sss - ie的因子结构及测量不变性检验

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2023-09-16 DOI:10.1177/07419325231193147
Kathleen Lynne Lane, Wendy Peia Oakes, Mark Matthew Buckman, Nathan Allen Lane, Katie Scarlett Lane, Kandace Fleming, Rebecca E. Swinburne Romine, Rebecca L. Sherod, Chi-Ning Chang, Jamie Jones, Emily Dawn Cantwell, Meredith Crittenden
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引用次数: 0

摘要

鉴于需要一种快速、系统的方法来识别具有内化和外化行为模式的学生,以将学生与适当的支持联系起来,我们提出了学生风险筛查量表-内化和外化(sss - ie)的新发现。在本文中,我们检查了(a) sss - ie的因素结构和(b)在每个学校水平(小学、初中、高中)中,测量不变性在性别、特殊教育状况、种族和民族以及时间点(秋季、冬季、春季)中的程度。样本包括来自美国四个地理区域的124所学校,这些学校在实施sss - ie的第一年收集了10年的数据。使用验证性因子分析程序,考虑学生在教师教室内的嵌套,我们确认了一个双因素结构(内化和外化),并确定了三个项目可以从工具中删除,同时保持足够的模型拟合,等待在筛选实施的后期阶段与学校复制。在一个时间点内,配置模型、度量模型、标量模型和严格模型之间的所有模型比较都满足不变性标准。纵向模型也满足这些不变性标准。我们讨论了教育意义、局限性和未来研究的方向。
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Examination of the Factor Structure and Measurement Invariance of the SRSS-IE
Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect students with appropriate supports, we present new findings of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and ethnicity, as well as time point (fall, winter, spring) within each school level (elementary, middle, high). The sample includes 124 schools from four U.S. geographic regions in their first year of implementing the SRSS-IE collected over a 10-year span. Using confirmatory factor analysis procedures accounting for the nesting of students within teachers’ classrooms, we confirmed a two-factor structure (internalizing and externalizing) and determined three items may be removed from the instrument while maintaining adequate model fit, pending replication with schools in later stages of screening implementation. All model comparisons between configural, metric, scalar, and strict models met invariance criteria within a time point. Longitudinal models also met these invariance criteria. We discuss educational implications, limitations, and directions for future research.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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