Journal of Psychoeducational Assessment最新文献

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Further Validation of the Social Efficacy and Social Outcome Expectations Scale 社会效能与社会结果期望量表的进一步验证

IF 1.7 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-09-01 DOI: 10.1177/07342829231198277

Stephen L. Wright, Michael A. Jenkins-Guarnieri

The current study sought out to advance the Social Self-Efficacy and Social Outcome Expectations scale using multiple approaches to scale development. Data from 583 undergraduate students were used in two scale development approaches: Classic Test Theory (CTT) and Item Response Theory (IRT). Confirmatory factor analysis suggested a 2-factor structure that aligns with the theoretically based domains for SEOES items and supports previously proposed models of this scale from CTT and psychometric analyses. The IRT analysis indicated that the SEOES items have greater measurement precision at measuring lower levels of the latent constructs. Future research directions are provided and practice implications are discussed.

本研究试图采用多种方法对社会自我效能感和社会结果期望量表进行编制。以583名大学生为研究对象，采用经典测试理论(CTT)和项目反应理论(IRT)两种量表开发方法。验证性因子分析提出了一个双因子结构，该结构与SEOES项目的理论基础领域一致，并支持先前从CTT和心理测量分析中提出的该量表模型。IRT分析表明，在测量较低水平的潜在构念时，SEOES项目具有较高的测量精度。展望了未来的研究方向和实践意义。

引用次数: 0

Do Dimensions of Perfectionism Predict Dimensions of Test Anxiety While Controlling for Depression? 在控制抑郁的情况下，完美主义的维度是否能预测考试焦虑的维度?

IF 1.7 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-09-01 DOI: 10.1177/07342829221095653

P. Lowe

The present study examined whether cultural differences in different dimensions of perfectionism exist and whether different dimensions of perfectionism (i.e., rigid and self-critical perfectionism) predicted different dimensions of test anxiety while controlling for depression in a sample of Canadian and Singapore higher education students. In addition, culture was examined to determine whether it served as a moderator variable in the relationship between different dimensions of perfectionism and different dimensions of test anxiety. The present study was grounded in DiBartolo and Rendón’s cross-cultural framework for conducting intra- and intercultural research in the area of perfectionism. The sample for the study included 1,095 undergraduate students. Perfectionism, test anxiety, and depression measures were administered to the students online. The results of mean and covariance analyses found the perfectionism measure was invariant across Canadian and Singapore students. In addition, the results of latent mean analyses found no significant differences on the different dimensions of perfectionism between Canadian and Singapore students. The results of analyses of variance also found no significant differences in different ethnic groups on the different dimensions of perfectionism in Canada and Singapore. Furthermore, the results of five hierarchical regression analyses found self-critical perfectionism explained unique variance in the five different test anxiety dimensions while controlling for depression, and culture did not serve as a moderator variable in the relationship between the different dimensions of perfectionism and test anxiety. Implications of the findings are discussed.

本研究以加拿大和新加坡高等教育学生为样本，考察了完美主义不同维度的文化差异是否存在，以及完美主义的不同维度（即刻板和自我批评的完美主义）是否预测了考试焦虑的不同维度，同时控制了抑郁。此外，还对文化进行了研究，以确定它是否是完美主义不同维度和考试焦虑不同维度之间关系的调节变量。本研究基于DiBartolo和Rendón在完美主义领域进行跨文化和内部研究的跨文化框架。该研究的样本包括1095名本科生。在网上对学生进行完美主义、考试焦虑和抑郁测试。均值和协方差分析的结果发现，完美主义测量在加拿大和新加坡学生中是不变的。此外，潜在均值分析的结果发现，加拿大和新加坡学生在完美主义的不同维度上没有显著差异。方差分析结果还发现，在加拿大和新加坡，不同种族在完美主义的不同维度上没有显著差异。此外，五项分层回归分析的结果发现，自我批评完美主义在控制抑郁的同时，解释了五个不同考试焦虑维度的独特差异，而文化并不是完美主义不同维度与考试焦虑关系的调节变量。讨论了研究结果的含义。

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引用次数: 0

Assessment of Engagement and Disaffection With the Student Engagement Instrument 用学生参与量表评估参与与不满

IF 1.7 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-08-29 DOI: 10.1177/07342829231199314

Kayleigh O’Donnell, Amy L. Reschly, James J. Appleton

Research suggests the need to assess both positive and negative forms of student engagement. The purpose of this study was to pilot disaffection items with the Student Engagement Instrument (SEI) with a sample of middle school students from a rural area in the Southeastern U.S. This study explored the factor structure of the piloted items alongside the SEI, measurement invariance, and associations between student engagement and disaffection with educational outcomes such as mathematics and reading test scores, discipline referrals, and absences. Results hold implications for our theoretical understanding of engagement, suggesting that engagement and disaffection dimensions are theoretically and psychometrically distinct.

