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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 Q3 PSYCHOLOGY, EDUCATIONAL 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 Q3 PSYCHOLOGY, EDUCATIONAL 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 Q3 PSYCHOLOGY, EDUCATIONAL 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 Q3 PSYCHOLOGY, EDUCATIONAL 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 Q3 PSYCHOLOGY, EDUCATIONAL 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 Q3 PSYCHOLOGY, EDUCATIONAL 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 Q3 PSYCHOLOGY, EDUCATIONAL 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
How Grit-S Items Work in Measuring Growth: Focusing on Item Discrimination and Sensitivity to Change Grit-S项目如何衡量成长:关注项目歧视和变化敏感性
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-11-23 DOI: 10.1177/07342829221139344
H. Lim, Sora Lee
This study investigates how sensitively the current grit measure (Grit-S) is able to reflect the differences between individuals (i.e. item discrimination) and change within individuals (i.e. sensitivity to change of items) using longitudinal data. Data from the Korean Children and Youth Panel Study 2018 of elementary (fourth grade) and middle school (seventh grade) cohorts were analyzed. We compared a series of longitudinal factor models of change with an initial trait and a change in grit represented by latent traits. Results showed that the models hypothesizing two latent traits with respect to the two elements of grit (interest and effort) best fit the data. In the elementary school cohort, sensitivity to change was different from discriminating between-person differences at baseline. Meanwhile, in the middle school cohort, sensitivity to change was identical to discriminating between-person differences at baseline. The items having low discrimination and low sensitivity to change resulted in syntactical complexity and did not accurately reflect the trait that was intended to be measured. Despite the Grit-S being widely used for many years, it is suggested that researchers and educators should administer this measure at taking an individual’s change and school-level difference into account.
本研究利用纵向数据考察了当前粒度测量(grit - s)能够反映个体之间的差异(即项目歧视)和个体内部的变化(即对项目变化的敏感性)的敏感性。分析了2018年韩国儿童和青少年小组研究中小学(四年级)和中学(七年级)队列的数据。我们比较了一系列以初始性状和以潜在性状为代表的粒度变化的纵向因子模型。结果表明,假设关于毅力的两个要素(兴趣和努力)的两个潜在特征的模型最适合数据。在小学队列中,对变化的敏感性与基线的人与人之间差异的区分不同。与此同时,在中学队列中,对变化的敏感性与在基线上区分人与人之间的差异相同。辨别度低、变化敏感度低的题目导致句法复杂,不能准确反映被测特质。尽管Grit-S已被广泛使用多年,但建议研究人员和教育工作者在管理这一措施时应考虑到个人的变化和学校水平的差异。
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引用次数: 0
Comparing AimswebPlus to the Benchmark Assessment System for Universal Screening in Upper Elementary Grades 比较AimswebPlus与小学高年级普遍筛选基准评估系统
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-11-22 DOI: 10.1177/07342829221139520
David A. Klingbeil, Ethan R. Van Norman, David J. Osman, Kimberly Berry-Corie, Caroline K. Carberry, Jessica S. Kim
Early identification of students needing additional support is a foundational component of Multi-Tiered Systems of Support (MTSS). Due to the resource-intensive nature of implementing MTSS, it is critical that universal screening procedures are maximally accurate and efficient. The purpose of this study was to compare the classification accuracy of aimswebPlus reading scores to the Benchmark Assessment System scores. We used data from a mid-size city in Texas to retrospectively compare the classification accuracy between fall aimswebPlus reading composites to the Benchmark Assessment System scores when predicting student performance on the statewide reading test. When classification decisions were made based on the vendor-recommended cut-scores, both measures were insufficiently sensitive for screening in MTSS. Following aimswebPlus’ recommended method for establishing local-cut scores improved the sensitivity of decisions, but the specificity values were well below minimally acceptable levels. Limitations, directions for future research, and implications for practice are discussed.
早期识别需要额外支持的学生是多层支持系统(MTSS)的基本组成部分。由于实施MTSS的资源密集性,至关重要的是,通用筛查程序要最大限度地准确和高效。本研究的目的是比较aimswibPlus阅读评分与基准评估系统评分的分类准确性。我们使用来自德克萨斯州一个中等规模城市的数据,在预测学生在全州阅读测试中的表现时,回顾性比较秋季aimswibPlus阅读复合材料与基准评估系统分数之间的分类准确性。当根据供应商建议的削减分数做出分类决定时,这两种衡量标准对MTSS中的筛查不够敏感。遵循aimswibPlus推荐的建立局部切割分数的方法提高了决策的敏感性,但特异性值远低于最低可接受水平。讨论了局限性、未来研究的方向以及对实践的启示。
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引用次数: 0
The Anti-Mattering Scale Versus the General Mattering Scale in Pathological Narcissism: How an Excessive Need to Matter Informs the Narcissism and Mattering Constructs 病理性自恋中的反Mattering量表与普通Mattering分量表:对物质的过度需求如何影响自恋和Mattering结构
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-10-27 DOI: 10.1177/07342829221136352
G. Flett, Taryn Nepon, Xena Scott
The current study uniquely examines mattering and narcissism and reflects our contention that pathological narcissism involves an excessive need to matter and a hypersensitivity to being devalued and not mattering to other people. Specifically, we evaluated the proposed association between pathological narcissism and deficits in mattering by comparing the results obtained with the Anti-Mattering Scale and the General Mattering Scale. We also evaluated anti-mattering as a potential mediator of the link between narcissism and distress. A sample of 168 university students completed the Anti-Mattering Scale, the General Mattering Scale, the Pathological Narcissism Inventory, and a depression measure. Results confirmed that elevated scores on the Anti-Mattering Scale are associated with grandiose and vulnerable narcissism as well as depression. Mattering assessed by the General Mattering Scale had a weaker association with narcissism, thus highlighting the distinction between the Anti-Mattering Scale and the General Mattering Scale. Further analyses suggested that elevated Anti-Mattering Scale scores did indeed mediate the link between vulnerable narcissism and depression in keeping with anti-mattering as a factor that elicits the vulnerability of narcissists. Our findings attest to the uniqueness of the Anti-Mattering Scale and illustrate the need to consider the role of feelings of not mattering as a contributor to the self and identity issues and interpersonal sensitivity that contribute to pathological narcissism. This work also suggests the need to emphasize an excessive need to matter when assessing the self and when developing future measures of the need to matter.
目前的研究独特地考察了物质和自恋,并反映了我们的论点,即病理性自恋涉及对物质的过度需求,以及对被贬低和对他人不重要的超敏反应。具体而言,我们通过比较抗mattering量表和普通mattering量表的结果,评估了病理性自恋与mattering缺陷之间的关系。我们还评估了反物质化作为自恋和痛苦之间联系的潜在中介。以168名大学生为样本,完成了抗Mattering量表、普通Mattering表、病理自恋量表和抑郁量表。结果证实,反Mattering量表得分的升高与浮夸和脆弱的自恋以及抑郁有关。通过普通Mattering量表评估的Mattering与自恋的关联较弱,从而突出了反Mattering分量表和普通MatteringScale之间的区别。进一步的分析表明,反Mattering量表得分的提高确实介导了易受伤害的自恋和抑郁之间的联系,这与反Matterining作为引发自恋者易受伤害因素的一致。我们的研究结果证明了反Mattering量表的独特性,并说明有必要考虑不重要的感觉在导致病理性自恋的自我和身份问题以及人际敏感性中的作用。这项工作还表明,在评估自我和制定未来的物质需求衡量标准时,有必要强调过度的物质需求。
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引用次数: 1
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Journal of Psychoeducational Assessment
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