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Cognitive Dyadic Measurements: A Game-Changer? Construction and First Validation of Three Cognitively Demanding Competitive Tasks 认知二元测量:游戏规则改变者?三个认知要求竞争性任务的构建与首次验证
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-01-08 DOI: 10.1177/07342829221149155
Dirk Lubbe, Pascale Stephanie Petri
Competition among individuals is a natural mode of determining who is fittest. While in nature, economics, and sports, it is common to infer ability or aptitude from the outcome of competitions, our knowledge on its effects in regard to psychological/educational assessment is scarce. In the present pilot study, we explore a measurement approach for assessing individual differences in interpersonal, face-to-face competitions, based on a set of cognitively demanding, competitive, fast-paced, two-opponent tasks. For initial task evaluation, we conducted comprehensive reliability and construct validation analyses, considering cognitive ability, motivation, and personality measures. Moreover, using structural equation models we conducted a simultaneous factorization of the tasks with the other validation measures. The results suggest that the newly developed tasks measure both cognitive ability (intelligence) as well as a competition-specific component. The competition-specific component was positively associated with experience in competitive gaming and negatively correlated with neuroticism. While the pattern of validities was promising, the measurements’ reliabilities were yet unsatisfactory. Implications for future research as well as the design of competition-based measurements are discussed.
个体之间的竞争是决定谁最适者的一种自然模式。虽然在自然、经济和体育领域,从比赛结果推断能力或倾向是很常见的,但我们对其在心理/教育评估方面的影响知之甚少。在目前的试点研究中,我们探索了一种评估人际面对面竞争中个体差异的测量方法,该方法基于一组认知要求高、竞争激烈、快节奏的两个对手的任务。对于初始任务评估,我们进行了全面的可靠性和结构验证分析,考虑了认知能力、动机和个性指标。此外,使用结构方程模型,我们对任务和其他验证措施进行了同时因子分解。研究结果表明,新开发的任务既衡量认知能力(智力),也衡量竞争特定成分。比赛特定成分与竞技游戏体验呈正相关,与神经质呈负相关。虽然有效性模式很有希望,但测量的可靠性仍不令人满意。讨论了对未来研究以及基于竞争的测量设计的启示。
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引用次数: 0
Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study 中学生家庭作业期望价值成本量表的有效性研究
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-01-06 DOI: 10.1177/07342829221149149
Jianzhong Xu
We investigated the psychometric properties of the Homework Expectancy Value Cost Scale (HEVCS), using 1,072 Chinese students in Grades 7–8. Results from confirmatory factor analyses (CFA) indicated that the HEVCS included three factors: Homework Expectancy, Homework Value, and Homework Cost. Additionally, no latent mean differences were found across gender and grade level. Furthermore, the HEVCS had adequate to very good reliability estimates. Finally, congruent with theoretical predictions, Homework Expectancy and Homework Value were related positively to homework effort, completion, and mathematics achievement, and negatively to homework procrastination. Homework Cost was related negatively to homework effort, completion, and mathematics achievement, and positively to homework procrastination. Our investigation provides compelling evidence that the HEVCS is a valid scale for assessing homework motivational beliefs.
本文以1072名中国7-8年级学生为研究对象,研究了家庭作业期望值成本量表(HEVCS)的心理测量特性。验证性因子分析(CFA)结果显示,家庭作业期望、家庭作业价值和家庭作业成本是影响家庭作业价值的三个因素。此外,在性别和年级水平之间没有发现潜在的平均差异。此外,HEVCS具有足够到非常好的可靠性估计。最后,与理论预测一致,家庭作业期望和家庭作业价值与家庭作业努力、完成度和数学成绩呈正相关,与家庭作业拖延负相关。家庭作业成本与家庭作业努力、完成度、数学成绩呈负相关,与家庭作业拖延呈正相关。我们的调查提供了令人信服的证据,证明HEVCS是评估家庭作业动机信念的有效量表。
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引用次数: 0
The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners 语音加工综合测试,第二版:双语学习者的测量不变性
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-01-03 DOI: 10.1177/07342829221149323
G. Shergill, Hailey Camozzi, Meagan D. O’Malley, Arlene Ortiz
The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in the United States, is critical. This study tested the metric and scaler invariance of CTOPP-2 scores among school-aged children (n = 242; 41.3% Spanish-speaking DLL). Results indicate that the CTOPP-2’s three-factor (i.e., Phonological Awareness, Phonological Memory, and Rapid Automatic Naming) measurement structure displays metric and scalar invariance for DLLs. Model fit was improved when the Phonological Awareness and Phonological Memory factors were combined. Implications for future research and the practice of psychoeducational diagnostic assessment with DLLs are discussed.