研究表明，有必要对学生积极和消极的参与形式进行评估。本研究的目的是在美国东南部农村地区的中学生样本中使用学生参与工具(SEI)试点不满项目。本研究探讨了试点项目与SEI的因素结构，测量不变异性，以及学生参与和不满与教育成果(如数学和阅读考试成绩，纪律转介和缺勤)之间的联系。研究结果为我们对敬业度的理论理解提供了启示，表明敬业度和不满度在理论和心理测量学上是不同的。

引用次数: 0

Psychometric Properties of the Turkish Version of the Teacher Academic Optimism Scale 土耳其语版教师学业乐观量表的心理测量特征

4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-08-23 DOI: 10.1177/07342829231197460

Erdem Karataş, Murat Özdemir

This study aimed to adapt Teacher Academic Optimism Scale-Secondary (TAOS-S) to Turkish culture. A total of 453 public school teachers in Turkey participated in the study. We examined the validity, reliability, and measurement invariance of the scale across school levels. The results indicated good internal consistency of the TAOS, suggesting a good measure to assess teacher academic optimism. Confirmatory factor analysis revealed that the three-dimensional individual teacher academic optimism construct showed a good fit with strong reliability evidence. Multigroup confirmatory factor analysis results indicated both configural and metric invariance was observed across school levels; however, scalar invariance was only partially confirmed. Overall, our results show the TAOS has sound psychometric properties, is culturally and linguistically acceptable, and is equally effective in assessing the academic optimism of Turkish teachers.

本研究旨在调整教师学业乐观量表-中学(TAOS-S)以适应土耳其文化。土耳其共有453名公立学校教师参与了这项研究。我们检验了量表的效度、信度和测量不变性。结果表明，TAOS具有良好的内部一致性，为评价教师学业乐观提供了一个良好的指标。验证性因子分析显示，教师个人学业乐观的三维结构具有较强的信度证据。多组验证性因子分析结果显示，在不同的学校水平上，结构不变性和度量不变性都存在;然而，标量不变性只是部分得到了证实。总的来说，我们的结果表明TAOS具有良好的心理测量特性，在文化和语言上是可接受的，并且在评估土耳其教师的学术乐观主义方面同样有效。

引用次数: 0

Evaluating Phonemic Awareness and Orthographic Mapping With the Woodcock–Johnson IV 用Woodcock-Johnson评价音位意识和正字法映射

IF 1.7 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-08-16 DOI: 10.1177/07342829231196199

Jason R. Parkin, Daniel B. Hajovsky, V. Alfonso

Although phonemic awareness is an essential skill in learning to decode written words, practitioners may question which phonemic awareness tasks best operationalize their relationship with orthographic mapping, the process that converts a decoded word into one instantly recognized on sight. Tests from the Woodcock– Johnson IV were used to evaluate the effects of phonemic awareness tasks and vocabulary on measures of pseudoword decoding, word reading, and spelling in three age groups (ages 6 to 8, 9 to 13, and 14 to 19 years) within the WJ IV normative sample ( N = 4082). Results from path analysis indicated the effects of phonemic awareness tasks and vocabulary varied depending on age and reading task type with mixed results based on theoretical expectations. Results from the 9 to 13 age group appeared closest to conforming to hypotheses. We discuss implications of measuring phonemic awareness, reading, and spelling in the context of comprehensive psychoeducational assessment.

尽管音位意识是学习解码书面单词的一项基本技能，但从业者可能会质疑哪项音位意识任务最能操作它们与正字法映射的关系，正字法映射是将解码的单词转换为视觉上立即识别的单词的过程。Woodcock–Johnson IV的测试用于评估WJ IV标准样本（N=4082）中三个年龄组（6至8岁、9至13岁和14至19岁）的音素意识任务和词汇对假单词解码、单词阅读和拼写测量的影响。路径分析的结果表明，音位意识任务和词汇的影响因年龄和阅读任务类型而异，基于理论预期的结果参差不齐。9至13岁年龄组的结果似乎最符合假设。我们讨论了在综合心理教育评估的背景下测量音位意识、阅读和拼写的含义。

