, Mei Tan, Philip E Thuma, Elena L Grigorenko","doi":"10.1027/1015-5759/a000707","DOIUrl":"https://doi.org/10.1027/1015-5759/a000707","url":null,"abstract":"<p><p>This study aimed to investigate the psychometric properties of the Pediatric Symptom Checklist-17 (PSC-17) in a sample of children orphaned or made vulnerable (OVC) by HIV in Zambia. Caregivers of 1,076 OVC (55.1% boys; <i>M<sub>age</sub></i> = 12.91 years) completed the PSC-17. Competing models, including confirmatory factor analysis (CFA), hierarchical CFA, bifactor CFA, exploratory structural equation modeling (ESEM), and bifactor ESEM, were tested to evaluate the optimal factor structure of the PSC-17. Results showed that the bifactor ESEM provided the best approximation of the PSC-17 data with a well-defined general psychosocial problems factor explaining 72% of the reliable variance in the total score and an internalizing factor containing 63% of reliable variance unique from the general factor. The observed overall psychosocial problems score was associated with lower academic achievement and working memory (with small effect sizes), supporting the discriminant validity of score interpretation. Results of multiple indicators multiple causes (MIMIC) analyses revealed that all items functioned equivalently across child gender and age.</p>","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10361684/pdf/nihms-1794043.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9936014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1027/1015-5759/a000700
Martin Daumiller, Stefan Janke, Julia Hein, Raven Rinas, Oliver Dickhäuser, Markus Dresel
Abstract: Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or under-estimate specific dimensions of teaching quality, the aggregation of these dimensions in the form of overarching teaching quality well reflects differences in teaching quality between teachers. Accordingly, we test a ten-item measure that allows faculty to self-report their teaching quality based on the aspects distinguished in the SEEQ ( Marsh, 1982 , 2007 ). Using 15,503 student assessments of teaching quality in 889 sessions taught by 97 faculty members, we conducted Doubly Latent Multi Level Modelling while considering bias and unfairness variables to model overarching teaching quality assessed by students, and simultaneously corrected for measurement error and potential distortions through the assessment situation. This global factor of teaching quality was strongly associated with teacher self-reported teaching quality (ρ = .74), which we interpret as evidence that global teacher reports of teaching quality can serve as sensible indicators of overarching teaching quality for nomothetic research in higher education.
{"title":"Teaching Quality in Higher Education","authors":"Martin Daumiller, Stefan Janke, Julia Hein, Raven Rinas, Oliver Dickhäuser, Markus Dresel","doi":"10.1027/1015-5759/a000700","DOIUrl":"https://doi.org/10.1027/1015-5759/a000700","url":null,"abstract":"Abstract: Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or under-estimate specific dimensions of teaching quality, the aggregation of these dimensions in the form of overarching teaching quality well reflects differences in teaching quality between teachers. Accordingly, we test a ten-item measure that allows faculty to self-report their teaching quality based on the aspects distinguished in the SEEQ ( Marsh, 1982 , 2007 ). Using 15,503 student assessments of teaching quality in 889 sessions taught by 97 faculty members, we conducted Doubly Latent Multi Level Modelling while considering bias and unfairness variables to model overarching teaching quality assessed by students, and simultaneously corrected for measurement error and potential distortions through the assessment situation. This global factor of teaching quality was strongly associated with teacher self-reported teaching quality (ρ = .74), which we interpret as evidence that global teacher reports of teaching quality can serve as sensible indicators of overarching teaching quality for nomothetic research in higher education.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135315083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1027/1015-5759/a000777
Mark S. Allen, Davina A. Robson, D. Iliescu
{"title":"Face Validity","authors":"Mark S. Allen, Davina A. Robson, D. Iliescu","doi":"10.1027/1015-5759/a000777","DOIUrl":"https://doi.org/10.1027/1015-5759/a000777","url":null,"abstract":"","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46213190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1027/1015-5759/a000756
Burcu Arslan, Caitlin Tenison, B. Finn
Abstract: Pauses represented in process data captured from digital learning and assessment tasks are defined as the time elapsed between two subsequent events. Pauses are used as a marker of unobservable cognitive processes, such as encoding, problem-solving, and planning, that underlie test takers’ subsequent observable actions in educational assessment. To make valid inferences about the underlying cognitive processes represented by pauses, we argue that applying a task-specific cognitive modeling approach is required. We discuss and demonstrate how to apply a task-specific, theoretical cognitive modeling approach for interpreting pauses. We believe that this approach will have value for educational researchers seeking to make valid, task-general inferences about test-taker cognition from pauses represented in process data.
