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Cultural and translation differences between English and Chinese versions of the Student Developmental Task and Lifestyle Inventory.

机译：英文版和中文版的《学生发展任务和生活方式清单》之间的文化和翻译差异。

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摘要

The purpose of this study was to examine the validity of the Chinese translation of Student Developmental Task and Lifestyle Inventory by detecting its translation and cultural bias when used for Taiwanese college students. Scale translation, back-translation techniques, item response theory (IRT), and committee discussion were used to determine any translation and cultural differences between the Chinese and English versions of the Student Developmental Task and Lifestyle Inventory (CSDTLI & SDTLI).;The SDTLI was administrated to 1137 American College Students, and the CSDTLI, to 1213 Taiwanese college students. Lord's chi-square test was used to determine if the differential item functioning (DIF) for each item was significant. The results showed that 89 of the 140 items tested (64%) manifested statistically significant DIF. Then a committee determined, according to the item character curve (ICC) and item content analysis, the classification of each item for which significant DIF was observed as cultural, translation difference, or a combination of both for the CSDTLI.;Thirty-eight items demonstrated DIF that was determined to be primarily due to cultural differences. Nineteen items manifested DIF that was determined to be primarily due to translation/linguistic differences. Thirty-two items exhibited DIF that was judged to be both cultural and translation/linguistic differences. In its present form the CSDTLI may not be valid for use with Chinese students.;Recommendations for further research were made to consider only those items not displaying significant DIF for inclusion in an item pool and to study gender and class subgroups for Taiwanese college students. Recommendations also included replicating this study, iteratively refining the items toward a larger pool, applying committee discussion to other IRT studies, and developing a culture specific inventory for Taiwanese students.
机译：这项研究的目的是通过检测用于台湾大学生的中文发展和生活习惯量表的翻译和文化偏向来检验其有效性。量表翻译，反向翻译技术，项目响应理论（IRT）和委员会讨论用于确定学生发展任务和生活方式清单（CSDTLI＆SDTLI）的中英文版本之间的翻译和文化差异。对1137名美国大学生和CSDTLI进行了管理，对1213名台湾大学生进行了管理。使用Lord's卡方检验确定每个项目的差异项目功能（DIF）是否显着。结果显示，在测试的140个项目中，有89个（64％）表现出统计学上显着的DIF。然后，委员会根据项目特征曲线（ICC）和项目内容分析确定CSDTLI的每个重要DIF的文化，翻译差异或两者的组合的分类; 38个项目证明主要由于文化差异而导致的DIF。有19个项目的DIF被确定主要是由于翻译/语言差异引起的。有32个项目的DIF被认为是文化差异和翻译/语言差异。 CSDTLI可能不适用于中国学生。建议进一步研究，以仅考虑那些没有显示明显DIF的项目纳入项目库，并研究台湾大学生的性别和班级亚组。建议还包括复制本研究，将项目反复改进以扩大使用范围，将委员会讨论应用于其他IRT研究以及为台湾学生制定针对特定文化的清单。

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  • 作者

    Guo, Gwo-Jen.;

  • 作者单位

    Mississippi State University.;

  • 授予单位 Mississippi State University.;
  • 学科 Education Bilingual and Multicultural.;Education Guidance and Counseling.
  • 学位 Ph.D.
  • 年度 1995
  • 页码 268 p.
  • 总页数 268
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:49:31

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