引用次数: 0

Examining the Psychometric Properties of the Motivational Scale of Motivated Strategies for Learning Questionnaire for English Learning Among Chinese Secondary Students 中国中学生英语学习动机策略问卷动机量表的心理测量学性质研究

4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-08-02 DOI: 10.1177/07342829231193064

Zhengdong Gan, Zheng Yuan, Randall Schumacker

This study examined the psychometric properties of the Motivational scale of the Motivated Strategies for Learning Questionnaire in a sample of 656 Chinese secondary students in an English learning context. Exploratory factor analysis and confirmatory factor analysis results suggested that a five-factor motivational structure fit the data better as opposed to the original six-factor motivational model reported by Pintrich and his colleagues. Reliability coefficients of these five motivational subscales (i.e., intrinsic value, extrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance , and test anxiety) were in the adequate to good range. All motivational subscales except test anxiety were positively correlated with metacognitive regulation and/or students’ self-rated English proficiency. The second-order CFA further provided empirical evidence to consider a common and broad motivational factor that can be inferred from the five subscales.

本研究以英语学习情境下的656名中国中学生为样本，考察了《学习动机策略问卷》动机量表的心理测量特征。探索性因素分析和验证性因素分析结果表明，与Pintrich及其同事最初报道的六因素激励模型相比，五因素激励结构更适合数据。内在价值、外在目标导向、学习信念控制、学习与绩效自我效能感、考试焦虑五个动机分量表的信度系数均在“适”至“好”的范围内。除考试焦虑外，所有动机量表均与元认知调节和/或学生自评英语熟练程度呈正相关。二阶CFA进一步提供了经验证据来考虑一个共同的和广泛的动机因素，可以从五个子量表中推断出来。

引用次数: 0

Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement: Before and During COVID-19. Woodcock-Johnson IV成绩测试的管理和评分错误:在COVID-19之前和期间

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-08-01 Epub Date: 2023-04-05 DOI: 10.1177/07342829231166725

Adam B Lockwood, Kelsey Klatka, Brandon Parker, Nicholas Benson

Eighty Woodcock-Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical errors (e.g., failure to record verbatim) were found on every protocol (M = 37.2). Critical (e.g., standard score, start point) errors were found on 98.8% of protocols (M = 15.3). Additionally, a series of paired samples t-test were conducted to determine differences in total, critical, and non-critical errors pre- and during-COVID-19. No statistic differences were found. Our findings add to a growing body of research that suggests that errors on norm-referenced tests of achievement are pervasive. However, the frequency of errors did not appear to be affected by COVID-19 stressors or social distancing requirements. Implications of these findings for training and practice are discussed. Suggestions for future research are also provided.

来自40名考试管理员的80个伍德科克-约翰逊成就测试协议被检查，以确定管理和评分错误的类型和频率。在每个协议中都发现了非关键错误(例如，未能逐字记录)(M = 37.2)。在98.8%的方案(M = 15.3)中发现了严重错误(如标准评分、起点)。此外，还进行了一系列配对样本t检验，以确定covid -19之前和期间的总、关键和非关键误差的差异。无统计学差异。越来越多的研究表明，在标准参照成绩测试中，错误是普遍存在的，而我们的发现进一步证明了这一点。然而，错误的频率似乎没有受到COVID-19压力因素或社交距离要求的影响。讨论了这些发现对培训和实践的影响。并对今后的研究提出了建议。

引用次数: 0

Evaluating the Language- and Culture-Related Construct-Irrelevant Variance and Reliability of the Sense of School Belonging Scale: Suggestions for Revision 学校归属感量表与语言文化相关结构的相关性方差和信度评价——修订建议

IF 1.7 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-07-28 DOI: 10.1177/07342829231189319

Jinyan Huang, Yaxin Dong, Chun-yan Han, Xiaojun Wang

Using expert reviews and item response theory (IRT), this study evaluated the language- and culture-related construct-irrelevant variance and reliability of the 2019 TIMSS sense of school belonging scale (SSBS) for grades 4 and 8. The five items of the SSBS, which were identical for both grades, were reviewed for the language- and culture-related construct-irrelevant variance evidence by 10 assessment experts who have expertise in Chinese and English languages and cultures. Further, the existing TIMSS 2019 SSBS data associated with the countries of China (Hong Kong), Singapore, Australia, and America were analyzed within the framework of IRT for estimating the item and scale information function values (i.e., reliability) of the SSBS. The experts did find language- and culture-related evidence in each of the five items that might lead to the construct variance of the SSBS across these four countries. The IRT results further indicated that the SSBS item and scale information function values varied considerably across these four countries. Suggestions for revising the SSBS are proposed for TIMSS program developers.