{"title":"Going Beyond Observable Actions","authors":"Burcu Arslan, Caitlin Tenison, B. Finn","doi":"10.1027/1015-5759/a000756","DOIUrl":"https://doi.org/10.1027/1015-5759/a000756","url":null,"abstract":"Abstract: Pauses represented in process data captured from digital learning and assessment tasks are defined as the time elapsed between two subsequent events. Pauses are used as a marker of unobservable cognitive processes, such as encoding, problem-solving, and planning, that underlie test takers’ subsequent observable actions in educational assessment. To make valid inferences about the underlying cognitive processes represented by pauses, we argue that applying a task-specific cognitive modeling approach is required. We discuss and demonstrate how to apply a task-specific, theoretical cognitive modeling approach for interpreting pauses. We believe that this approach will have value for educational researchers seeking to make valid, task-general inferences about test-taker cognition from pauses represented in process data.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44512140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1027/1015-5759/a000757
Philine Drake, J. Hartig, Manuel Froitzheim, Gunnar Mau, Hanna Schramm-Klein, M. Schuhen
Abstract: The present study aims to investigate elementary school children’s self-control as an important aspect of their purchasing literacy in a simulated supermarket. To this end, 136 children were asked to shop on a limited budget and work through a given shopping list. We processed the data of this task in two ways: First, we combined process and product data into a common score for a differentiated assessment of task performance. Second, we derived theory-based behavioral indicators from the log data. By means of a structural equation model, we confirmed that the covariance between them could be explained by a factor of self-control. Within the structural equation model, we also investigated whether self-controlled behavior mediated the relationship between self-reported impulsivity and task performance. This could not be confirmed, even though self-controlled behavior was positively related to task performance. Self-control and impulsivity both correlated positively with a distrustful attitude toward advertising. Higher self-control was also significantly related to better monitoring one’s finances at the point of sale.
{"title":"Theory-Based Behavioral Indicators for Children’s Purchasing Self-Control in a Computer-Based Simulated Supermarket","authors":"Philine Drake, J. Hartig, Manuel Froitzheim, Gunnar Mau, Hanna Schramm-Klein, M. Schuhen","doi":"10.1027/1015-5759/a000757","DOIUrl":"https://doi.org/10.1027/1015-5759/a000757","url":null,"abstract":"Abstract: The present study aims to investigate elementary school children’s self-control as an important aspect of their purchasing literacy in a simulated supermarket. To this end, 136 children were asked to shop on a limited budget and work through a given shopping list. We processed the data of this task in two ways: First, we combined process and product data into a common score for a differentiated assessment of task performance. Second, we derived theory-based behavioral indicators from the log data. By means of a structural equation model, we confirmed that the covariance between them could be explained by a factor of self-control. Within the structural equation model, we also investigated whether self-controlled behavior mediated the relationship between self-reported impulsivity and task performance. This could not be confirmed, even though self-controlled behavior was positively related to task performance. Self-control and impulsivity both correlated positively with a distrustful attitude toward advertising. Higher self-control was also significantly related to better monitoring one’s finances at the point of sale.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57277541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.1027/1015-5759/a000762
Carmen Cervone, Caterina Suitner, Luciana Carraro, A. Maass
Abstract: In three studies, we developed and validated the Belief-aligned Collective Action scale (BCA), a new measure of collective action that discriminates the so far confounded engagement in collective action from the ideological stance on the issue. In Studies 1a ( N = 585 Italian adult participants, 61% women) and 1b ( N = 296 British adult participants, 52% women), an Exploratory Factor Analysis identified two factors, Normative and Non-normative actions. In Study 2 ( N = 602 Italian adult participants, 50% women), a bifactor Confirmatory Factor Analysis showed an adequate fit of the two-factor structure. Across studies, the scale presents good internal reliability (as indicated by Cronbach’s α and ω total) and correlations in the predicted direction with common predictors of collective action, namely efficacy, anger, and group identity. Furthermore, Study 2 shows the generalizability of the scale to multiple topics, of which some are more relevant to left-wing people (e.g., wealth tax) and some to right-wing people (e.g., abortion). In these cases, we find no evidence for the effect of ideological variables such as political orientation and system justification. This tool allows researchers to assess collective action unbiasedly, contributing to the bridging of the ideological knowledge gap in the field of social psychology.
