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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 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。
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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 Q2 Social Sciences 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 Q2 Social Sciences 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。
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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 Q2 Social Sciences 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。
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引用次数: 0
French Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age, and Gender French对与成绩、年龄和性别相关的多维考试焦虑量表的研究
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-06-30 DOI: 10.1177/07342829231186871
F. Fenouillet, V. Prokofieva, Sonia Lorant, J. Masson, D. Putwain
In the absence of a contemporaneous measure, the present study aimed to validate a French language translation of the Multidimensional Test Anxiety Scale (MTAS). In addition, measurement invariance was tested for gender and age. The participants were 520 secondary school students aged 11–16 years. A four-factor model of the MTAS showed a good fit to the data, good internal consistency, and the expected relations with trait anxiety and fear of assessment (positive), and examination performance (negative). Scalar invariance was shown for gender and age. Female students reported higher test anxiety scores. Older students reported higher scores on just one MTAS factor (cognitive interference); remaining factors were stable with age. The translated measure will greatly assist researchers and practitioners in the assessment of test anxiety in French language populations.
在没有同期测量的情况下,本研究旨在验证多维测试焦虑量表(MTAS)的法语翻译。此外,还测试了性别和年龄的测量不变性。参与者是520名年龄在11-16岁之间的中学生。MTAS的四因素模型显示出与数据的良好拟合、良好的内部一致性,以及与特质焦虑和评估恐惧(阳性)以及考试成绩(阴性)的预期关系。标量不变性表现为性别和年龄。女生的考试焦虑得分较高。年龄较大的学生仅在一个MTAS因素(认知干扰)上得分较高;其余因素随年龄增长而稳定。翻译后的测量结果将极大地帮助研究人员和从业者评估法语人群的考试焦虑。
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引用次数: 0
Assessing the Psychometric Properties of STEAM Competence in Primary School Students: A Construct Measurement Study 小学生STEAM能力心理测量特征的结构测量研究
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-06-29 DOI: 10.1177/07342829231186685
Shan Chen, Yuanzhao Ding
In primary schools, the incorporation of STEAM education has become a widespread trend, as it is believed to have the potential to enhance the quality of education and foster students' competencies. This investigation aimed to explore the definition, measurement model, and scale of students' STEAM competence, emphasizing their hands-on experiences in STEAM education. A total of 1126 fourth to sixth-grade students participated in the survey and were examined to assess the reliability and validity of the STEAM competence scale developed based on previous studies and theoretical foundations. The results indicate that the scale is acceptable and that there are significant connections between various indicators as confirmed by path analysis. The study’s significance, limitations, and conclusions are also addressed.
在小学,STEAM教育已成为一种普遍趋势,因为人们认为它有可能提高教育质量和培养学生的能力。本研究旨在探索学生STEAM能力的定义、测量模型和量表,强调他们在STEAM教育中的实践经验。共有1126名四至六年级学生参加了这项调查,并对其进行了检查,以评估基于先前研究和理论基础开发的STEAM能力量表的可靠性和有效性。结果表明,该量表是可接受的,并且路径分析证实,各种指标之间存在显著联系。文中还阐述了本研究的意义、局限性和结论。
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引用次数: 0
Are Both Object and Alphanumeric Rapid Automatized Naming Measures Required to Predict Word Reading Fluency in German Prereaders? 对象和字母数字快速自动命名测量是否需要预测德语预读者的单词阅读流畅性?
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-06-27 DOI: 10.1177/07342829231185375
Martin Schoefl, Susanne Seifert, Gabriele Steinmair, C. Weber
Rapid automatized naming (RAN) powerfully predicts word-level reading fluency in the first 2 years of school as well as further reading development. Here, we analyze various RAN stimuli (objects and digits) and oral/silent word reading (OWR/SWR) modalities to find feasible measures for predicting early reading development. The RAN performances of 127 children starting first grade were assessed. The children’s oral and silent word reading skills were then reassessed in the second grade. Linear regression models and relative weight analysis were used to compare reading and screening modalities and further precursors of reading such as phonological awareness and nonverbal IQ were controlled. Scores from the first grade RAN assessment did not differentially predict second grade OWR versus SWR levels. RAN digits predicted word reading development more strongly than RAN objects, which contributed uniquely when predictions used only RAN variables. However, when different precursors of reading were controlled, only RAN digits helped to predict early reading performance.
快速自动命名(RAN)有力地预测了学校前两年的单词水平阅读流利性以及进一步的阅读发展。在这里,我们分析了各种RAN刺激(对象和数字)和口头/无声单词阅读(OWR/SWR)模式,以找到预测早期阅读发展的可行措施。对127名一年级儿童的RAN表现进行了评估。然后在二年级对孩子们的口语和默读技能进行了重新评估。使用线性回归模型和相对权重分析来比较阅读和筛选模式,并控制阅读的进一步前兆,如语音意识和非语言智商。一年级RAN评估的分数对二年级OWR与SWR水平的预测没有差异。RAN数字比RAN对象更能预测单词阅读发展,当预测仅使用RAN变量时,RAN对象的贡献是独一无二的。然而,当控制不同的阅读前兆时,只有RAN数字有助于预测早期阅读表现。
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引用次数: 0
Patterns of Adaptive Learning Scales and Achievement Goal Questionnaire 3 × 2: More Different than Similar 适应性学习量表模式与成就目标问卷3×2:差异大于相似
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-06-27 DOI: 10.1177/07342829231185854
J. Lopez, C. Johnson, L. Dai, M. H. Jones, M. Nodine, D. Cooper, S. Eckel
The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 × 2 (AGQ 3 × 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students (N = 363). Main findings suggested that the PALS and AGQ 3 × 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 × 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 × 2 goal instrumently likely measure different theoretical constructs.