《语音处理综合测试》,第2版(CTOPP-2;Wagner等人,2013)通常在k-12公立学校用于评估阅读成绩的基本认知处理技能。双语言学习者(DLL)是一个占美国学龄人口10%以上的群体,对其使用的心理支持至关重要。本研究测试了学龄儿童CTOPP-2评分的度量和标量不变性(n=242;41.3%讲西班牙语的DLL)。结果表明,CTOPP-2的三因素(即语音意识、语音记忆和快速自动命名)测量结构显示了DLL的度量和标量不变性。当语音意识和语音记忆因素相结合时,模型拟合得到改善。讨论了用DLL进行心理教育诊断评估对未来研究和实践的启示。
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引用次数: 0
Examination of Psychometric Evidence for Criterion-Referenced Scores from the SSIS SEL Brief Scales SSIS-SEL简明量表标准参考分数的心理测量证据检验
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2022-12-13 DOI: 10.1177/07342829221144717
Pui‐wa Lei, Hui Zhao, S. Hart, Xinyue Li, J. DiPerna
Efficient and intuitive interpretive frameworks for social-emotional learning (SEL) measures are necessary for identifying student needs and informing programming decisions across multitiered systems of support in schools. Though familiar to educators and often used with standardized tests of academic achievement, criterion-referenced frameworks are less common in SEL assessment. As such, the current study examined the psychometric evidence for scores from one such framework, the Competency-Referenced Performance Framework, which was developed to inform universal screening decisions based on the SSIS SEL Brief Scales (Elliott et al., 2020). Specifically, we evaluated stability, test-criterion relationships with academic outcomes, and treatment sensitivity of the CRPF using data from an efficacy trial of a universal SEL program. Results provided preliminary supportive evidence for the CRPF.
有效和直观的社会情感学习(SEL)措施解释框架对于识别学生需求和为学校多层支持系统的编程决策提供信息是必要的。尽管教育工作者很熟悉,并且经常与学业成绩的标准化测试一起使用,但标准参考框架在SEL评估中并不常见。因此,目前的研究检查了一个这样的框架——能力参考绩效框架——的得分的心理测量证据,该框架是为基于SSIS SEL简要量表的通用筛选决策提供信息而开发的(Elliott等人,2020)。具体而言,我们使用通用SEL项目疗效试验的数据评估了CRPF的稳定性、测试标准与学术成果的关系以及治疗敏感性。结果为CRPF提供了初步的支持性证据。
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引用次数: 0
Contribution to the Validation of the Expectancy-Value Scale for Primary School Students 对小学生期望值量表验证的贡献
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2022-12-13 DOI: 10.1177/07342829221144868
F. Peixoto, J. Radišić, Ksenija Krstić, Kajsa Yang Hansen, A. Laine, A. Baucal, Maarja Sõrmus, Lourdes Mata
Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’ age.
基于“期望值”理论,本文报道了一种用于测量学生数学动机的工具的心理测量特性。参与者是来自爱沙尼亚、芬兰、挪威、葡萄牙、塞尔维亚和瑞典的2045名三年级、四年级和五年级学生。期望值量表(EVS)适用于小学早期教育,用于测量与数学领域相关的能力自我感知和主观任务值。结果表明,模型拟合良好,符合期望值理论。EVS维数显示出良好的可靠性,并且建立了标量不变性。然而,研究结果也表明,一些EVS维度之间存在高度相关性,这在这个年龄段的学生中得到了充分的证明。研究结果与“期望值”理论框架和学生年龄有关。
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引用次数: 1
Advancing Educational Research on Children’s Self-Regulation With Observational Measures 用观察手段推进儿童自我调节的教育研究
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2022-12-08 DOI: 10.1177/07342829221143208
Janina Eberhart, Andrew E. Koepp, S. Howard, R. Kok, D. McCoy, Sara T. Baker
Self-regulation is crucial for children’s development and learning. Almost by convention, it is assumed that self-regulation is a relatively stable skill, and little is known about its dynamic nature and context dependency. Traditional measurement approaches such as single direct assessments and adult reports are not well suited to address questions around variations of self-regulation within individuals and influences from social-contextual factors. Measures relying on child observations are uniquely positioned to address these questions and to advance the field by shedding light on self-regulatory variability and incremental growth. In this paper, we review traditional measurement approaches (direct assessments and adult reports) and recently developed observational measures. We discuss which questions observational measures are best suited to address and why traditional measurement approaches fall short. Finally, we share lessons learned based on our experiences using child observations in educational settings and discuss how measurement approaches should be carefully aligned to the research questions.