本研究使用专家评审和项目反应理论（IRT），评估了2019年TIMSS学校归属感量表（SSBS）对4年级和8年级的语言和文化相关结构的不相关方差和可靠性。10名具有中英文语言和文化专业知识的评估专家对两个年级相同的SSBS的五个项目进行了语言和文化相关构念无关方差证据的审查。此外，在IRT框架内分析了与中国（香港）、新加坡、澳大利亚和美国相关的现有TIMSS 2019 SSBS数据，以估计SSBS的项目和规模信息函数值（即可靠性）。专家们确实在这五个项目中的每一个项目中都发现了与语言和文化相关的证据，这些证据可能会导致这四个国家的SSBS结构差异。IRT结果进一步表明，这四个国家的SSBS项目和量表信息函数值差异很大。为TIMSS程序开发人员提出了修改SSBS的建议。

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引用次数: 0

School Connectedness: Examining Measurement Invariance by Gender and Grade 学校连通性:性别和年级的测量不变性检验

IF 1.7 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-07-26 DOI: 10.1177/07342829231191161

Anqi Peng, Meagan M. Patterson, Paula J. Fite

School connectedness plays a critical role in multiple aspects of child development. The purpose of this study was to operationalize school connectedness as a multidimensional construct and further assess whether this construct was measured similarly across gender and grade level among a sample of upper elementary school children (age M = 9.57; N = 361) in the United States. Based on prior scholarship, we identified and validated three key elements of school connectedness: school attachment, teacher attachment, and school safety. The results of multigroup confirmatory factor analysis showed that these three elements were measured comparably across gender and grade (Grades 3, 4, and 5). As measurement invariances by gender and grade were supported, we further examined differences in latent means among these groups and found that there were no differences in the three elements of school connectedness by gender; fourth graders had lower school attachment than third graders.

学校联系在儿童发展的多个方面发挥着至关重要的作用。本研究的目的是将学校连通性作为一个多维结构来操作，并进一步评估在美国小学高年级儿童（年龄M=9.57；N=361）的样本中，这种结构在性别和年级水平上的衡量是否相似。基于先前的研究，我们确定并验证了学校联系的三个关键要素：学校依恋、教师依恋和学校安全。多组验证性因素分析的结果表明，这三个因素在性别和年级（3、4和5年级）之间进行了比较测量。由于支持按性别和年级划分的测量不变量，我们进一步研究了这些群体之间潜在均值的差异，发现学校联系的三个要素按性别划分没有差异；四年级学生对学校的依恋程度低于三年级学生。

引用次数: 1

Does Psychoeducation Help People to Respond to Goal Lapses With Self-Compassion? 心理教育能帮助人们用自我同情来应对目标缺失吗?

IF 1.7 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment

Pub Date : 2023-07-17 DOI: 10.1177/07342829231189010

Marios Biskas, F. Sirois, Thomas Llewelyn Webb

Despite research indicating that responding with self-compassion to lapses in goal pursuit can help people to achieve their goals, there is evidence that people often struggle to respond with self-compassion when it would benefit them. One reason is that people may not be familiar with the concept of self-compassion or may think negatively of self-compassion. We propose that providing information about self-compassion and its benefits can help people to respond with self-compassion to lapses in goal pursuit. To test this, we randomly assigned participants to a self-compassion psychoeducation condition or control condition and then tested whether they responded with self-compassion to a recalled lapse. The results suggested that, although psychoeducation seemed to influence participants’ beliefs about self-compassion, there was no evidence that psychoeducation increased self-compassionate responding. This finding highlights the need to develop additional strategies to help people to translate knowledge about self-compassion into self-compassionate responses to lapses and difficulties.

尽管研究表明，对目标追求中的失误给予自我同情可以帮助人们实现目标，但有证据表明，当自我同情对他们有利时，人们往往很难给予回应。其中一个原因是人们可能不熟悉自我同情的概念，或者可能对自我同情持负面看法。我们建议，提供有关自我同情及其好处的信息可以帮助人们对追求目标的失误做出自我同情的反应。为了测试这一点，我们将参与者随机分配到自我同情心理教育条件或对照条件下，然后测试他们是否对回忆的失误有自我同情的反应。研究结果表明，尽管心理教育似乎会影响参与者对自我同情的信念，但没有证据表明心理教育会增加自我同情反应。这一发现强调了制定额外策略的必要性，以帮助人们将有关自我同情的知识转化为对失误和困难的自我同情反应。

引用次数: 0

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Journal of Psychoeducational Assessment

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