本研究检验了两种常用的成就目标工具:适应性学习量表(PALS)和成就目标问卷3×2(AGQ 3×2)之间的收敛有效性。验证性因素分析和结构方程模型在本科生样本中测试了量表内和量表间的关系(N=363)。主要研究结果表明,PALS和AGQ 3×2在各自的仪器内的关系比在量表之间的关系更强。PALS和AGQ 3×2乐器的掌握目标之间有一些相似之处,但这两种乐器的表现目标之间的关系较弱或不相关。这些发现表明/突出了成就目标理论测量中持续存在的差异。未来的研究应该考虑PALS和AGQ 3×2目标可能在工具上衡量不同的理论结构。
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引用次数: 0
Factor Structure and Measurement Invariance of the Teacher Autonomous Behavior Scale in Turkey 土耳其教师自主行为量表的因子结构和测量不变性
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-06-27 DOI: 10.1177/07342829231186229
M. F. Alkan, Fazilet Özge MAVİŞ SEVİM, A. Evers
Teacher autonomy positively impacts various profession-related variables, including professional self-efficacy, motivation, job satisfaction, organizational commitment, teacher success, and job performance. The development and adaptation of sound instruments will contribute to achieving a complete understanding of teachers’ autonomous behavior and its underlying mechanism. Thus, based on an extensive literature review and earlier research findings, Evers, Verboon, and Klaeijsen developed a promising tool to measure the autonomous behaviors of teachers. The purpose of the current study was to further examine the factor structure of the Teacher Autonomous Behavior Scale for a Turkish sample ( n = 711). Although the comparison of diverse models revealed ambiguous results, examination of bifactor indices revealed that the instrument was essentially unidimensional, unlike the original correlated four-factor model. Thus, a unidimensional model with four parcels was recommended. Correlations of Teacher Autonomous Behavior with other constructs provided evidence to support convergent and discriminant validity. Multigroup CFA revealed strict measurement invariance across gender and school stages in the Turkish sample while it demonstrated configural and metric invariance across Turkish and Dutch teachers.
教师自主性对各种职业相关变量产生积极影响,包括职业自我效能感、动机、工作满意度、组织承诺、教师成功和工作绩效。乐器的发展和适应将有助于全面了解教师的自主行为及其潜在机制。因此,基于广泛的文献综述和早期的研究结果,Evers、Verbon和Klaeijsen开发了一种很有前途的工具来衡量教师的自主行为。本研究的目的是进一步检验土耳其样本(n=711)的教师自主行为量表的因素结构。尽管对不同模型的比较显示出模糊的结果,但对双因子指数的检查显示,与最初的相关四因子模型不同,该工具本质上是一维的。因此,建议使用具有四个地块的一维模型。教师自主行为与其他结构的相关性为支持收敛有效性和判别有效性提供了证据。在土耳其样本中,多组CFA在性别和学校阶段表现出严格的测量不变性,而在土耳其和荷兰教师中表现出结构和度量不变性。
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引用次数: 0
Multi-Tiered System of Supports—Interventionist Beliefs Scale: Development and Initial Validation With School Counselors 多层次支持-干预信念量表:发展及在学校辅导员中的初步验证
IF 1.7 4区 心理学 Q2 Social Sciences Pub Date : 2023-06-26 DOI: 10.1177/07342829231184293
Mary Edwin, M. Bahr
This article describes the development of the Multi-Tiered System of Supports-Interventionist Beliefs Scale (MTSS-IBS). The introduction reviews the importance between practitioner beliefs and MTSS success. Because there is no measure to assess the MTSS beliefs of school interventionists for the success of all students, we used a principal component analysis and a parallel analysis on MTSS-IBS responses from 379 school counselors who worked as MTSS interventionists. These analyses indicated a four-component structure, and subsequent internal consistency and construct validity analyses provided initial evidence of MTSS-IBS psychometric adequacy. We discuss applications of the MTSS-IBS in research and practice for enhancing MTSS implementation.
本文介绍了多层次支持-干预信念量表(MTSS-IBS)的开发。引言部分回顾了从业者信念与MTSS成功之间的重要性。由于没有评估学校干预者对所有学生的成功的MTSS信念的措施,我们使用主成分分析和平行分析来自379名学校辅导员作为MTSS干预者的MTSS- ibs反应。这些分析表明了一个四分量结构,随后的内部一致性和结构效度分析提供了MTSS-IBS心理测量充分性的初步证据。我们讨论了MTSS- ibs在研究和实践中的应用,以加强MTSS的实施。
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引用次数: 0
期刊
Journal of Psychoeducational Assessment
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