自我调节对儿童的发展和学习至关重要。几乎按照惯例,人们认为自我调节是一种相对稳定的技能,对其动态性和环境依赖性知之甚少。传统的测量方法,如单一直接评估和成人报告,不太适合解决有关个人内部自我调节变化和社会环境因素影响的问题。基于儿童观察的措施具有独特的定位,可以解决这些问题,并通过揭示自我调节的可变性和渐进式增长来推动该领域的发展。在本文中,我们回顾了传统的测量方法(直接评估和成人报告)和最近发展的观察方法。我们讨论了观测测量最适合解决的问题以及为什么传统测量方法不足。最后,我们分享了基于我们在教育环境中使用儿童观察的经验教训,并讨论了如何将测量方法与研究问题仔细结合起来。
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引用次数: 0
Psychometric Properties of a Preschool Language, Literacy, and Behavior Screener 学龄前儿童语言、读写能力和行为筛选者的心理测量特性
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2022-12-06 DOI: 10.1177/07342829221143417
Yagmur Seven, R. Dedrick, Keri M. Madsen, T. Spencer, E. Kelley, Howard Goldstein
This study investigated the psychometric properties of the Preschool Language, Literacy, and Behavior Screener (PLLB-S). We examined and tested the factor structure of the PLLB-S using exploratory and confirmatory factor analyses. We further conducted internal consistency, concurrent validity, and predictive validity analyses and evaluated teacher satisfaction using PLLB-S. Our factor analyses resulted in 22 items distributed among three subscales with high internal consistency: Oral language, emergent literacy, and behavior skills. The PLLB-S and its subscales correlated moderately to strongly with standardized measures. The emergent literacy of the PLLB-S was the only subscale that significantly predicted children’s later vocabulary knowledge. Preschool teachers reported high satisfaction with the content and purpose of the questionnaire. We concluded that this tool with sound psychometric properties can potentially help increase the feasibility and efficiency of implementing standardized assessments in MTSS frameworks in preschool classrooms.
本研究调查了学龄前语言、识字和行为筛查者(PLLB-S)的心理测量特性。我们使用探索性和验证性因素分析来检验PLLB-S的因素结构。我们进一步进行了内部一致性、并发有效性和预测有效性分析,并使用PLLB-S评估了教师满意度。我们的因素分析得出了22个项目,分布在三个具有高度内部一致性的分量表中:口语、突发识字和行为技能。PLLB-S及其分量表与标准化测量有中度到强烈的相关性。PLLB-S的新兴识字能力是唯一能显著预测儿童后期词汇知识的分量表。幼儿教师对调查问卷的内容和目的表示高度满意。我们得出的结论是,这种具有良好心理测量特性的工具可能有助于提高在学前课堂MTSS框架中实施标准化评估的可行性和效率。
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引用次数: 0
Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation 学生意见量表的开发与内部效度:一种衡量应试动机的方法
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2022-11-25 DOI: 10.1177/07342829221140957
D. Pastor, Chris R. Patterson, S. Finney
In low-stakes testing contexts, there are minimal personal consequences associated with examinee performance. Examples include assessments administered for research, program evaluation, test development, and international comparisons (e.g., Programme for International Student Assessment [PISA]). Because test-taking motivation can suffer in low-stakes conditions, the Student Opinion Scale (SOS) is commonly administered to measure test-taking effort and how personally important the examinee feels it is to do well on the test. Although popular, studies of the scale’s internal validity yield conflicting findings. The present study critically evaluates the creation of the SOS and considers its factor structure across six samples of college students differing in their college experience level and version of the SOS administered. Because findings only support the internal validity of the effort subscale, further study and development of the importance subscale is recommended.