{"title":"An Impartial Measure of Collective Action","authors":"Carmen Cervone, Caterina Suitner, Luciana Carraro, A. Maass","doi":"10.1027/1015-5759/a000762","DOIUrl":"https://doi.org/10.1027/1015-5759/a000762","url":null,"abstract":"Abstract: In three studies, we developed and validated the Belief-aligned Collective Action scale (BCA), a new measure of collective action that discriminates the so far confounded engagement in collective action from the ideological stance on the issue. In Studies 1a ( N = 585 Italian adult participants, 61% women) and 1b ( N = 296 British adult participants, 52% women), an Exploratory Factor Analysis identified two factors, Normative and Non-normative actions. In Study 2 ( N = 602 Italian adult participants, 50% women), a bifactor Confirmatory Factor Analysis showed an adequate fit of the two-factor structure. Across studies, the scale presents good internal reliability (as indicated by Cronbach’s α and ω total) and correlations in the predicted direction with common predictors of collective action, namely efficacy, anger, and group identity. Furthermore, Study 2 shows the generalizability of the scale to multiple topics, of which some are more relevant to left-wing people (e.g., wealth tax) and some to right-wing people (e.g., abortion). In these cases, we find no evidence for the effect of ideological variables such as political orientation and system justification. This tool allows researchers to assess collective action unbiasedly, contributing to the bridging of the ideological knowledge gap in the field of social psychology.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42260519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1027/1015-5759/a000761
Teresa M. Ober, Cheng Liu, Ying Cheng
Abstract: We develop and validate a short self-report measure of test anxiety, the Trait Test Anxiety Inventory – Short (TTAI-S) following the Kane (2013) validation framework. Data were collected from three independent samples of young adults in the US ( N = 629; Mage = 22.25 years). Evidence was gathered to support three aspects of the validity argument (i.e., scoring, extrapolation, and generalization). Good internal consistency and confirmed structure of a single factor supported scoring inferences. Scalar measurement invariance between different samples (Internet vs. undergraduate students) and demographic subgroups (i.e., gender, race/ethnicity, and parental educational attainment) provided evidence for generalization inferences. Significant associations between the TTAI-S score and theoretically relevant (state test anxiety, performance expectation, and self-confidence in math) and weaker associations with less relevant constructs (enjoyment, motivation, and values in learning math) substantiated extrapolation inferences. Having established measurement invariance, we examined demographic differences and found that students historically underserved or underrepresented in STEM disciplines reported greater test anxiety than their counterparts. These findings support the validity of the TTAI-S, a concise measure that is easy to administer and easy to score. The TTAI-S may be used to further investigate trait test anxiety for a diverse population, particularly factors that may contribute to or mitigate group differences.
{"title":"Development, Validation, and Evidence of Measurement Invariance of a Shortened Measure of Trait Test Anxiety","authors":"Teresa M. Ober, Cheng Liu, Ying Cheng","doi":"10.1027/1015-5759/a000761","DOIUrl":"https://doi.org/10.1027/1015-5759/a000761","url":null,"abstract":"Abstract: We develop and validate a short self-report measure of test anxiety, the Trait Test Anxiety Inventory – Short (TTAI-S) following the Kane (2013) validation framework. Data were collected from three independent samples of young adults in the US ( N = 629; Mage = 22.25 years). Evidence was gathered to support three aspects of the validity argument (i.e., scoring, extrapolation, and generalization). Good internal consistency and confirmed structure of a single factor supported scoring inferences. Scalar measurement invariance between different samples (Internet vs. undergraduate students) and demographic subgroups (i.e., gender, race/ethnicity, and parental educational attainment) provided evidence for generalization inferences. Significant associations between the TTAI-S score and theoretically relevant (state test anxiety, performance expectation, and self-confidence in math) and weaker associations with less relevant constructs (enjoyment, motivation, and values in learning math) substantiated extrapolation inferences. Having established measurement invariance, we examined demographic differences and found that students historically underserved or underrepresented in STEM disciplines reported greater test anxiety than their counterparts. These findings support the validity of the TTAI-S, a concise measure that is easy to administer and easy to score. The TTAI-S may be used to further investigate trait test anxiety for a diverse population, particularly factors that may contribute to or mitigate group differences.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48340799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：