评估快速反应与慢速反应在评定量表项目上的心理测量差异

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational and Behavioral Statistics Pub Date : 2023-08-30 DOI:10.3102/10769986231195260
N. Kim, D. Bolt
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引用次数: 0

摘要

先前的一些研究表明,评分量表项目的反应时间(RT)可以提供有关内容特征的信息,但最近的一项研究表明,它们也可能反映反应风格。后一个结果提出了关于在内容特征估计中可能考虑RT的问题,因为在非认知结构的测量中,反应风格通常被视为令人讨厌的维度。在这篇文章中,我们扩展了先前的工作,通过检查与快速和慢速项目反应相关的心理测量差异,探索内容和反应风格特征在自我报告评定量表测量中对RT的同时相关性。根据与认知测量相结合的平行方法,我们提供了RT如何同时反映内容和反应风格特征的实证说明。我们的研究结果表明,受访者对快速和慢速反应可能表现出不同的反应行为,内容特征和反应风格都与这种异质性有关。这些发现表明,使用RT作为改进非认知结构估计的基础,可能需要同时注意反应风格的影响。
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Evaluating Psychometric Differences Between Fast Versus Slow Responses on Rating Scale Items
Some previous studies suggest that response times (RTs) on rating scale items can be informative about the content trait, but a more recent study suggests they may also be reflective of response styles. The latter result raises questions about the possible consideration of RTs for content trait estimation, as response styles are generally viewed as nuisance dimensions in the measurement of noncognitive constructs. In this article, we extend previous work exploring the simultaneous relevance of content and response style traits on RTs in self-report rating scale measurement by examining psychometric differences related to fast versus slow item responses. Following a parallel methodology applied with cognitive measures, we provide empirical illustrations of how RTs appear to be simultaneously reflective of both content and response style traits. Our results demonstrate that respondents may exhibit different response behaviors for fast versus slow responses and that both the content trait and response styles are relevant to such heterogeneity. These findings suggest that using RTs as a basis for improving the estimation of noncognitive constructs likely requires simultaneously attending to the effects of response styles.
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
期刊介绍: Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.
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