在低风险的考试环境中,与考生表现相关的个人后果最小。例子包括研究评估、项目评估、测试开发和国际比较(例如,国际学生评估项目[PISA])。由于参加考试的动机在低风险的情况下会受到影响,学生意见量表(SOS)通常被用来衡量参加考试的努力以及考生认为在考试中取得好成绩的个人重要性。尽管该量表很受欢迎,但对其内部有效性的研究得出了相互矛盾的结果。本研究批判性地评估了SOS的创建,并考虑了其在六个大学生样本中的因素结构,这些样本在他们的大学经历水平和实施的SOS版本上有所不同。由于研究结果仅支持努力分量表的内部效度,建议进一步研究和开发重要性分量表。
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引用次数: 1
Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students 智利学生参与量表的跨文化验证
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2022-11-24 DOI: 10.1177/07342829221141512
Jorge J. Varela, R. Melipillán, Amy L. Reschly, Ana Maria Squicciarini Navarro, Felipe Peña Quintanilla, Paola Sánchez Campos
Student engagement is associated with various aspects of students’ school experiences, including student achievement, high school completion, and post-secondary success. As measurement of student engagement has grown in countries around the world, few studies have been conducted in South America. This study examined a translated version of the Student Engagement Instrument, widely used in the U.S. and other countries, in a study of 2337 adolescents in Chile. Consistent with prior research, confirmatory factor analyses revealed a six-factor solution as the best fit for the data. However, fewer items were retained than on the studies of the SEI with students in the U.S. The Future Goals and Aspirations and Extrinsic motivation subscales were associated, in expected directions, with achievement 1 year later.
学生参与与学生学校经历的各个方面有关,包括学生成绩、高中毕业和中学后的成功。随着对学生参与度的衡量在世界各国越来越多,在南美进行的研究却很少。本研究在智利对2337名青少年进行的一项研究中,检查了在美国和其他国家广泛使用的学生参与工具的翻译版本。与先前的研究一致,验证性因子分析显示,六因素的解决方案是最适合的数据。然而,与美国学生的SEI研究相比,保留的项目更少。未来目标和愿望以及外在动机子量表在预期方向上与一年后的成就相关。
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引用次数: 1
The Effects of Changing Negatively Worded Items to Positively Worded Items on the Reliability and the Factor Structure of Psychological Scales 由否定词改为肯定词对心理量表信度和因子结构的影响
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2022-11-23 DOI: 10.1177/07342829221141934
H. Dodeen
In survey measurement, acquiescence bias is a response effect that occurs when respondents agree to the item or the question in the scale regardless of its content. It is assumed that negative items force participants not to agree with some items. Using the mixture approach, however, is not without a substantial cost on both the structure and the scale psychometric properties. The effects of including negative items in scales is what this study tried to investigate. Therefore, the aim of the study is to empirically evaluate the effects of changing negative items to their equivalent positively worded items on the reliability and the factor structure of psychological scales. It is hypothesized that this approach improves the scale factors structures and reliability. Seven commonly used psychological scales that have both negatively and positively worded items have been selected. The scales were applied on seven different samples with a total number of 4192 participants from a public university in the United Arab Emirates. The results confirmed that changing negative items to their equivalent positively directed items systematically and significantly increased the reliability values as well as improved the factor structure of psychological scales.
在调查测量中,默认偏差是一种反应效应,当受访者同意量表中的项目或问题时,无论其内容如何。假设负面项目迫使参与者不同意某些项目。然而,使用混合方法在结构和量表心理测量特性上并非没有实质性的成本。这项研究试图调查在量表中包含负面项目的影响。因此,本研究的目的是实证评估将否定项改为等价的肯定项对心理量表的信度和因子结构的影响。据推测,这种方法提高了标度因子的结构和可靠性。选择了七种常用的心理量表,它们既有消极的措辞,也有积极的措辞。该量表应用于七个不同的样本,共有4192名参与者来自阿拉伯联合酋长国的一所公立大学。结果证实,将负向项目系统地、显著地改为等价的正向项目可以提高信度值,改善心理量表的因子结构。
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引用次数: 1
期刊
Journal of Psychoeducational Assessment
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