美国残疾高中生 STEM 态度测量的初步心理测量学评估

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-11-23 DOI:10.1177/07342829231218767
Scott H. Yamamoto
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引用次数: 0

摘要

这是首次针对高三学生进行的研究,研究对象是经过心理测量验证的 STEM 测量方法--"学生 STEM"(S-STEM)。本研究也是首次针对高三残疾学生研究经过心理测量验证的 STEM 测量方法--"学生 STEM"(S-STEM)。数据收集自西部某州的 229 名高三残疾学生,并使用 Cronbach's Alpha、McDonald's Omega 和探索性因子分析 (EFA) 进行了分析。Alpha和Omega结果显示,与对其他三个S-STEM子量表的态度相比,高三学生对数学的态度内部一致性较差。EFA 结果表明,工程与技术分量表具有初步的建构有效性。这项研究的局限性在于其样本量有限,且存在一些测量不精确的问题。本研究的意义在于为高三残疾学生和教育工作者进一步进行 S-STEM 心理测量分析,以增加高三残疾学生的 STEM 机会。
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Preliminary Psychometric Assessment of STEM Attitude Measure for U.S. High School Students With Disabilities
This was the first study in which a psychometrically validated STEM measure, the “Student STEM” (S-STEM), was studied for HSSWD. This study also represented the first time a psychometrically validated STEM measure, the “Student STEM” (S-STEM), was studied for HSSWD. Data were collected from 229 HSSWD in a western state and analyzed using Cronbach’s Alpha, McDonald’s Omega, and exploratory factor analysis (EFA). The Alpha and Omega results showed less internal consistency in HSSWD attitudes toward mathematics than their attitudes toward the other three S-STEM subscales. The EFA results showed preliminary indications of construct validity for the engineering and technology subscale. Limitations of the study are its modest sample size and some measurement imprecision. Implications of the study are further psychometric analyses of the S-STEM for HSSWD and educators focusing on increasing STEM opportunities for HSSWD.
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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